The Geography unit presents students to do some real “hands on” activities while also introducing them to cooperative learning for the first time this year. One thing I really enjoy about this unit is that I am making a clear connection between formative and summative assessments. Formatives take the shape of filling out outline maps, learning to tell the differences between different types of maps, and learning about their Model UN countries. The formatives in a sense are also used to help students literally build their summative assessment. What they practice learning about maps, their countries, and about map labeling skills will actually create the materials they will need to do their final map project. I am still developing ideas about monitoring individual efforts within the group. Students do fill out a final self assessment about the project and their part in it. One thing though that I’ve removed from this self assessment though has been the opportunity for students to actually grade themselves. This is something learning from attending conferences and reading research that suggest this is not a best practice (which I tended to agree with even before hearing other opinions on the subject). I have continued to use aspects of our course KUD’s section on Geography, although I added the Understands about the process of map making. One other aspect of this project which tends to work well from year to year is the creation of exemplars. I always feel very strongly about the use of exemplars as a guide for student- actually “showing” them an example of “4” level work generally is very effective.
Ancient Civilization Unit Formative Assessments-
#1- 8 Features of a Civilization
#2- Law and School Readings
#3- Return To Eden
Ancient Civilization Unit Formative Assessments-
#1- 8 Features of a Civilization
#2- Law and School Readings
#3- Return To Eden
The Ancient Civilization unit offers students several options. The project summative allows differentiation by type, as students can create their "tomb" in a variety of formats. The writing summative contains differentiation of content, as students can select vocabulary terms and essay topics to focus on in their essays.
The three formatives are designed to give students experience and practice in meeting the standards of this unit. The first one asks them to create their own civilization, and compare it later to the ones studied in class. The second and third preview the types of evidence, analysis and critical thinking questions they will be asked about on their writing summative. All of them link to the targets I've created for the "Do's" of this unit.
I believe strongly in allowing for student choice in content, and when possible, in type. As I mentioned on my articulates page, I have now come to see content as the avenue on which students move toward progress in vital skills. As students become successful in mastering the skills needed to learn social studies content, I believe they will be more apt and eager to attempt to learn more about their areas of interest on their own.
By noting the different types of questions as evidence, analysis and feedback, I can see where student strengths and weaknesses lie, on both an individual and group level. My plan is to then use class and core time to offer enrichment activities that will help students progress in different areas. My "feedback" journal - which you'll hear more about on the Communicates page also helps me track student progress by referencing comments throughout the year.
The three formatives are designed to give students experience and practice in meeting the standards of this unit. The first one asks them to create their own civilization, and compare it later to the ones studied in class. The second and third preview the types of evidence, analysis and critical thinking questions they will be asked about on their writing summative. All of them link to the targets I've created for the "Do's" of this unit.
I believe strongly in allowing for student choice in content, and when possible, in type. As I mentioned on my articulates page, I have now come to see content as the avenue on which students move toward progress in vital skills. As students become successful in mastering the skills needed to learn social studies content, I believe they will be more apt and eager to attempt to learn more about their areas of interest on their own.
By noting the different types of questions as evidence, analysis and feedback, I can see where student strengths and weaknesses lie, on both an individual and group level. My plan is to then use class and core time to offer enrichment activities that will help students progress in different areas. My "feedback" journal - which you'll hear more about on the Communicates page also helps me track student progress by referencing comments throughout the year.