Assessment
Assessment is an on-going process, which encompasses formative and cumulative thinking. I believe assessment begins with establishing clear objectives and expressing goals to students. I believe that assessment is most effective when students are given the opportunity to develop their skills and are provided with periodic/ formative feedback. In sum, I believe in providing the opportunity for students to reflect and to grow. And further I believe a fundamental principle in assessment is providing students with the tools to be engaged in this process. Ideally, I hope to develop a curriculum based upon student needs/goals.
For me, I believe in the learning process: presentation, practice and production. All of my lessons are based upon this process. I think these phases are an integral component of assessment. In a typical unit, I begin by establishing objectives (enabling and terminal) and explaining cumulative goals. In doing so, I outline the short term and long term goals of the unit. Next I follow the best teaching practice of presentation, practice and production. During each phase, I provide students with the opportunity to experiment with target skills and I give students periodic feedback and the chance to self-reflect. I see the final assessment as a cumulative product which reflects their growth, self-reflection and abilities in a positive way.
I believe that assessment is enabled by multiple learning venues. Therefore, I employ various teaching methodologies within the class, I create a balance between whole-group, small group and pair-group learning. I am also very cognitive of balancing between teacher-centered and student-centered lessons. Furthermore, I apply the theories of multiple intelligence through the use technology, physical activity and community to support the various learning styles; my daily classroom lessons always include PPTs, videos, music and physical activities. Moreover, I also always establish a website where students and parents can review objectives, weekly schedules, daily materials and extra resources.
Here are a couple examples from my previous teaching job; I taught advanced ESL at a college in Thunder Bay. Although I was teaching adults, the same principles apply to the education process to elementary students, with some modifications.
For me, I believe in the learning process: presentation, practice and production. All of my lessons are based upon this process. I think these phases are an integral component of assessment. In a typical unit, I begin by establishing objectives (enabling and terminal) and explaining cumulative goals. In doing so, I outline the short term and long term goals of the unit. Next I follow the best teaching practice of presentation, practice and production. During each phase, I provide students with the opportunity to experiment with target skills and I give students periodic feedback and the chance to self-reflect. I see the final assessment as a cumulative product which reflects their growth, self-reflection and abilities in a positive way.
I believe that assessment is enabled by multiple learning venues. Therefore, I employ various teaching methodologies within the class, I create a balance between whole-group, small group and pair-group learning. I am also very cognitive of balancing between teacher-centered and student-centered lessons. Furthermore, I apply the theories of multiple intelligence through the use technology, physical activity and community to support the various learning styles; my daily classroom lessons always include PPTs, videos, music and physical activities. Moreover, I also always establish a website where students and parents can review objectives, weekly schedules, daily materials and extra resources.
Here are a couple examples from my previous teaching job; I taught advanced ESL at a college in Thunder Bay. Although I was teaching adults, the same principles apply to the education process to elementary students, with some modifications.
| self_potrait.pptx |