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Greg McVerry

I just published another on Writing Conferences as a tool for growth and assessment: https://archive.org/details/2toPonder/2toPonderSe03Ep09.m4a and it's not season 3. I just make up the numbers anyways (kind of like grading in a writing class)

Greg McVerry

I just published another on the reader's conference as a tool for growth and assessment: https://archive.org/details/2toPonder/2toPonderSe02ep08.aifc

Greg McVerry

@coffeechugbooks I covered a ton of this and made a bunch of videos and mircocasts. You maybe able to poach some ideas: https://quickthoughts.jgregorymcverry.com/tag/edu407Sum19

Greg McVerry

Hey If you took away one thing from our class I want it to be the meaning you find in this poem by @edifiedlistener https://edifiedlistener.blog/2019/05/19/idk/ hold that meaning and build it into your elementary classroom

Greg McVerry

Here is another in the series on assessment in the classroom. In this episode we review ideas for texts https://archive.org/details/2toPonder/2toPonderSe02Ep07.aifc

Greg McVerry

What Makes A Good Lesson Plan?

Criteria for A Strong Lesson   An assessment that would measure knowledge growth on a measurable objective derived from a national standard A series of scaffolded learning activities

2 min read

Criteria for A Strong Lesson

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  • An assessment that would measure knowledge growth on a measurable objective derived from a national standard

  • A series of scaffolded learning activities that would lead to mastery of the stated objective

  • Differentiation based on content standards and atypical student development



A Self Checklist

  • Is my objective something I can measure?

  • Does my objective include knowledge and skills?

  • Am I asking for higher level knowledge?

  • What verbs am I using? Do they match the level of knowledge I want?

  • Would mastery of the objective move students closer to the grade level expectation on their standard?

  • Will my assessment provide evidence of knowledge growth towards the objective?

  • How do I make students aware of the objective? Do i state it? Write it? Do we discuss?

  • How do students know what success looks like?

  • Do I define all key terms for learner in my activities?

  • Do I model skill use in my activities?

  • Do my activities balance talk more with the teacher? Student?

  • What opportunities did I include for metacognitive reflection?

  • What opportunities did I include for student to student talk?

  • Did I utilize local cultural wealth in the design of my lesson?

  • Did I make sure my resources meet all accessibility guidelines?

  • Did I consider the difference between the standards above and below grade level for students who have met mastery or need additional support?

Greg McVerry

Greg McVerry

Greg McVerry

Here is another on the dumb ways we assess novels and some better ideas for your classroom: https://archive.org/details/2toPonder/2toPonderSe02ep5.aifc

Greg McVerry

Hey here is another two minute podcast on assessment in the language arts classroom ://archive.org/details/2toPonder/2toPonderSe02Ep04.m4a

CLMOOC

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