Exam (elaborations) WGU D293

Portfolio Assessment - ANSWER Portfolio assessment involves the collection and evaluation of student work samples over time. It provides a holistic view of student progress and achievement across various learning activities and subjects. Digital Assessment Tools - ANSWER Digital assessment tools leverage technology to create interactive assessments that engage students and provide immediate feedback. These tools encompass a wide range of digital platforms and applications. Observations - ANSWER Observations involve systematically watching and recording student behavior, interactions, and performance in various learning contexts. They provide valuable insights into students' skills, attitudes, and learning preferences. Standardized Tests - ANSWER Standardized tests are formal assessments administered under controlled conditions to measure student achievement and compare performance across a larger population. They often assess a broad range of content and skills. Formative Assessment Examples - ANSWER Quick quizzes, Exit tickets, Think-pair-share activities, Polling apps (e.g., Kahoot, Poll Everywhere), Classroom discussions Developmental - ANSWER The school based math coach models a lesson in Juan's classroom using the resources from the new math curriculum. After the lesson, Juan and the coach meet to talk about positives and challenges of the lesson. The coach shares his thoughts on the next day's lesson, how he determined what he would be doing next, what to do with students that need remediation, etc. Measuring - ANSWER Juan's principal conducts an observation. Juan is rated above average for his planning and the use of the new curriculum. However, the principal rates Juan developing for his instructional delivery and his responsiveness to student needs. Measuring - ANSWER Juan's supervisor met with Juan to discuss the performance of his students on a summative math benchmark. More than 50% of his students scored below the pass goal of 70%. Juan's supervisor told Juan that scores needed to improve and reminded him that student achievement data would be examined as part of Juan's evaluation cycle. After synthesizing the information in this module, describe the difference between coaching and evaluation and how the two can work in tandem to improve teacher effectiveness by supporting a teacher as they make adjustments to their teaching. - ANSWER Evaluation is often a summative practice where teacher effectiveness is measured and rated. The rating is likely part of the teacher's permanent record. In the traditional sense of evaluation, teachers may receive constructive feedback and suggestions to increase performance but the rating is seen as a final review until the next evaluation cycle. Coaching is an ongoing process of observation and dialogue between the coach and the teacher. The relationship is very collaborative and respectful and the teacher feels supported by the coach to make instructional changes. Coaching is not part of an evaluation and is a continuous cycle that gives teachers time and resources to make changes. The relationship between the teacher and coach or evaluator would be respectful and collaborative. Employing a coaching model together with a summative evaluation would be excellent. Principals and supervisors could be part of early, nonevaluative observations to set goals for improvement with each teacher. Providing the appropriate professional learning and resources to have each teacher meet the goals would be part of the principal's responsibility. Continuous observation looking for improvements would lay the pathway for a final, summative evaluation that would be in-line with the evaluation framework but also provide a view of more than one snapshot of the teacher's performance. It would also likely remove the negative, punitive feeling that teachers often associate with evaluation and transform evaluation to a more supportive process that leads to improved teaching and learning. Identify three roles of a teacher leader - ANSWER Change agent Instructional specialist Coach and mentor A teacher leader would be an instructional specialist who shares instructional methods, resources, and research based practices with peers. Teacher leaders also work as a coach or mentor supporting peers with data disaggregation, model lessons, instructional planning, and constructive feedback. Acting as a change agent for the whole school is a primary role for a teacher leader. Teacher leaders promote the school vision and support the staff as they move forward to address specific school goals. Tina is an eighth-grade social studies teacher. She has been teaching for fourteen years. Tina has a recorded history of high student achievement scores on the state standardized history exam. Year after year, her students perform well on the exam. Tina recently took on the role of social studies department chair at her school. The other social studies teachers in grades 6-8 at Tina's school are fairly new having 0-3 years of experience. One of Tina's first actions as the department chair was to meet with the social studies teams and develop shared goals around student achievement. ...... What is the ultimate purpose of the social studies department meeting as a collaborative team? - ANSWER Building an experienced, highly collaborative staff with a focus on improving student learning. The main goal was to create a team led by a seasoned teacher with a proven record of high levels of student achievement. The ultimate focus of the team was to improve student learning. Utilizing her experience, Tina was able to lead the less senior teachers in improving their skills and broadening their knowledge of effective instructional strategies and resources. True or False: All teachers have opportunities for leadership. - ANSWER Correct! Any teacher can become a leader. As a member of the teaching profession, teachers should see themselves as continuous learners. Armed with up-to-date knowledge, teachers are able to collaborate and contribute to the success of the school or school system. Effective teacher leader skills can be learned and leadership skills can be honed over time in a supportive climate. Professional learning communities have taken the forefront of reform efforts to increase ____________ and serve as a tool to __________________. - ANSWER Teacher collaboration; increase student achievement Correct! PLCs are designed to increase teacher collaboration. Teachers work collaboratively to plan lessons, review student performance data, problem solve, and make shared decisions. The ultimate goal of a PLC is to serve as a tool to increase student achievement. Performance Task Examples - ANSWER Research projects, Science experiments, Debates or presentations, Design challenges, Role-playing scenarios Portfolio Assessment Examples - ANSWER Digital portfolios (e.g., Seesaw, Google Sites), Writing portfolios, Art portfolios, STEM portfolios, Reflection journals Formative - ANSWER To assess student understanding during the learning process to guide instruction and provide feedback Standardized - ANSWER To evaluate student performance against a predetermined standard to compare across a larger population manages emotions and memory This part of the brain helps us process emotions, form memories, and make decisions based on past experiences. As we learn and grow, our limbic system helps us navigate social situations, regulate our emotions, and remember valuable information, all of which are essential for success in education. (WGU) - ANSWER limbic system where higher cognitive functions like language and problem-solving occur the largest part of the brain responsible for higher cognitive functions like thinking, reasoning, and problem-solving. The cerebrum undergoes extensive development throughout childhood and adolescence, with critical periods of growth during early childhood and again during puberty. This part of the brain allows us to process complex information, learn new skills, and engage in higher-level thinking. - ANSWER Cerebrum responsible for balance, coordination, and motor skills. the cerebellum plays a vital role in learning. It helps us perform physical tasks, such as writing, typing, or playing sports - ANSWER Cerebellum plays a crucial role in decision-making, impulse control, and emotional regulation. As students progress through elementary, middle, and high school, the prefrontal cortex continues to mature, influencing their ability to plan, organize, and prioritize tasks, impacting their academic performance and social interactions. (WGU) - ANSWER pre-frontal cortex from a science of learning perspective, challenges the traditional notion that there is a "normal" or standard way of learning and cognitive functioning. Human brains are incredibly varied, and individuals vary widely in their strengths and weaknesses. -influenced by factors such as genetics, environment, and life experiences. From a scientific standpoint, it is crucial to recognize and embrace this variety rather than adhering to rigid standards of what constitutes "normal" learning. (WGU) - ANSWER The myth of normal By understanding and adapting to individual differences in learning, educators can create inclusive and effective learning environments that cater to the unique needs of each learner and increase learning. This perspective emphasizes the importance of differentiated learning approaches that recognize and celebrate the variety of human cognition. (WGU) - ANSWER Learning Science challenges the idea that there is one ideal way of learning or thinking, recognizing that individuals vary greatly in cognitive functioning. - ANSWER The myth of normal the brain's ability to reorganize and adapt in response to experience enables individuals to learn new skills, recover from injury, and adapt to new environments throughout life. you apply neuroplasticity when using various instructional strategies, offering feedback, teaching metacognitive strategies, and creating enriched learning environments - ANSWER Neuroplasticity explores how individuals have different abilities and approaches to thinking and problem-solving. - ANSWER The neuroscience of cognitive styles