Phase 4: Problematizing ImagineIT"
Reference: Teaching in urban settings, students, curriculum, and assessment.
Two dilemmas that I would want to focus on as I implement my Imagine IT: Curriculum and Assessment
Looking forward to implementing my Imagine IT, two dilemmas that I would want to focus on, first in integrating my IT project I need to maintain the consistency for the three honors physics that I am teaching this year. Second, it must be within the set parameters of our school's curriculum and assessment.
My Imagine IT as I envisioned during summer was very broad topic that comprises several unit lessons, like one dimension motion, two dimensions motion, forces, and energy. By the time I finish these units, it would likely be February or semester 1.
My main focus is to implement STEM in my classroom by making learning relevant to my students and to achieve a deeper understanding of motion, forces, and energy through explorations. By focusing on a sub unit, a very specific performance task of describing one dimension motion using narrative, graphical, and mathematical model from the data collected from their experimental design. The second dilemma, making the assessment comparable to our department established assessment. I would deviate from a multiple choice assessment and written problem solving questions by adding a performance tasks that students would demonstrate an evidence through a performance task as a summative assessment.
Reference: Teaching in urban settings, students, curriculum, and assessment.
Two dilemmas that I would want to focus on as I implement my Imagine IT: Curriculum and Assessment
Looking forward to implementing my Imagine IT, two dilemmas that I would want to focus on, first in integrating my IT project I need to maintain the consistency for the three honors physics that I am teaching this year. Second, it must be within the set parameters of our school's curriculum and assessment.
My Imagine IT as I envisioned during summer was very broad topic that comprises several unit lessons, like one dimension motion, two dimensions motion, forces, and energy. By the time I finish these units, it would likely be February or semester 1.
My main focus is to implement STEM in my classroom by making learning relevant to my students and to achieve a deeper understanding of motion, forces, and energy through explorations. By focusing on a sub unit, a very specific performance task of describing one dimension motion using narrative, graphical, and mathematical model from the data collected from their experimental design. The second dilemma, making the assessment comparable to our department established assessment. I would deviate from a multiple choice assessment and written problem solving questions by adding a performance tasks that students would demonstrate an evidence through a performance task as a summative assessment.
Desired ResultsThink of the big ideas and established goal that students can transfer, make meaning, and acquire during this unit.
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EvidenceEvaluative criteria to assess students' attainment of the desired result... a performance task for example.
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Learning PlansWhat are the learning events?
Where to begin? A pre-assessment to check students' prior knowledge, skill levels, and potential misconceptions.. |
