Tag Archives: Group Presentation

LLED 320 – Group Presentations, Day 1: Update for Thursday, 9 February 2012

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Group Presentations

Thanks to all those who presented this afternoon’s engaging presentations.  Here are the titles along with the supporting files.  The handouts should provide a valuable resource during practicum, as you look for ways to engage the learners in your classes:

1. Talk Show – Tim, Eric A. & Claire

2. Academic Controversy – Carrie, Dave, & Amanda

3. Scavenger Hunt – Jess, Christina, & Amy S.

4. Teams Games Tournament – Julie, Jan, & Will

5. Cause and Effect Chart – Eric M., John, & Liz

6. Concept Formation – Andrea, Amy V., & Nicole

Unit Planning Conferences

The goal of this conference is for you to get a chance to talk one-on-one about any ideas, questions, concerns and what not you have with respect to the unit you’ll be planning for the LLED 320 Integrated Unit Plan task.  To get the most out of our meeting time, please have bring the following to the meeting:

  • Subject and topic of your unit (Science & Water systems, for example)
  • Key PLOs related to your topic
  • Desired Results / KUD (Knowledge, Understanding, and Do/Skills) for your unit
  • Rough ideas on assessment for your unit.
  • Ideas on how you might be able to integrate some aspect of LA – writing, representing, reading, viewing, speaking, or listening – into one of the unit’s lessons

That’s all for today.

– Lawrence

LLED 320 – Group Presentation Organization & Writing Assessment Task, Part 2: Update for Tuesday, 24 January 2012

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After I asked you to prepare for a trip to Nitobe Gardens at the start of Thursday’s class – be sure to bring your UBC student card – and our Daily Write, we got down to the meat of the matter

Group Presentation Organization

We developed the following schedule for the 20-minute presentations:

and you can find the task handout and rubric on the Assignments page of this blog.  For all you visual learners, here’s the schedule at a glance compliments of EM:

Engergizer #1: Hum That Tune by Amy V.

Student Diversity Readings (Intro, Chapter 1, & Chapter 3) Discussion

We took some time to process this lesson’s readings.  I asked you to use your Sticky Notes and structure the conversation in any way you saw fit.  Below is an image that summarizes our conversation regarding the form and content of these conversations:

 

Writing Assessment Task, Part 2

As an intro, I mentioned that some goals for this task were to:

  • Introduce you to the Performance Standards
  • Encourage you to engage in professional conversations about assessment
  • Increase the reliability (repeatability of your measurement) and validity (were you right?) of your writing assessment
  • Examine how to determine weaknesses in writing and consider strategies to address these areas of need

Next, we did a Carousel Brainstorming / Graffiti activity aimed at listing strategies to address weaknesses in student writing.  Here’s how I structured the activity:

  • Each TC received a bullet point from the Not Yet Meeting column of theGrade 8 Writing Personal Essays and Opinions Quick Scale Here’s the list of all 10 bullet points: Gr 8 Writing PE & O QS NYM Bullet Points
  • Find others with your bullet point and get a piece of chart paper and a pen
  • Write your bullet point as the title on your paper
  • Brainstorm a list of ideas you could use in classroom instruction to address bullet point – the weakness in the student’s writing – for 2 minutes.
  • Move to a different paper when given the signal.
  • Add your ideas to the paper you’ve arrived at.
  • Repeat the “move and add” process.
  • When asked to stop moving, highlight the 2 or 3 best ideas on the page you have in front of you.
  • Report those ideas out to the class.

The photos below show the ideas generated for each of the bullet points…except #7 (We missed that one for a bizarre reason that I won’t go into here – LH):

Energizer #2: People Machine by Liz W.

Assessing Your Writing Samples

After I presented a think aloud on how I’d assess and evaluate the speech from last day’s session, we got down to the assessment of the writing samples you’d brought to class.  Here’s the process we followed:

NOTE:  The document below is recycled from last year’s post and, as such, has an inaccurate due date.  The due date for this year’s In-Class Writing Assessment Task is Tuesday, 7 February 2012.

I will take some time in Thursday’s class to review the key components of this task and to outline the format I’d like you to use as you complete it.

Energizer #3: Make Them Laugh by Amy S.

BLOG ONLY BONUS CONTENT: Assessment and Reporting Resources

While the assessment process is a complex one, there are many resources available to help you out.  One excellent source of information is the BC Ministry of Education website’s page on Classroom Assessment and Student Reporting.  On this page, you will find the following info:

Key Links and Resources

Other Related Resources

I reckon that’s enough for today.

Cheers,

– Lawrence

LLED 320 – The Students We Teach, Organizing Group Presentations, & Intro to the Writing Assessment Task: Update for Thursday, 19 January 2012

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Daily Write

With the words assessment, marking, and evaluation as our focus, we wrote for 5 minutes… and then talked for 25 more, mostly on the nature of subjectivity and objectivity when assessing Ss work.

Will’s Energizer – Bob the Weasel

Please see the Energizers page on this blog for all the details on this and every other energizer activity presented in class.

The Students We Teach


After responding to some “Stand Up If…” sentence stems, I asked you to walk, talk, and categorize yourselves based on characteristics the Ss you sketched and analyzed had in common.  T’hen, you thought of actions you could take to meet the needs of that “type” of student in the classroom.  This photo (Thanks, Jerin) captures the essence of our discussion (Thanks for scribing, Andrea):

Introduction to the Group Presentation Assignment

To start I showed you a sample handout and video prepared as part of a presentation on the Containers for Characters strategy that was delivered last year.  Here’s the handout:

To follow that up, we took time to:

  • Go over the task
  • Find groups
  • Make a tentative choice of a strategy or graphic organizer to use as a presentation topic

Here’s the task sheet and the assignment rubric:

In Tuesday’s class, we will randomly choose the speaking order and formally assign topics.  Please make sure you have a back up topic in case your first choice is scooped up by another group.

Julie’s Energizer – Screamer

Student Writing Assessment Task

The goal of this task and the work around it is to improve your assessment skills and to develop strategies for using assessment to inform instruction.

After looking at the task itself – here’s the handout: LLED 320 Writing Sample Assessment Handout – we did the following:

We’ll follow up this class by looking in more detail at the connection between the Performance Standard Quick Scales and letter grades and by having you assess samples of the student writing you gathered on practicum.

As an extension to this assessment activity, you might be interested in checking out this short video that raises some interesting questions about the role of rubrics in writing assessment:

[youtube]https://www.youtube.com/watch?v=kH3PSjh2G20[/youtube]

Eric’s Energizer – Traffic Jam

For Next Class…

For LLED class on Tuesday, 24 Janurary 2012, please bring:

  • 4 to 6 student writing samples
  • A fully charged laptop (I’ve booked a laptop cart for those without)

Assigned Readings

To add richness to our classroom community building activities this week and to set the stage for our further exploration of writing assessment next week, please do the following readings from the Student Diversity text:

  1. Introduction
  2. Chapter 1: The Classroom as a Learning Community
  3. Chapter 3: Getting Strategic With Strategies

As you read, please use the Sticky Notes strategy and place a minimum of 3 stickies in your book at places of your choosing.  The image below sums up the SN strategy (it’s from p. 75 in Student Diversity):

That’s all for today.  See you on Tuesday, 24 Jan.

– Lawrence

LLED 320 – Group Presentations, Day 2: Update for Tuesday, 15 February 2011

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Whole Class Novel Study Reading for Thursday’s Class

In preparation for our work looking at the reading process, please read Chapter 6: The Class Novel from the Student Diversity text and process the important information using a graphic organizer.  Bring your graphic organizer to class on Thursday, 17 February 2011.

Here’s the link to an online copy of Chapter 6: The Class Novel.

I suggest applying the mind mapping strategy presented in today’s session to this task.  You could use Popplet, a different online tool, or old school pencil & paper to complete your mind map.  Here’s a primer on mind mapping found on the very useful Instructional Strategies Online website, if you’d like more info on this powerful strategy.

Also, Barrie Bennett, a renowned author (Beyond Monet & Classroom Management) teacher educator from U of T – OISE, plays a lot with Mind Mapping.  Here’s a handout with some useful tips on how to MM:

Also, here’s a sample of a 1st year university student’s first attempt at mind mapping:

If you’d prefer to use a different graphic organizer [This is me differentiating instruction to meet your needs, by the way 🙂  Same content, different processes], there are many G.O.s that could suit this task.  Check some of them out here at Teacher Vision: Graphic Organizers.

Group Presentations

Thanks to all those who presented this afternoon’s engaging presentations.  Here are the titles along with the supporting files.  The handouts should provide a valuable resource during practicum, as you look for ways to engage the learners in your classes:

Critical Thinking Strategies for Viewing Films

Mind Mapping

Sort and Predict

Building From Clues

Think of a Time

Anticipation Guide

That’s all for today.  Cheers,

– Lawrence

LLED 320 – Group Presentations, Day 1: Update for Tuesday, 8 Feb 2011

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Group Presentations

Thanks to all those who presented this afternoon’s engaging presentations.  Here are the titles along with the supporting files.  The handouts should provide a valuable resource during practicum, as you look for ways to engage the learners in your classes:

1. Talk Show – Sarah, Amber, and Tyrel

2. Structured Academic Controversy – Leanne, Christian, and Andrew

3. Brainstorming – Kat K, Sally, and Jennifer

4. Exquisite Corpse – Maria, Lou, and Farisha

5. Find Someone Who (People Search) – Caitlin, Amanda, and Melanie

Unit Planning Conferences

Here’s a copy of the updated schedule (current as of 11:55 pm on Tuesday, 8 Feb 2011):

The goal of this conference is for you to get a chance to talk one-on-one about any ideas, questions, concerns and what not you have with respect to the unit you’ll be planning for the LLED 320 Integrated Unit Plan task.  To get the most out of our meeting time, please have bring the following to the meeting:

  • Subject and topic of your unit (Science & Water systems, for example)
  • Key PLOs related to your topic
  • Desired Results / KUD (Knowledge, Understanding, and Do/Skills) for your unit
  • Rough ideas on assessment for your unit.
  • Ideas on how you might be able to integrate some aspect of LA – writing, representing, reading, viewing, speaking, or listening – into one of the unit’s lessons

In addition, you might want to bring along a resource or two that you plan on using as you teach the unit.

That’s all for today.

– Lawrence

LLED 320: Group Presentation Organization & Writing Assessment, Part Two: Update for Tuesday, 25 January 2011

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After s brief presentation from Jenna on FoE Grad Photos by Artona, we got down to the business of LLED.

Group Presentation Organization

We developed the following schedule for the 20-minute presentations:

and here’s the task handout and the rubric for easy reference:

Writing Assessment Task, Part 2

As an intro, I mentioned that some goals for this task were to:

  • Introduce you to the Performance Standards
  • Encourage you to engage in professional conversations about assessment
  • Increase the reliability (repeatability of your measurement) and validity (were you right?) of your writing assessment
  • Examine how to determine weaknesses in writing and consider strategies to address these areas of need

Next, we did a Carousel Brainstorming / Graffiti activity aimed at listing strategies to address weaknesses in student writing.  Here’s how I structured the activity:

  • Each TC received a bullet point from the Not Yet Meeting column of the Grade 8 Writing Personal Essays and Opinions Quick Scale Here’s the list of all 10 bullet points: Gr 8 Writing PE & O QS NYM Bullet Points
  • Find others with your bullet point and get a piece of chart paper and a pen
  • Write your bullet point as the title on your paper
  • Brainstorm a list of ideas you could use in classroom instruction to address bullet point – the weakness in the student’s writing – for 2 minutes.
  • Move to a different paper when given the signal.
  • Add your ideas to the paper you’ve arrived at.
  • Repeat the “move and add” process.
  • When asked to stop moving, highlight the 2 or 3 best ideas on the page you have in front of you.
  • Report those ideas out to the class.

Asessing Your Writing Samples

At last, we got down to the assessment of the writing samples you’d brought to class.  Here’s the process we followed:

Your In-Class Writing Sample Assessment Task is due on Thursday, 3 February 2011.  You may choose to hand me a hard copy of the task in class or you may mail it to me (You’ll need to scan the writing samples into PDFs, I suppose).  Here’s the task handout for your reference:

Here are the parts that you must include when submitting the task:

  • The Task Write Up
    • Part 1: Analysis:
    • Part 2: Reflection
  • The Generic Rubric Sheet that shows your marking of the highest and lowest rated pieces.  Here’s a .doc file of that sheet: Writing Quick Scale Generic Rubric
  • The actual Quick Scale Rubric from the Performance Standard that you used to assessed the pieces
  • The writing samples themselves

Here’s an example of a task that you can look at to see a exactly what each piece of the puzzle should look like and how it should be put together.

I’ll set aside some time in class on Thursday, 27 Jan for assessment task-related questions, if you have them.

Assessment and Reporting Resources

While the assessment process is a complex one, there are many resources available to help you out.  One excellent source of information is the BC Ministry of Education website’s page on Classroom Assessment and Student Reporting.  On this page, you will find the following info:

Key Links and Resources

Other Related Resources

I reckon that’s enough for today.

Cheers,

– Lawrence

LLED 320 – Intro to Group Presentations & Start of the Writing Assessment Task: Update for Thursday, 20 January 2011

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Introduction to the Group Presentation Assignment

To start I showed you a sample handout and video prepared as part of a presentation on the Containers for Characters strategy that was delivered last year.  Here’s the handout:

To follow that up, we took time to:

  • Go over the task
  • Find groups
  • Make a tentative choice of a strategy to use as a presentation topic

Here’s the task sheet and the assignment rubric:

In Tuesday’s class, we will randomly choose the speaking order and formally assign topics.  Please make sure you have a back up topic in case your first choice is scooped up by another group.

Student Writing Assessment Task

The goal of this task and the work around it is to improve your assessment skills and to develop strategies for using assessment to inform instruction.

After looking at the task itself – here’s the handout: LLED 320 Writing Sample Assessment Handout – 2011 – we did the following:

We’ll follow up this class by looking at the connection between the Performance Standard Quick Scales and letter grades and by having you assess samples of the student writing you gathered on practicum.

As an extension to this assessment activity, you might be interested in checking out this short video that raises some interesting questions about the role of rubrics in writing assessment:

[youtube]https://www.youtube.com/watch?v=kH3PSjh2G20[/youtube]

For LLED class on Tuesday, 25 Janurary 2010, please bring:

  • 4 to 6 student writing samples
  • A fully charged laptop

See you on then.

– Lawrence