Web & Social Media Analytics Previous Year Question Paper.pdf
Session 4
1. Florida K-12 Reading Endorsement Competency Three Foundations of Assessment Sessions Four FLaRE Professional Development Competency Three: Foundations of Assessment S4
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11. TYPES OF STUDENT ASSESSMENT AND RELEVANT QUESTIONS Foundations and Applications of Differentiating Instruction: Competencies Four and Five S3 - Feedback Relevant Question Type of Assessment Daily Are students learning it? Classroom assignments Weekly Did students learn it? Classroom Unit Tests Every 9 weeks How are students performing in general? Student Report Cards, FAIR As needed What are students instructional strengths and needs? Diagnostic Assessments (DAR) Annually Are students meeting state standards and benchmarks? FCAT/SAT10 Alternative Assessment
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15. CYCLE OF INQUIRY Foundations and Applications of Differentiating Instruction: Competencies Four and Five S3 - Academic Focus Inquiry Question Measurable Goals Major Strategies Actions Data Analysis
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23. Who’s to Blame The college professor said: “Such rawness in a student is a shame; lack of preparation in high school is to blame.” Said the high school teacher: “Good heavens! That boy’s a fool. The fault, of course, is with the middle school.” The middle school teacher said: “From stupidity may I be spared. They sent him in so unprepared.” The primary teacher huffed: “Kindergarten blockheads all. They call that preparation” Why, it’s worse than none at all.” The kindergarten teacher said: “Such lack of training never did I see. What kind of woman must that mother be.” The mother said: “Poor helpless child. He’s not to blame. His father’s people were all the same.” Said the father at the end of the line: “ I doubt the rascal’s even mine.” Foundations and Applications of Differentiating Instruction: Competencies Four and Five S3 -
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Notas del editor
The college professor said: “Such rawness in a student is a shame; lack of preparation in high school is to blame.” Said the high school teacher: “Good heavens! That boy’s a fool. The fault, of course, is with the middle school.” The middle school teacher said: “From stupidity may I be spared. They sent him in so unprepared.” The primary teacher huffed: “Kindergarten blockheads all. They call that preparation” Why, it’s worse than none at al.” The kindergarten teacher said: “Such lack of training never did I see. What kind of woman must that mother be.” The mother said: “Poor helpless child. He’s not to blame. His father’s people were all the same.” Said the father at the end of the line: “ I doubt the rascal’s even mine.”
Materials: Slide S4-3-11, Handout S4-2-4, index cards, markers (at least 7 different colors), wall charts with the words: static, dynamic, norm-referenced, criterion-referenced, survey, formal, informal Display Slide S4-3. (Only tile initially appears). Have each participant write their definition of assessment on an index card. At their tables, have participants discuss their definitions and then create a common definition. 3. Share common definition with the entire group. While sharing chart key words. 4. Share definition on Slide S4-3, Handout S4-2.
After students are assessed, differentiated instruction will need to be implemented in order to match instruction to the different needs of students in the classroom and organize differentiated phonemic awareness, phonics, fluency, vocabulary, and comprehension instruction.
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