Designing Rigorous and Authentic Assessment Tasks
Problem: Last year I taught a physics-focused computer science and engineering course for 9th graders at Columbia Secondary School (CSS). My goal was for them to eventually obtain a sufficient understanding of computer programming and electronic design that would allow them to create interactive devices using the Arduino physcial computing platform. This goal boiled down to two major hurtles: getting students to engage with programming, and incorporating regents physics (circuits) content effectively.
Abstract: We began the year using a logo turtle draw program. Next we programmed 3D characters in Alice to create video games. Python was our bridge to text-based programming. Modeling instruction (circuits) curriculum was the final bridge to Arduino.
Recommended by 16 educator(s)
Problem: What rigorous, Common Core standards-based teaching opportunities are afforded by a walled, social networking platform like Ning?
Abstract: I discuss the reasons the "Just War" project (a collaborative of multiple teachers across the country plus a professor of education) decided to use a whitelabel social networking platform to approach standards mastery of social studies with urban stu
Recommended by 7 educator(s)
Author: Nick Lawrence from East Bronx Academy for the Future
Problem: We wanted to create a module that would give students a real-world experience while at the same time reinforcing and supporting initiatives that had been established the previous school year. The idea we came up with is called the EBA Swag Module.
Abstract: The EBA Swag module builds on school culture work that was started last year. Over the course of a semester, students will be creating a business model for the school store and then presenting it to the School Leadership Team in January.
Recommended by 8 educator(s)
Author: John Mauro from East Bronx Academy for the Future
Problem: Students will create a catalog of their own artist trading cards, swap and collect other student ATCs.
How to do our artwork miniature size - 2 1/2" x 3 1/2".
Research other school internationally that will swap with us.
Abstract: Create miniature artwork of the size of trading cards 2 1/2" x 3 1/2".
Students will create a catalog and storage for their cards, cards of other students that we swap with.
Research sites where we can network for other schools to swap with.
Recommended by 7 educator(s)
Author: jane pinchuck from East Bronx Academy for the Future
Problem: How can an online publishing opportunity be used to motivate and differentiate inquiry into a relevant environmental science topic like hydrofracking?
Abstract: NYC iSchool students explain how different groups take ownership of different aspects of production of a public service website on the controversial topic of hydro-fracking, a drilling technique that extracts gas from shale using injected solvents.
Recommended by 7 educator(s)
Author: Alisa Berger from NYC iSchool
Problem: How can social media be used to improve the disaster response experience? In this course, we were interested in how to use a design methodology to help students think creatively about how to use social media to improve the disaster response experience.
Abstract: In five days, students engaged with each phase of the design process as they understood the context of the challenge, defined a specific problem they wanted to address, brainstormed solutions, prototyped, and presented their work.
Recommended by 12 educator(s)
Author: Christina Jenkins from NYC iSchool
Problem: How can we design a learning cycle that marries conceptual modeling with a project-based teaching framework?
Abstract: Two interlinked, discursive learning cycles, the modeling cycle and the design cycle, are proposed as a template for inquiry-based curriculum design. An example is provided of a year-long curriculum centered on modeling electricity and magnetism.
Recommended by 9 educator(s)
Author: Andrew Stillman from New Visions for Public Schools
Problem: My students suffer from poor literacy skills as a large number are ESL students or students who have entered high school reading well below grade-level.
Abstract: My approach to solving this problem through technology was to create Interactive Publications, a course that is built around a web-based news site. Students run this website and produce its content: audio/video recordings and written work.
Recommended by 14 educator(s)
Author: Philip Donohue from Academy of Innovative Technology
Problem: I teach a very diverse population of English Language Learners (ELLs). How can I incorporate the authentic use of native language and family involvement with projects-based learning in my ELL classroom?
Abstract: Using "Maus" as inspiration, students interview someone in their own family who has survived a difficult time. They then take their interviews and create their own graphic novels both in English and their Native Language using Comic Life 2.
Recommended by 24 educator(s)
Author: Dara Ross from Brooklyn International High School
Problem: How can I create a differentiated semester unit that diverse classrooms of mostly Levels 1&2 ELA Readers with little 21st century digital skills can comprehend and understand complex themes/elements/ideas of Dante's Comedy by mastering Common Core College Readiness Standards for Reading, Writing, and Speaking, practicing ELA Regents skills, and developing technological skills? How can I create assessments that helps low-level students write effective claims that include textual evidence?
Abstract: I created 10 differentiated sub-units that challenged students to: compare our world with Dante's by analyzing our own society and pop culture; develop 21st century skills; and stengthen writing claims through use of textual evidence.
Recommended by 8 educator(s)
Author: Brian Panepinto from Hillcrest High School
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