|
How do we
assess the teacher and student to see if the PD course added any
value. Our goals are to follow the teachers who have taken the
PD course and observed what they do in their classrooms and also
observe their students. these tables below are part of that
assessment. Video's of the classroom during the implementation
portion will be conducts to help in the assessment and provide
feedback to the classroom teacher.
|
Assessment for
Teachers |
|
Item/ Category |
How is it displayed in the
classroom |
|
Creativity |
| Trying something new |
| Letting go of some control in the classroom |
| Taking Risks |
| Bring in other learning disciplines
|
|
|
Thinking skills |
| Use of good questions |
| Reflection on their actions
|
| Bring in higher order skills areas as defined by
the new Bloom taxonomy |
|
|
Use of content |
| Design process |
| knowledge of Literature, Math, Science |
| |
|
|
Pedagogical skills
|
| Acts as a facilitator versus "Sage on the Stage" |
| Uses well thought our feedback strategies and
rubrics |
| Creates a learning environment and a playful
atmosphere |
| Creates a well thought our project learning
space; Children are engaged |
|
|
Assessment for
Students: |
|
Item/ Category |
How is it displayed in the
classroom |
|
Creativity |
| Takes risks ( learning from
failures ) |
| Is active in divergent thinking exercises |
|
|
Thinking skills |
| Asks good questions |
| Reflects on their actions
|
| Uses higher order skills as defined by the
new Bloom taxonomy |
|
|
Use of content,
is able to do: |
| Engineering Design process |
| See's the connection to math. and science |
| |
|
|
Working with Peers and Teachers |
|
|
