Entry level 1-CS Workshop 5 Nov 7-10, 2010 1

Welcome 2

Agenda 10:00 – 10:05 PM Welcome and Agenda 10:05 - 10:15 PM 2 straws to drink juice 10:15 – 10:30 Play with assessment 10:30 - 10:45 PM Rocket Design 10:45 – 11:05 Rubrics Advantages Activity 11:05 – 11:50 Rubrics Design Activity 11:05 – 11:20 PM Rubrics Implementation (whole class discussion) 11:20 – 12:00 PM Questioning to guide Instruction and Learning 12:00 – 12:15 Prayer break 12:15 – 1:10 PM Using Bloom’s Taxonomy to assess Standards 1:10 - 1:20 PM Summary and Homework 1:20 - 1:30 PM Survey 3

Starter Activity 1 (10min): 2 straws to drink juice Handout 1

Activity 3 (15min): Design a rocket صمم صاروخ

Rubrics Definition (elicit 5min) Advantages (distribute Papers, and ask the trainees to discuss among them the possible advantages as for the students and the teachers (20min)) Design (Activity)

What is a Rubric? ما هو سلّم التقدير اللفظي A scoring scale used to assess student performance along a task-specific set of criteria مقياس يستخدم لتقييم أداء الطالب لمهمة محددة من المعايير

The Rubric Delicious 4 Tasty 3 Edible 2 Not yet edible 1 texture Consistentlychewy Chewy middle, crispy edges Crunchy Like a dog biscuit color Even golden brown Brown with pale center All brown Or all pale Burned richness Buttery, high fat Medium fat Low-fat flavor Nonfat flavor

Activity

Advantages of using rubrics For the Teachers Allow evaluation and assessment to be more objective and consistent يصبح التقييم والتقويم أكثر موضوعية ومصداقية Help focus to clarify his/her criteria in specific terms يساعد في التركيز على بنود محددة Provide useful feedback regarding the effectiveness of the instruction تقديم معلومات مفيدة بشأن فعالية التدريس Provide benchmarks against which to measure and document progress توفير معايير لقياس التقدم

Advantages of using rubrics For Students Help them define "quality“ معرفة درجة الجودة أو الإتقان المطلوبة Promote student awareness of about the criteria to use in assessing peer performance تعزيز وعي الطالب حول المعايير والبنود لاستخدامها في تقييم الزملاء Help students judge and revise their own work before handing in their assignments. مساعدة الطلاب على الحكم ومراجعة مهامهم قبل التسليم Clearly show the student how their work will be evaluated and what is expected توعية الطالب كيف سيتم تقييم عمله، وما المتوقع منه؟

Main Components of Rubrics المكونات الرئيسة لسلم التقدير اللفظي Criteria البنود Elements that characterize good performance of a task العناصر التي تصف الأداء الجيد Description الوصف To specify and clarify the meaning of each dimension تفسير وتوضيح معنى كل محور Scale of Values محك القيم Numerical or Qualitative or Combination وجود مواصفات عددية أو نوعية أو كلاهما

Scales محكات التقدير يستخدم عادة قيمة أو عددية أو ليعكس أوزان نسبية Quantitative الوصف الكمي Numbers representing 1 – 5 5 – 1 1 – 3 3 – 1 Actual point value May be used to reflect relative weight يستخدم عادة قيمة أو عددية أو ليعكس أوزان نسبية

Scales محكات التقدير May include labels such as: Qualitative الوصف النوعي أو الكيفي May include labels such as: Not yet, developing, achieving وهذه تتضمن تسميات أو أوصاف مثل (تحقق / لم يتحقق / في طور التحقيق)

Activity 2 (45 min): Design a rubric for : 1-Practical work( lab) 2-Presentation 3-Model 4-Home work 5-Reasearch 6- Group work

Team Rubric Team Rubrics 1 2 3 4 Will not help - ignores partner Cooperative 1 2 3 4 Creative On Task Prepared Skillful Will not help - ignores partner Never thinks of other ideas to solve a problem Constantly talking to others in room, rarely works on task Never has supplies or willing to find proper place in task Makes no effort to learn new skills Sometimes willing to help partner Occasionally has a new idea, but little follow through Sometimes talks about unrelated subjects Looks through to task to find place and sometimes borrows supplies Satisfied with answering questions, but no real understanding Shares work when asked and listens to partner Has new ideas but will not share with others Usually follows the tasks and talks only to partner Uses daily wrap-up to find place in task Has general idea of task. Able to answer specific questions Willingly explains things to partner and will use partner’s ideas Develops new ideas or ways of doing things. Products exceed requirements Always follows the steps of the task and sometimes goes beyond the concepts Arrives early for class and supplies are ready Has clear idea of task and its relationship to technology and education

Sample Rubric: Second Grade Research: Dinosaur Report

Sample Rubric: Sixth Grade Multimedia Presentation: Ancient Civilizations

Sample Rubric: Eighth Grade Book Report: Web site

Websites for Rubrics http://www.rcampus.com/indexrubric.cfm http://rubistar.4teachers.org/index.php

Questioning to guide Instruction and Learning أسئلة لقيادة التعلم

Ask the trainees: - Why do we ask questions? - Who asks questions? - What are the types of questions?

Questions Teachers ask students Students ask the teacher Teachers ask themselves Students ask themselves

Goal The goal of asking questions is: To improve the quality of teaching and learning Teachers like to base their lesson around a ‘key question’ لزيادة جودة التدريس والتعلم يجب على المعلم بناء درسه على مجموعة من الأسئلة القوية ( مفاتيح للأسئلة )

“Prime Questions.” Make them Formulate questions that are interesting! Apply Jamie McKenzie’s “Prime Questions.” Handout 2

Skinny? FAT! (A skinny question has a really short, quick answer.) Fat questions have long, complicated answers. They are fun to research and discuss. We might not agree on the answers!

Who? What? When? Where? Why? How? Which? Formulate questions that are interesting! Apply Jamie McKenzie’s “Prime Questions.” Great Questions: Who? What? When? Where? Why? How? Which? Why? Jamie McKenzie’s 3 Prime Questions How? Which?

Earth Science Questions Why do most people live near water? Which part of this place would be good to live? How might the people here find food and shelter to survive? Which place would I rather live-- my home or here? Source: Mark L. Hessenflow at http://www.hknot.com/gallery/ba.html

Types of Question أنواع الأسئلة Closed questions الأسئلة المغلقة Test factual knowledge Contain a limited range of possible correct responses Example: What lives in the rainforest? Provide the knowledge bases for more challenging questions اختبار المعارف والحقائق تحتوي على مجموعة محدودة من الإجابات الصحيحة الممكنة على سبيل المثال : ما الكائنات التي تعيش في الغابات المطيرة؟ تزود الطلبة بالمعرفة اللازمة لأسئلة أكثر صعوبة وتحدي

Example: Is the rainforest important to us? Open questionsالأسئلة المفتوحة Require students to think more deeply Require research, investigation, reflection prior to answering fully Promote student discussion, debate, inquiry Call for learners to construct their knowledge ,Have many different answers Example: Is the rainforest important to us? الطلاب بحاجة لمزيد من التفكير العميق تتطلب البحث والتحقيق ، والتفكير قبل الإجابة تماما تشجيع الطلاب على النقاش والتحقيق دعوة للمتعلمين لبناء معارفهم والإجابات تكون متعددة ومختلفة على سبيل المثال : هل الغابات المطيرة مهمة لنا ؟؟؟

Open and closed questions What is Oil? What are the food groups? What is the boiling point of water? Open Questions Which energy source is the best option for the future? Is this menu healthy? How can we make water not boil at 100C?

Teachers Can Use Student Questions as Learning Opportunities by: * ALWAYS, praise the student for asking the questionشجع الطلاب على إثارة الأسئلة *Repeat the question, paraphrasing it أعد الأسئلة بأكثر من طريقة *Redirect the question أعد توجيه الأسئلة *Ask probing questions اسأل أسئلة بحثية أو تحقيقية *Promote a discussion شجع على النقاش

Activity

Prayer Break

Watch the video and answer the following questions: 1.What is the video about. عم يتحدث الفيديو 2.What are the hierarchy levels of thinking mentioned?ماهي مستويات التفكير التي ذكرت في الفيلم 3.What is number 4 level?ماهو المستوى رقم 4 4.Can you define Blooms taxonomy هل تستطيع تعريف مستويات بلوم ؟

Order the Bloom’s Levels Remembering Analysing Evaluating Applying Understanding Creating Creating Evaluating Analyzing Applying Understanding Remembering

Activity Write a level on each side of the cube. Write a sample question for each level. Handout 3

Bloom's Revised Taxonomy

The mind is not a vessel to be filled, but a fire to be ignited. العقل ليس وعاء ليتم ملؤه ... بل ناراً يجب اشعالها باستمرااااااااااااار (Plutarch)

Original Terms New Terms Evaluation Synthesis Analysis Application Comprehension Knowledge Creating Evaluating Analysing Applying Understanding Remembering (Based on Pohl, 2000, Learning to Think, Thinking to Learn, p. 8)

المتعلم قادرا على التذكير مجددا وتذكر المعلومات المستفادة. Remembering The learner is able to recall, restate and remember learned information. Recognising Listing Describing Identifying Retrieving Naming Locating Finding   Can you recall information?   المتعلم قادرا على التذكير مجددا وتذكر المعلومات المستفادة.

Remembering: Potential Activities and Products عمل خط زمن لصناعة الاقمار الاصطناعية عمل خريطة مفاهيم لمفهوم النظام الشمسي اقطع ”صوراً للفضاء" من مجلة واعمل لوحة حائط . أعد قائمة بمصطلحات الفضاء (الأبجدية). أذكر أسماء الكواكب الصخرية في عالمنا Make a time line of Man made satellites Make a concept map of the Solar System Cut out “space” pictures from a magazine. Make a display or a collage. List space words (Alphabet Key). Recall the names of the rocky planets in our universe.

يلتقط المتعلم المعلومات عن طريق التفسير والتأويل Understanding The learner grasps the meaning of information by interpreting and translating what has been learned. Interpreting Exemplifying Summarising Inferring Paraphrasing Classifying Comparing Explaining   Can you explain ideas or concepts? يلتقط المتعلم المعلومات عن طريق التفسير والتأويل

Understanding: Potential Activities and Products Make your desk into a spaceship Make an astronaut for a puppet play. Use it to tell what an astronaut does. Make a model of the planets in our solar system جعل مكتبك كأنه داخل سفينة فضاء صناعة دمية لرائد فضاء.  استخدام الدمية لمعرفة ماهو رائد الفضاء . تقديم نموذج من الكواكب في نظامنا الشمسي

يتعلم المتعلم عن طريق استخدام المعلومات في سياق مختلف Applying  The learner makes use of information in a context different from the one in which it was learned. Implementing Carrying out Using Executing    Can you use the information in another familiar situation? يتعلم المتعلم عن طريق استخدام المعلومات في سياق مختلف

Understanding: Potential Activities and Products Keep a diary of your space adventure (5 days). Make a brochure advertising your spacecraft كتابة يوميات عن مغامرة الفضاء (5 أيام). صمم إعلان خاص بمركبتك الفضائية

Analysing يحلل المتعلم المعلومات إلى أجزاء لفهم أفضل The learner breaks learned information into its parts to best understand that information. Comparing Organising Deconstructing Attributing Outlining Finding Structuring Integrating   Can you break information into parts to explore understandings and relationships? يحلل المتعلم المعلومات إلى أجزاء لفهم أفضل

Understanding: Potential Activities and Products Make an application form for a person applying for the job of an astronaut. Compare Galileo’s telescope to a modern telescope. Distinguish between the Russian and American space programs. تقديم استمارة طلب لشخص للحصول على المهمة التي يقوم بها رائد فضاء. قارن بين تلسكوب غاليليو والتلسكوبات الحديثة. ميز بين البرامج الفضائية الروسية والاميركية.

يجعل المتعلم القرارات على أساس متعمق النقد والتفكير والتقييم Evaluating The learner makes decisions based on in-depth reflection, criticism and assessment. Checking Hypothesising Critiquing Experimenting Judging Testing Detecting Monitoring   Can you justify a decision or course of action? يجعل المتعلم القرارات على أساس متعمق النقد والتفكير والتقييم

Evaluating: Potential Activities and Products Compare the benefits of living on Earth and the moon. You can take three people with you to the moon. Choose and give reasons. Choose a planet you would like to live on- explain why. Prepare and conduct a debate Write report on your space journey. قارن بين فوائد العيش على الأرض والقمر. اختر 3 أشخاص لتأخذهم معك إلى القمر .. وماهي أسباب الاختيار .. اختر كوكب كنت ترغب في العيش عليه ، مع ذكر السبب . اكتب تقرير عن الرحلة

يخلق المتعلم الأفكار الجديدة والمعلومات باستخدام ما تم تعلمه من قبل Creating The learner creates new ideas and information using what has been previously learned. Designing Constructing Planning Producing Inventing Devising Making  Can you generate new products, ideas, or ways of viewing things? يخلق المتعلم الأفكار الجديدة والمعلومات باستخدام ما تم تعلمه من قبل

Potential Activities and Products كتابة تقرير للجريدة : بعنوان : "سفينة الفضاء خارج نطاق السيطرة". استخدم استراتيجية لتصميم بدلة فضائية جديدة. إعداد قائمة لطاقم سفينة الفضاء الخاصة بك. تصميم برنامج الإعلان عن الرحلات الى القمر Write a newspaper report for the following headline: “Spaceship out of control”. Use the SCAMPER strategy to design a new space suit. Prepare a menu for your spaceship crew. Design an advertising program for trips to the moon.

Now it’s your turn… Use the Bloom’s Matrix and these notes to plan a number of activities or questions for each level of the taxonomy. You may choose to use the standards mentioned in the activity sheet OR context or unit, that you will be working with. Work with your teaching partner. HAVE FUN! Handout 4

“Assess and report on student learning”. Additional Related Readings: “Assess and report on student learning”. NPST 7

https://scienceentry2010.wikispaces.com/

Evaluation forms