Intel Education: Assessing Projects: Gauging Student Needs - The Diigo Meta page

• 28 Feb 12
  

  Yolanda Kline

  Assessments: Gauging student needs

  assessment

  • electronic
  • electronic white
  • • Samples of one student over time
  • one student
  • illuminate preconceptions.
  • Topic on chart paper or electronic
  • electronic white board
  • electronic white
  • electronic
  • individually in journals.
  • white board
  • board
  • summarize
  • summarize their ideas for the benefit of the entire class.
  • benefit
  • entire class

  14 more annotations...

• 03 Jan 12
  

  Jane Lombardo

  examining student work, graphic organizers, KWL, think pair share and brainstorming can be used to assess student needs

  KWL graphic Intel assessment

• 09 Oct 11
  

  Shelly Woodard

  gauging student's needs

• 15 Aug 11
  

  Lesley Reilly

  assessment needs projects assessments Intel

• 26 Jul 11
  

  LaDesa Thrash

  assessments

• 23 Jun 11
  

  Marsha Lipford

  Gauging Needs Assessments

• 08 Jun 11
  

  Ginger Shirley
• 07 Jun 11
  

  Zach Nicks
• 

  Anna Maria Ford

  Assessment Instruments

• 31 May 11
  

  Frank DeLoach
• 06 May 11
  

  adnan butt

  assesment

• 07 Feb 11
  

  Loren Graves
• 01 Feb 11
  

  John Luigi Zafe

  "Before planning the project, look at student work and ask: What skills,
  knowledge, and understandings do the students demonstrate? What is the evidence?
  What are the misconceptions? Are there any patterns or trends to focus on?"

• 19 Jan 11
  

  Franklyn James

  assessmemts guagingstudents needs

• 

  Karen Boyce
• 

  kathleen ramkissoon
• 

  jgobin

  teaching

• 

  Beena Seepersad-Vishnu

  gauging students needs

• 12 Jan 11
  

  Lorie Yanah Briana Tumapon
• 27 Jul 10
  

  Dianna Moore

  assessment - gauging student needs

• 

  Anne Richardson

  strategies gauging

• 26 Jul 10
  

  Dawn Walker

  Get you to the different assessments chart and samples

  projects intel assessment

• 21 Jul 10
  

  Kou Vang
• 23 Jun 10
  

  Larena Kern
• 08 Jun 10
  

  Pat Carley

  assessment needs student gauging strategies Intel

• 25 Feb 10
  

  Raffaella Iazeolla

  Assessment

• 09 Jan 10
  

  Russell Matt
• 08 Dec 09
  

  Kelly Craig
• 

  Mrs. Buck
  • K-W-L
  •  Think-Pair-Share asks students to first think about a question, then to pair with someone and verbally share their response, and finally to summarize their ideas for the benefit of the entire class. This helps students organize prior knowledge and brainstorm questions.
• 28 Oct 09
  

  Ayanna Lloyd
  • Examining student work reveals the nature and extent of student understanding, clarifies learning expectations for students, and provides opportunities to assess the quality of a previously taught task or plan and the implications for instructional practice.
  • K-W-L charts provide a structure for students to think about what they know about a topic
• 27 Oct 09
  

  Janet Purcell

  assessment

• 15 Oct 09
  

  Jacqueline Fleming
  • Wonder-Learn (K-W-L) Charts K-W-L charts
  • t they know about a topic, note  what they want to know, and finally record what has been learned and is yet to  be learned. They allow students to make personal connections before the content  is deeply explored. Use at the beginning of a project,  during a class discussion, or individually in journals.
  • Think-
  • Pair-Share Think-Pair-Share asks students to  first think about a question, then to pair with someone and verbally share their  response, and finally to summarize their ideas for the benefit of the entire  class. This helps students organize prior knowledge and brainstorm  questions. Use at the beginning of a project  and during class discussions.  
     
    • Question or prompt   
    • Form for recording summaries and questions

  2 more annotations...

• 09 Sep 09
  

  Pamela Hand

  Gauging the needs of students

• 

  ahmed moustafa
  • understanding of the students’ background knowledge and understanding helps  teachers design instruction to address misconceptions and to take advantage of  relevant experiences.  
    
  • Examining Student Work
  • student understanding
  • clarifies learning expectations for students
  • assess the quality of a previously taught task
  • provide a visual representation of student’s current conceptual understanding
  • provide a structure for students to think about what they know about a topic
  • helps students organize prior knowledge and brainstorm questions

  6 more annotations...

• 

  Bahaa Rizk
  • Examining student work reveals the nature and extent of student
  • Samples of work and assessments from
  • Before planning the project
  • • Data from tests
  • At the beginning of a project elicit information
  • Graphic organizers provide a visual representation of student’s current  conceptual understanding
  • K-W-L charts provide a structure for students to think about what they
  • Topic on chart paper
  • • Topic on chart paper or electronic white board  
    • Journal
  • Use at the beginning of a project,
  • Use at the beginning of a project and during class discussions.
  • Question or prompt 
  • asks students to first think about a question, then to pair with someone and
  • Students generate terms and ideas related
  • Use at the beginning of project

  13 more annotations...

• 29 Aug 09
  

  shanine beets
• 11 Aug 09
  

  Bonnie Barber

  itp intel

• 29 Jul 09
  

  Cari Olsen-Crowther
  • A thorough understanding of the students’ background knowledge and understanding  helps teachers design instruction to address misconceptions and to take  advantage of relevant experiences.  
    
• 28 Jul 09
  

  Kay Cox
• 03 Jul 09
  

  Mayada Karnoub
• 

  ghena maanieh
  • <table border="0" cellpadding="0" cellspacing="0" id="Table1"><br/><tbody><br/><tr><br/><td valign="center" height="125" width="510" id="BannerText"><br/><table cellpadding="0"><br/><tbody><br/><tr><br/><td><span class="TitleBox" id="PageHeader_PageTitleBannerText">Gauging Student <br/>Needs</span></td></tr></tbody></table></td><br/><div></div></td></tr></tbody></table>&lt;!-- *** / Main Visual & Headline *** --><br/><table border="0" cellpadding="0" width="760" cellspacing="0" id="Table2"><br/><tbody><br/><tr><br/><td valign="top" width="145" background="http:" /></td></tr></tbody></table>&lt;!--[/header-images]-->&lt;!-- *** / Main Visual & Headline *** --><br/><table border="0" cellpadding="0" width="760" cellspacing="0" id="Table2"><br/><tbody><br/><tr><br/><td valign="top" width="145">&lt;!-- Begin Left Navigation -->&lt;!-- IN-PAGE LEFT NAVIGATION -->&lt;!-- IN-PAGE LEFT NAVIGATION --><br/><table border="0" cellpadding="0" width="145" cellspacing="0" id="Table3"><br/><tbody><br/><tr><br/><td valign="top" width="145"><br/><table border="0" cellpadding="0" width="145" cellspacing="0" id="Table4"><br/><tbody><br/><tr><br/><td bgcolor="#ffffff" valign="top"><img src="http://educate.intel.comhttp://educate.intel.comhttp://educate.intel.comhttp://educate.intel.comhttp://educate.intel.comhttp://educate.intel.com/common/images/ONCE/spacer.gif" vspace="2" height="10" width="20" alt=""></td><br/><td bgcolor="#ffffff" valign="top" style="PADDING-RIGHT: 3px; PADDING-LEFT: 3px; PADDING-BOTTOM: 3px; PADDING-TOP: 3px"><a rel="nofollow" href="http://educate.intel.com/en/AssessingProjects/AssessmentStrategies/GaugingStudentNeeds/" class="sidenavselected">Gauging <br/>Student Needs</a></td></tr><br/><tr><br/><td bgcolor="#e6e6e6" valign="top" width="144" colspan="2"></td><br/><tr><br/><td bgcolor="#ffffff" valign="top"><img src="http://educate.intel.comhttp://educate.intel.comhttp://educate.intel.comhttp://educate.intel.comhttp://educate.intel.com/common/images/ONCE/spacer.gif" vspace="2" height="10" width="20" alt=""></td><br/><td bgcolor="#ffffff" valign="top" style="PADDING-RIGHT: 3px; PADDING-LEFT: 3px; PADDING-BOTTOM: 3px; PADDING-TOP: 3px"><a rel="nofollow" href="http://educate.intel.com/en/AssessingProjects/AssessmentStrategies/EncouragingSelfDirectionAndCollaboration/" class="sidenav">Encouraging <br/>Self-Direction And Collaboration</a></td></tr><br/><tr><br/><td bgcolor="#e6e6e6" valign="top" width="144" colspan="2"></td><br/><tr><br/><td bgcolor="#ffffff" valign="top"><img src="http://educate.intel.comhttp://educate.intel.comhttp://educate.intel.comhttp://educate.intel.com/common/images/ONCE/spacer.gif" vspace="2" height="10" width="20" alt=""></td><br/><td bgcolor="#ffffff" valign="top" style="PADDING-RIGHT: 3px; PADDING-LEFT: 3px; PADDING-BOTTOM: 3px; PADDING-TOP: 3px"><a rel="nofollow" href="http://educate.intel.com/en/AssessingProjects/AssessmentStrategies/MonitoringProgress/" class="sidenav">Monitoring <br/>Progress</a></td></tr><br/><tr><br/><td bgcolor="#e6e6e6" valign="top" width="144" colspan="2"></td><br/><tr><br/><td bgcolor="#ffffff" valign="top"><img src="http://educate.intel.comhttp://educate.intel.comhttp://educate.intel.com/common/images/ONCE/spacer.gif" vspace="2" height="10" width="20" alt=""></td><br/><td bgcolor="#ffffff" valign="top" style="PADDING-RIGHT: 3px; PADDING-LEFT: 3px; PADDING-BOTTOM: 3px; PADDING-TOP: 3px"><a rel="nofollow" href="http://educate.intel.com/en/AssessingProjects/AssessmentStrategies/CheckingUnderstanding/" class="sidenav">Checking <br/>Understanding</a></td></tr><br/><tr><br/><td bgcolor="#e6e6e6" valign="top" width="144" colspan="2"></td><br/><tr><br/><td bgcolor="#ffffff" valign="top"><img src="http://educate.intel.comhttp://educate.intel.com/common/images/ONCE/spacer.gif" vspace="2" height="10" width="20" alt=""></td><br/><td bgcolor="#ffffff" valign="top" style="PADDING-RIGHT: 3px; PADDING-LEFT: 3px; PADDING-BOTTOM: 3px; PADDING-TOP: 3px"><a rel="nofollow" href="http://educate.intel.com/en/AssessingProjects/AssessmentStrategies/DemonstratingUnderstanding/" class="sidenav">Demonstrating <br/>Understanding</a></td></tr><br/><tr><br/><td bgcolor="#e6e6e6" valign="top" width="144" colspan="2"></td></tr></tbody></table></td></tr></tbody></table><img border="0" src="http://educate.intel.com/common/images/ONCE/spacer.gif" height="1" width="145" alt=""><br>&lt;!-- / IN-PAGE LEFT NAVIGATION -->&lt;!-- / IN-PAGE LEFT NAVIGATION -->&lt;!-- End Left Navigation --></td><br/><td valign="top" width="20"><img border="0" src="http://educate.intel.com/sites/nav/pix/spacer.gif" height="1" width="20" alt=""></td><br/><td class="bodytext" valign="top" width="595">&lt;!--[general-body]-->&lt;!-- ** Content ** --><br/><div id="contentView"><br/><table border="0" cellpadding="0" width="595" cellspacing="0" id="Table3"><br/><tbody><br/><tr><br/><td valign="top"><br/><table cellpadding="0" cellspacing="0" cssclass="HighlightBoxTable"><br/><tbody><br/><tr><br/><td>&lt;!-- ** Wrapper Table for Spotlight Box(es) ** --><br/><table class="HighlightBoxTable" border="0" cellpadding="0" style="BORDER-TOP-WIDTH: 0px; PADDING-RIGHT: 20px; PADDING-LEFT: 20px; BORDER-LEFT-WIDTH: 0px; BORDER-BOTTOM-WIDTH: 0px; BORDER-RIGHT-WIDTH: 0px" cellspacing="2" id="Edonce_hiliteboxes_tblHiliteBoxes"><br/><tbody><br/><tr><br/><td class="HighlightBoxTable" id="Edonce_hiliteboxes_boxCell"></td></tr></tbody></table>&lt;!-- ** / Wrapper Table for Spotlight Box(es) ** --><span class="bodytext" enablehtmlindentation="False" id="content_MainContent"><font class="headtext">Gauging Needs </font><br>Students bring a wide variety of <br/>experiences, abilities, and interests to any new topic. A thorough understanding <br/>of the students’ background knowledge and understanding helps teachers design <br/>instruction to address misconceptions and to take advantage of relevant <br/>experiences.&nbsp;&nbsp;<br><br>The table below includes an overview of the <br/>methods, purposes, and instruments used for gauging student needs. Links provide <br/>more detailed information and specific examples.<br><br><br/><table class="bodytext" border="1" rules="all" bordercolor="#000000" cellpadding="4" style="WIDTH: 590px" cellspacing="0" frame="box"><br/><tbody><br/><tr><br/><td re_3_="undefined" class="" bgcolor="#000000" valign="top" align="left"><font size="2" color="#ffffff"><strong>Assessment Method</strong></font></td><br/><td re_3_="undefined" class="" bgcolor="#000000" valign="top" align="left"><font size="2" color="#ffffff"><strong>Purpose</strong></font></td><br/><td re_3_="undefined" class="" bgcolor="#000000" valign="top" align="left"><font size="2" color="#ffffff"><strong>When Used</strong></font></td><br/><td re_3_="undefined" class="" bgcolor="#000000" valign="top" align="left"><font size="2" color="#ffffff"><strong>Instrument</strong></font></td></tr><br/><tr><br/><td class="" valign="top" width="100" align="left">Examining Student Work</td><br/><td class="" valign="top" width="200" align="left">Examining student work reveals the <br/>nature and extent of student understanding, clarifies learning expectations for <br/>students, and provides opportunities to assess the quality of a previously <br/>taught task or plan and the implications for instructional practice.</td><br/><td class="" valign="top" width="190" align="left">Before planning the project, look <br/>at student work and ask: What skills, knowledge, and understandings do the <br/>students demonstrate? What is the evidence? What are the misconceptions? Are <br/>there any patterns or trends to focus on? </td><br/><td class="" valign="top" width="100" align="left"><br/><ul><br/><li>Samples of work and assessments from different students <br/><li>Samples of one student over time <br/><li>Data from tests</li></ul></td></tr><br/><tr><br/><td class="" valign="top" width="100" align="left"><a rel="nofollow" href="http://educate.intel.com/en/AssessingProjects/AssessmentStrategies/GaugingStudentNeeds/ap_graphic_organizers.htm" s_oc="null">Graphic Organizers</a>&nbsp;&nbsp;</td><br/><td class="" valign="top" width="200" align="left">Graphic organizers provide a visual <br/>representation of student’s current conceptual understanding and thinking <br/>processes and illuminate preconceptions.</font></td><br/><td class="" valign="top" width="190" align="left">At the beginning of a project <br/>elicit information from students by creating a graphic organizer on a chart to <br/>get an accurate idea of students’ prior knowledge. Provide organizers for <br/>individual student use throughout the project.</td><br/><td class="" valign="top" width="100" align="left"><br/><ul><br/><li><a rel="nofollow" href="http://educate.intel.com/en/AssessingProjects/AssessmentStrategies/GaugingStudentNeeds/ap_concept_maps.htm" s_oc="null">Concept Maps</a> <br/><li><a rel="nofollow" href="http://educate.intel.com/en/AssessingProjects/AssessmentStrategies/GaugingStudentNeeds/ap_sequencing_activities.htm" s_oc="null">Sequencing Activities</a>&nbsp;&nbsp; <br/><li><a rel="nofollow" href="http://educate.intel.com/en/AssessingProjects/AssessmentStrategies/GaugingStudentNeeds/ap_classification.htm" s_oc="null">Classification Charts&nbsp;</a> <br/><li><a rel="nofollow" href="http://educate.intel.com/en/AssessingProjects/AssessmentStrategies/GaugingStudentNeeds/ap_prioritized_lists.htm" s_oc="null">Prioritized Lists</a></li></ul></td></tr><br/><tr><br/><td class="" valign="top" width="100" align="left"><a rel="nofollow" href="http://educate.intel.com/en/AssessingProjects/AssessmentStrategies/GaugingStudentNeeds/ap_kwl.htm" s_oc="null">Know-Wonder-Learn (K-W-L) Charts</a></td><br/><td class="" valign="top" width="200" align="left">K-W-L charts provide a structure <br/>for students to think about what they know about a topic, note what they want to <br/>know, and finally record what has been learned and is yet to be learned. They <br/>allow students to make personal connections before the content is deeply <br/>explored.</td><br/><td class="" valign="top" width="190" align="left">Use at the beginning of a project, <br/>during a class discussion, or individually in journals. </td><br/><td class="" valign="top" width="100" align="left"><br/><ul><br/><li>Topic on chart paper or electronic white board <br/><li>Journal</li></ul></td></tr><br/><tr><br/><td class="" valign="top" width="100" align="left">Think-Pair-Share</td><br/><td class="" valign="top" width="200" align="left">Think-Pair-Share asks students to <br/>first think about a question, then to pair with someone and verbally share their <br/>response, and finally to summarize their ideas for the benefit of the entire <br/>class. This helps students organize prior knowledge and brainstorm <br/>questions.</td><br/><td class="" valign="top" width="190" align="left">Use at the beginning of a project <br/>and during class discussions.</td><br/><td class="" valign="top" width="100" align="left"><br/><ul><br/><li>Question or prompt&nbsp; <br/><li>Form for recording summaries and questions</li></ul></td></tr><br/><tr><br/><td class="" valign="top" width="100" align="left"><a rel="nofollow" href="http://educate.intel.com/en/AssessingProjects/AssessmentStrategies/GaugingStudentNeeds/ap_brainstorming.htm" s_oc="null">Brainstorming</a></td><br/><td class="" valign="top" width="200" align="left">Students generate terms and ideas <br/>related to a topic and form creative connections between prior knowledge and new <br/>possibilities.</td><br/><td class="" valign="top" width="190" align="left">Use at the beginning of project, <br/>during a class discussion, individually, or in small groups.</td><br/><td class="" valign="top" width="100" align="left"><br/><ul><br/><li>Topic on chart paper or electronic white <br/>board</li></ul></td></tr></tbody></table></span></td></tr></tbody></table><br></td></tr></tbody></table></div>&lt;!-- ** / Content ** -->&lt;!--[/general-body]--></td></tr></tbody></table><br>
• 

  Alya SABEH
• 30 Jun 09
  

  Katrina Simmons

  Assessment strategies and samples
  

• 26 Jun 09
  

  Jacqueline Katsoufis
  • Know-Wonder-Learn (K-W-L) Charts K-W-L charts provide a structure for  students to think about what they know about a topic, note what they want to  know, and finally record what has been learned and is yet to be learned. They  allow students to make personal connections before the content is deeply  explored. Use at the beginning of a project, during a  class discussion, or individually in journals.   
     
    • Topic on chart paper or electronic white board  
    • Journal
  • Think-Pair-Share Think-Pair-Share asks students to first  think about a question, then to pair with someone and verbally share their  response, and finally to summarize their ideas for the benefit of the entire  class. This helps students organize prior knowledge and brainstorm  questions. Use at the beginning of a project and during  class discussions.  
     
    • Question or prompt   
    • Form for recording summaries and questions
• 18 Jun 09
  

  Sheree Deardoff

  Gauging Student Needs in Assessment

  • Gauging Needs
    Students bring a wide variety of  experiences, abilities, and interests to any new topic. A thorough understanding  of the students’ background knowledge and understanding helps teachers design  instruction to address misconceptions and to take advantage of relevant  experiences. 
  • K-W-L charts provide a structure  for students to think about what they know about a topic, note what they want to  know, and finally record what has been learned and is yet to be learned. They  allow students to make personal connections before the content is deeply  explored. Use at the beginning of a project,  during a class discussion, or individually in journals.   
     
    • Topic on chart paper or electronic white board  
    • Journal
  • Students generate terms and ideas  related to a topic and form creative connections between prior knowledge and new  possibilities. Use at the beginning of project,  during a class discussion, individually, or in small groups.  
     
    • Topic on chart paper or electronic white board

  1 more annotation...

• 10 Jun 09
  

  Erin EuDaly

  assessment

• 11 May 09
  

  vindra cassie

  guaging student needs

• 05 May 09
  

  deodath maharaj

  ASSESSMENTS

• 

  william wallace

  Intel education

• 

  Ganesh Ramlogan
• 

  Luann taylor-Charles

  Assessment timeline

• 

  lucille marcelle

  Assessment timeline

• 

  Helen Bernard

  assessment

• 16 Apr 09
  

  Patricia deMoran
  • Examining Student Work
• 

  Sandra Miller
  • Use at the beginning of a project, during a class discussion, or individually in  journals.
  • W-L charts provide a structure for students to think about what they know about  a topic, note what they want to know, and finally record what has been learned  and is yet to be learned. They allow students to make personal connections  before the content is deeply explored
• 20 Mar 09
  

  fareiza Mohammed
  • Examining student work reveals the nature and extent of student understanding,  clarifies learning expectations for students, and provides opportunities to  assess the quality of a previously taught task or plan and the implications for  instructional practice.
• 17 Mar 09
  

  Bobbie Jo Bright
• 13 Feb 09
  

  Umadai Sandy
  •  Assessment Method Purpose When Used Instrument Examining Student Work Examining student work reveals the  nature and extent of student understanding, clarifies learning expectations for  students, and provides opportunities to assess the quality of a previously  taught task or plan and the implications for instructional practice. Before planning the project, look  at student work and ask: What skills, knowledge, and understandings do the  students demonstrate? What is the evidence? What are the misconceptions? Are  there any patterns or trends to focus on?   
     
    • Samples of work and assessments from different students  
    • Samples of one student over time  
    • Data from tests
     Graphic Organizers   Graphic organizers provide a visual  representation of student’s current conceptual understanding and thinking  processes and illuminate preconceptions. At the beginning of a project  elicit information from students by creating a graphic organizer on a chart to  get an accurate idea of students’ prior knowledge. Provide organizers for  individual student use throughout the project.  
     
    • Concept Maps  
    • Sequencing Activities    
    • Classification Charts   
    • Prioritized Lists
     Know-Wonder-Learn (K-W-L) Charts K-W-L charts provide a structure  for students to think about what they know about a topic, note what they want to  know, and finally record what has been learned and is yet to be learned. They  allow students to make personal connections before the content is deeply  explored. Use at the beginning of a project,  during a class discussion, or individually in journals.   
     
    • Topic on chart paper or electronic white board  
    • Journal
     Think-Pair-Share Think-Pair-Share asks students to  first think about a question, then to pair with someone and verbally share their  response, and finally to summarize their ideas for the benefit of the entire  class. This helps students organize prior knowledge and brainstorm  questions. Use at the beginning of a project  and during class discussions.
• 11 Feb 09
  

  Lisa Barnard-Kerr
  • Think-Pair-Share Think-Pair-Share asks students to  first think about a question, then to pair with someone and verbally share their  response, and finally to summarize their ideas for the benefit of the entire  class. This helps students organize prior knowledge and brainstorm  questions. Use at the beginning of a project  and during class discussions.  
     
    • Question or prompt   
    • Form for recording summaries and questions
• 

  Josanne James
  • K-W-L charts provide a structure  for students to think about what they know about a topic, note what they want to  know, and finally record what has been learned and is yet to be learned. They  allow students to make personal connections before the content is deeply  explored. Use at the beginning of a project,  during a class discussion, or individually in journals.   
     
    • Topic on chart paper or electronic white board  
    • Journal
  • Students generate terms and ideas  related to a topic and form creative connections between prior knowledge and new  possibilities. Use at the beginning of project,  during a class discussion, individually, or in small groups.  
     
    • Topic on chart paper or electronic white board
• 

  Patricia Granderson
  • the quality of a previously taught task or plan and the implications for  instructional practice
  • K-W-L charts provide a structure for students to think about what they know  about a topic, note what they want to know, and finally record what has been  learned and is yet to be learned. They allow students to make personal  connections before the content is deeply explored.
• 

  Gaytree Siewah
  • K-W-L charts provide a structure for students to think about what they know  about a topic, note what they want to know, and finally record what has been  learned and is yet to be learned. They allow students to make personal  connections before the content is deeply explored.
• 15 Jan 09
  

  martha barnes
• 08 Jan 09
  

  marchelle restpan

  assessment timeline

  EDTECH 105 B

• 17 Dec 08
  

  Roberto Binag

  assessment

• 13 Nov 08
  

  Jun Caparoso
• 23 Sep 08
  

  Stacey-Ann Clarke

  use projects

• 31 Jul 08
  

  Robert Cody
• 30 Jul 08
  

  Stephen Bittner

  Cool Stuff Intel Essentials

• 21 Jul 08
  

  Jenifer Marquis

  Gauging Student Needs

• 15 Jul 08
  

  erik mattsson

  KWL, etc.

  Assessment-Guaging Needs

• 

  Laura Reyner

  assessment

• 25 Jun 08
  

  Dinh Hoa

  bang tieu chi danh gia cua Intel

• 19 Jun 08
  

  francisca aguayo

  assesssment strategies for assessment plan

  assessment strategies intel

• 16 Jun 08
  

  lieu nguyen
  • Students bring a wide variety of experiences, abilities, and interests to any  new topic. A thorough understanding of the students’ background knowledge and  understanding helps teachers design instruction to address misconceptions and to  take advantage of relevant experiences.  
    
• 10 Jun 08
  

  Mommy 2TB3

  Assessment

• 

  Leticia Arredondo

  assessment strategies gauging student needs

  • Examining Student Work
  • extent of student understanding, clarifies learning expectations for students,
• 

  john munoz
  • Gauging Student NeedsEncouraging Self-Direction And CollaborationMonitoring ProgressChecking UnderstandingDemonstrating Understanding
• 05 Jun 08
  

  Heather Murphy

  Assessment Strategies to be used to determine students' needs at beginning of unit.

• 27 May 08
  

  amelia buan

  Graphic Organizers

  Graphic Organizers

  • Students bring a wide variety of experiences, abilities, and interests to any new topic. A thorough understanding of the students’ background knowledge and understanding helps teachers design instruction to address misconceptions and to take advantage of relevant experiences.  
• 08 May 08
  

  Kenneth Mendes
• 

  Cora Archer
  • Before planning the project, look at student work and ask: What skills,  knowledge, and understandings do the students demonstrate? What is the evidence?  What are the misconceptions? Are there any patterns or trends to focus on?
• 

  Beverley gulston
  • Examining student work reveals the nature and extent of student understanding,  clarifies learning expectations for students, and provides opportunities to  assess the quality of a previously taught task or plan and the implications for  instructional practice.
• 

  Joy Yee Mon
  • At the beginning of a project elicit information from students by creating a  graphic organizer on a chart to get an accurate idea of students’ prior  knowledge. Provide organizers for individual student use throughout the project.
• 

  wawilson
  • Graphic organizers provide a visual representation of student’s current  conceptual understanding and thinking processes and illuminate preconceptions
• 

  marcelle mapp

  assessment strategies

  • Students bring a wide variety of experiences, abilities, and interests to any  new topic. A thorough understanding of the students’ background knowledge and  understanding helps teachers design instruction to address misconceptions and to  take advantage of relevant experiences.  
    
  • Graphic organizers provide a visual representation of student’s current  conceptual understanding and thinking processes and illuminate preconceptions.
• 

  Cindy Raphael

  assessment strategies

• 

  hema seecharan
• 18 Mar 08
  

  anahudici
  • planning the project, look at student work and ask:
  • Examining student work
  • visual representation of student’s current conceptual understanding and thinking  processes and illuminate preconceptions.

  1 more annotation...

• 27 Feb 08
  

  psmith177

  planning

• 01 Feb 08
  

  maed4241
• 12 Dec 07
  

  dclark
• 27 Oct 07
  

  lrios2
• 

  rebeccalink07

  rubrics

• 

  emartinez4
• 

  shinojosa
• 

  diigoflores
• 14 Aug 07
  

  cippolito

  assessments knowledge prior

• 07 Aug 07
  

  Liz Leonard
• 06 Aug 07
  

  amy_krum

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