January 16, 2012. Foundations 30 topics: ◦ Demonstrate understanding of financial decision ◦...
-
Upload
jeffry-booth -
Category
Documents
-
view
218 -
download
0
Transcript of January 16, 2012. Foundations 30 topics: ◦ Demonstrate understanding of financial decision ◦...
Foundations 30 topics:◦ Demonstrate understanding of financial decision◦ Demonstrate understanding of inductive and deductive
reasoning including◦ Demonstrate understanding of set theory and its
applications.◦ Extend understanding of odds and probability.◦ Extend understanding of the probability of two events◦ Demonstrate understanding of combinatorics ◦ Demonstrate understanding of the representation and
analysis of ◦ Research and give a presentation of a current event or an
area of interest that requires data collection and analysis.
Where are we going
Pre-Calculus 30◦ Extend understanding of angles to angles in
standard position, expressed in degrees and radians.
◦ Demonstrate understanding of the unit circle and its relationship to the six trigonometric ratios for any angle in standard position
◦ Demonstrate understanding of the graphs of the primary trigonometric functions.
◦ Demonstrate understanding of first and second-degree trigonometric equations.
Where are we going
◦ Demonstrate understanding of trigonometric identities
◦ Demonstrate an understanding of operations on, and compositions of, functions.
◦ Extend understanding of transformations to include functions (given in equation or graph form) in general, including horizontal and vertical translations, horizontal and vertical stretches.
◦ Demonstrate understanding of functions, relations, inverses and their related equations resulting from reflections
◦ Demonstrate an understanding of logarithms
◦ Demonstrate understanding of polynomials and polynomial functions of degree greater than 2
◦ Demonstrate understanding of radical and rational functions with restrictions on the domain.
◦ Demonstrate understanding of permutations, including the fundamental counting principle.
◦ Demonstrate understanding of combinations of elements, including the application to the binomial theorem.
Workplace & Apprenticeship 30◦ Analyze puzzles and games that involve logical
reasoning using problem-solving strategies.◦ Demonstrate concretely, pictorially and
symbolically an understanding of limitations of measuring instruments
◦ Solve problems that involve the sine law and cosine law, excluding the ambiguous case.
◦ Extend and apply understanding of the properties of triangles, quadrilaterals and regular polygons to solve problems
Where are we going
◦ Extend and apply understanding of transformations on 2-D shapes and 3-D objects
◦ Demonstrate understanding of options for acquiring a vehicle
◦ Explore and critique the viability of small business options
◦ Extend and apply understanding of linear relations ◦ Extend and apply understanding of measures of
central tendency to solve problems
◦ Demonstrate understanding of percentiles
◦ Extend and apply understanding of probability
Ongoing but deliberate process
Promote growth◦ Inform instruction as you reach for a goal.
Improve instruction◦ Information comes at a time so it can be used to guide
instruction Recognize accomplishment
◦ Evaluation can take place in many ways, blur the line between instruction and evaluation
Modify program◦ How well did the unit work in terms of achieving my goals of
student learning Van de Walle & Folk (2004)
Building Assessment into Instruction
purposeful use of assessment to promote learning
Increasing amount of assessment does not necessarily translate to increased learning
Assessment influences learning when teachers use it to comprehend the understanding and beliefs their students bring to the classroom and the chosen task
assessment must be clear and explicit and designed to fit the purpose
Assessment of learning◦ Justify the grades assigned, rank students, certify,
report
Assessment for learning◦ Makes students thinking visible, how they make
sense from their perspective
Assessment as learning◦ Student build capacity to evaluate and adapt their
own learning
https://www.teachingchannel.org/videos/my-favorite-no
Favorite No
Uncover student understandings and misunderstandings
Diagnostic assessment strategies
Assessment Probes
Conceptual versus procedural
When they understand they are able to use their knowledge with more flexibly
Understand and reach proficiency
Question student understanding of a learning target
Uncovering student understanding
Examining student work
Seeking links to cognitive research
Teaching implications
QUEST
Have student write about the patterns they saw
Allows for assessment of student understanding
Journals