The Joyful Learner

SECTION 1: STOT Assessment Reflection Perspective 1) As a teacher candidate learning about assessments, and reviewing it from the angle of exploring the ways this assessment can be viewed as both a summative and formative assessment depending on how it is used and engaged. What is the primary purpose of this assessment? The purpose of the document is to determine if the student teacher is prepared to be a teacher. The assessment is based on the 10 national standards for new teachers. Who is this assessment primarily for and why?  Who created it?  NDACTE  Why did they create it? To provide a checklist for implementing & assessing the InTASC standards for new teachers. What do they hope it tells them?  The document collects data that will tell the University                                                effectiveness of the pre-service curriculum in preparing teachers for service. They hope that this document will tell them how a teacher candidate is performing in terms of the 10

I created this graphic organizer to provide an overview of content in Jim Knight's book, High-Impact Instruction: A Framework for Great Teaching , that is devoted to authentic assessment. The sections include the preamble to Part III, Planning, and Chapters 2, Guiding Questions, and Chapter 3, Formative Assessments. The map is an example of a learning map which is the topic of Chapter 4, Learning Maps. I have previous experience making my thinking visible through depictions like this one, but before now, I have never used an interactive tool like Creately for this task.        It is important to have students make their thinking visible in learning map formats because these can help ensure that learning is coherent and complete. A teacher and student can use a learning map as the basis for (1) a discussion about knowledge and skills learned and performed; (2) reviewing levels of proficiency; (3) action planning to close gaps in proficiency or knowledge; and (4) lesson or unit clos

  Part 1: Content Reflection   Prompting Questions: What is intelligence? What do you think about your own intelligence?  How does someone demonstrate knowledge? What does it mean to you to create optimal conditions and contexts for student learning? Intelligence is innate and dynamic. Mental effort and solving challenges increases one’s intelligence (Kuszewski, 2011). Jennings (2015, p175) describes how discouraged children can form fixed mindsets around feelings of inadequacy. She explains, these children “ are in great need of the kind of encouragement that promotes a growth mindset. For example, we can say, “You worked very hard on that and finished one page,” rather than, “Look, you did it! You’re so smart!” To these children, such praise will ring hollow. They won’t believe it, and it won’t help you build trust. With regular encouragement, I have seen children like these change dramatically” (Jennings, 2015, p175).  Although I think of my own intelligence as constantly expanding