direct instruction: methods for closure and evaluation
Post on 13-May-2015
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Direct Instruction:Methods for Closure and
Evaluation
Kellie DelmonicoEmily Egan
Susan Gunther
In the last 24 hours, if you have...
What is Closure?
• Closure in a lesson is provided when the teacher is ready to begin the next lesson or activity in the school day and wants to 'tie the bow' on the previous lesson
• Closure brings any lesson to a satisfying finish both cognitively and aesthetically
• In a Direct Instruction lesson, closure will occur after the independent practice period and before instructions are given for the next activity
Chapter 4 - Direct Instruction
How Should I Approach Closure?
• The teacher should give a signal for attention, then ask for a quick review of what was learned during the lesson.
• While the teacher can provide the review, it is ideal for the students to summarize or comment on what was accomplished during the lesson.
• Teachers can highlight students' metacognitive abilities by asking questions that not only reflect content concerns but also reinforce the value of the lesson:
Chapter 4 - Direct Instruction
Student Reflection
WHATdid you learn in today's lesson
that you did not know yesterday?
WHYis that learning important to you?
Some teachers complete closure by previewing
what will be happening in class the next day.
Chapter 4 - Direct Instruction
What is Assessment and Why do we need it?
• Educational assessment is the process of documenting in measurable terms knowledge and skills.
• It determines whether or not goals and objectives are being met.
• Assessments should bring about benefits for students either in direct services to the student or in improved quality of educational programs.
• Assessments should be reliable, valid, fair and age and linguistically appropriate.
www.education.com/reference/.../why-assessment-important
Assessment & Evaluation
Formative(Daily Successes)
Teacher:Checks student work each day
and offers corrective instruction as necessary
Student:Complete independent work at or above a given level of proficiency
Summative(Mastery)
Teacher:Checks student work
at the end of each unitof instruction
Student:demonstrate knowledge and
application of concepts and skills at or above a given level of
proficiency
http://www.edpsycinteractive.org/topics/instruct/instevnt.html
Types of Assessment
• Standardized Assessment: state-mandated standardized tests. Some examples include: SAT, ACT, Stanford Achievement Test, TerraNova, LSAT, GMAT, GRE
• Alternative or Authentic Assessment: usually designed by the teacher to gauge the level of student understanding. Some examples include: portfolios, journals, performance tasks, interviews, essays, self and peer evaluations.
Formative Assessments
Examples:• Criteria and goal setting: establish and define quality work together;
determine what should be included in criteria for success
• Observations: assist teachers in gathering evidence of student learning to inform instructional planning; this evidence can be recorded and used as feedback about their learning
• Questioning strategies: should be embedded in lesson/unit planning
• Self and peer assessment: helps create a learning community within a classroom; students who can reflect while engaged in metacognitive thinking are involved in their learning
• Student record keeping: helps students better understand their own learning as evidence by their classroom work; this process engages students as well as allows them to see where they started and the progress they're making towards the learning goal
http://www.nmsa.org/Publications/WebExclusive/Assessment/tabid/1120/Default.aspx
Formative Assessments (continued)
• Formative assessments takes place during the lesson and provides the teacher with information regarding how the learning objectives of a given activity are being reached.
• It provides valuable information as to what modifications need to be made while the learning is happening.
• Below is a clip that demonstrates formative assessment. Note how the students are directly involved in the formative assessment process. These students are highly engaged and act as resources for their peers. The teacher is also providing much descriptive feedback.
http://www.youtube.com/watch?v=RxfvCtmiDhI
Examples:
• State assessments• District benchmark or interim assessments• End-of-unit or chapter tests• End-of-term or semester exams• Scores that are used for accountability for schools (AYP)
and students (report card grades)
http://www.nmsa.org/Publications/WebExclusive/Assessment/tabid/1120/Default.aspx
The key is to think of summative assessments as a means to gauge, at a particular point in time, student learning relative to content standards
Summative Assessments
Balancing Assessment
• As teachers gather information/data about student learning, several catergories may be included
• In order to better understand student learning, teachers need to consider information about the products (paper or otherwise) students create and tests they take, observational notes, and reflections on the communication that occurs between teacher and student or among students
• When a comprehensive assessment program at the classroom level balances formative and summative student learning/achievement information, a clear picture emerges of where a student is relative to learning targets and standards
http://www.nmsa.org/Publications/WebExclusive/Assessment/tabid/1120/Default.aspx
The More We (They) Know...
The more we knowabout individual students
as they engage in the learning process,the better we can adjust instruction
to ensure that all students continueto achieve by moving forward
in their learning.
Your turn!Use your whiteboards to answer the following:
1. The purpose of closing a lesson is: a.) To help "cement" the key ideas of the lesson. b.) To foreshadow or to check for foundational skills for the next lesson. c.) a and b. d.) To use as a filler when you have extra time.Correct! The answer is C!
2. At the elementary level, a.) Formative assessments are more important than summative assessments. b.) Formative are just as important as summative assessments. c.) Summative assessments are more important than formative assessments.Correct! The answer is B!
3. Which statement is false? a.) Like the rest of the lesson, the closure portion of a DI lesson is also teacher directed. b.) Closure in a DI lesson only addresses lower cognitive skills such as knowledge. c.) Students can do their own formative assessments by self-monitoring by keeping records of their progress.Correct! The answer is B!
4. Which of the following is a formative assessment? a.) Ten division problems for homework. b.) The "L" in a KWL chart. c.) A student's oral retelling of a story he just listened to in a listening center.Correct! Tricky - the answer is any of the above!
Ticket out the door
On your whiteboards:
Write what you think is the most important benefit of formative assessments.
Hand in your whiteboards on the way out of the room.
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