Here is what everyone in this class seems to be trying to figure out on the blogs that happened week4. In Week 4 we were to post 8 blogs about the 8 different items in this Iris-(I just realized it when MissusC(Danielle) posted thanks Danielle Yeah for Peer learning)
http://iris.peabody.vanderbilt.edu/cnm/cresource.htm
We are now into week 5 with the EVALUATING WEB RESOURCES and SOCIAL BOOKMARKING using the Delicious website. And about to move into week 6(2/14-2/20).
1)Content Standards
What are content standards and benchmarks, and how are they used?
Content standards are the final outcome of what your trying to teach. After spending a few hours trying to open the DVD that came with the book(it requires winzip which I no longer have) I was hoping to compare Content Standards and Benchmarking to Education. Looks like I'm falling back on my Military training yet again.
In the Army you have Tasks, Conditions, and Standards. Standards are what you are trying to achieve. One example is in "Common Soldier Task - 081-831-1023 - Perform First Aid to Restore Breathing and/or Pulse" the soldier standards are "Standards: Take appropriate action, in the correct sequence, to restore breathing and, if necessary, the pulse. Continue until the casualty's breathing/pulse returns, a qualified person relieves you, a physician stops you, or you are too tired to continue." His benchmarks are if he is a Go/No-GO for each of the steps he must do to accompish the standard. Benchmarks are the grades a student recieves based on each step he accomplishes.
Tasks in the Army are broken down into skill level tasks. Each task has a name and number for reference. The Common Soldier Task book has a list of classes NCO's must teach there soldiers and the standards they must achieve to pass that block of instruction. Benchmarks are the way to measure what the soldier accomplished based on a Go/No-go status. If a soldier recieves a go he passes that individual task. In the example above one step is "Positioned the casualty" and a list of steps on how to position the casualty is under that step. If the benchmark of Positioning the casualty is correct the soldier recieves a Go and moves on. In education it would be a worksheet on an individual step of a larger Content Standard.
Is there a book like this for education? I'm understanding that is what NET-S is trying to do?
I'm attaching all 8 questions and Titles here 1st then posting one at a time. There is so much information covered in these 8 this may take a while. So I don't forget-
ReplyDelete1)Content Standards
What are content standards and benchmarks, and how are they used?
2)Learning Characteristics
Which student learning characteristics should teachers identify before developing instruction? Why is this important?
3)Information-Processing Model
Describe the information-processing model of learning.
4)Adapting Instruction
Adapting instruction is important. Discuss two reasons why this is so
5)Components of Good Assessment
Name three components of a good assessment.
6)Instructional Cycle
Describe three stages of the instructional cycle
7)Meeting the Needs of All Students
What should guide teachers' planning in order to meet the needs of all students?
8)Identifying Lesson Topics
How should teachers identify lesson topics to include in instruction?
Links I'll be using later-
ReplyDeletehttp://wps.prenhall.com/chet_roblyer_integrate_4/38/9795/2507611.cw/index.html
https://spreadsheets.google.com/lv?key=tiSkOr0Jh8Gw8q4dYL_DDwA&type=view&gid=0&f=false&sortcolid=-1&sortasc=true&rowsperpage=250
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ReplyDeleteThere's a lot that goes into planning a lesson or unit that we don't see when we just look at a lesson plan. Understanding our students comes first, but then we need to understand where we need to go. That's where the standards/objectives come in. They provide a framework to help us design our lessons. Understanding how students learn is next, so we can figure out the instructional strategies to use to meet their needs. Assessment is important because we need to determine whether we are meeting those needs and whether we need to alter our teaching practice to better meet those needs.
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