Early Assessment The First Step in Planning Process

Early Assessment The First Step in Planning

Process of Instruction Planning Delivery Assessment

Early Assessment Conditions Students Self

Conditions

Teacher Controlled Classroom arrangement Rules/Routines Leadership/Communication Activities Assessment

No Teacher Control Number and characteristics of students Room size and resources Furniture, labs, textbooks, media Administrative policies Support from colleagues, aids

Note the fixed-bench desks

Conditions How shall I allocate time? Length of units, number of lessons What activities shall I select? How shall I link my plans to the overall curriculum State standards

Conditions How shall I sequence activities? What shall be the pace of my instruction? What assignments/homework? How shall I assess my

Students

Student Characteristics

Student Characteristics Family Counseling class in Fiji

Early Assessment of Students Formal Assessments Paper and Pencil Tests Informal Assessments Observation Oral questioning

Students “It is the person’s present knowledge that supplies the power for new knowledge to be acquired. . . thus the problem of learning can be stated simply: to make connections between what is to be learned. . . and what is already known” (Gowin, 1981) What do my students already know?

Self

Teacher Characteristics Knowledge of subject

Teacher Characteristics Personality (control, humor)

Teacher Characteristics Physical limitations (energy)

Teacher Characteristics Personal life

Setting Goals The Next Step in Planning

Educative Events 1. Year, Semester (entire course) 2. Unit of Study (days, weeks) 3. Day’s Lesson (one class period)

Educative Events Beginning End (Planning) (Outcomes) INSTRUCTION What should be the learning outcomes for the event?

Begin At The End Outcomes, Targets, Objectives 3 synonyms for the same concept

Begin At The End Beginning End (Planning) (Outcomes) Instruction (Methods) OBJECTIVES After instruction, what should be the learning outcomes?