The Common Core asks students to read stories and literature, as well as more complex texts that provide facts and background knowledge in areas such as science and social studies. This stresses critical-thinking, problem-solving, and analytical skills that are required for success in college, career, and life.
The instructor can use this feedback to inform instruction, such as speeding up or slowing the pace of a lecture or explicitly addressing areas of confusion. How familiar are students with important names, events, and places in history that they will need to know as background in order to understand the lectures and readings e.
How are students applying knowledge and skills learned in this class to their own lives e. To what extent are students aware of the steps they go through in solving problems and how well can they explain their problem-solving steps e. How and how well are students using a learning approach that is new to them e.
Using Specific Types of CATs Minute Paper Pose one to two questions in which students identify the most significant things they have learned from a given lecture, discussion, or assignment.
Give students one to two minutes to write a response on an index card or paper. Collect their responses and look them over quickly.
Their answers can help you to determine if they are successfully identifying what you view as most important. Muddiest Point This is similar to the Minute Paper but focuses on areas of confusion. Problem Recognition Tasks Identify a set of problems that can be solved most effectively by only one of a few methods that you are teaching in the class.
Ask students to identify by name which methods best fit which problems without actually solving the problems. This task works best when only one method can be used for each problem. Documented Problem Solutions Choose one to three problems and ask students to write down all of the steps they would take in solving them with an explanation of each step.
Consider using this method as an assessment of problem-solving skills at the beginning of the course or as a regular part of the assigned homework. Directed Paraphrasing Select an important theory, concept, or argument that students have studied in some depth and identify a real audience to whom your students should be able to explain this material in their own words e.
Provide guidelines about the length and purpose of the paraphrased explanation. Applications Cards Identify a concept or principle your students are studying and ask students to come up with one to three applications of the principle from everyday experience, current news events, or their knowledge of particular organizations or systems discussed in the course.
Student-Generated Test Questions A week or two prior to an exam, begin to write general guidelines about the kinds of questions you plan to ask on the exam. Share those guidelines with your students and ask them to write and answer one to two questions like those they expect to see on the exam.
Below are some strategies that you can use to do this. Complete the assessment task yourself or ask a colleague to do it to be sure that it is doable in the time you will allot for it.English Language Arts Standards Download the standards Print this page The Common Core State Standards for English Language Arts & Literacy in History/Social Studies, Science, and Technical Subjects (“the standards”) represent the next generation of K–12 standards designed to prepare all students for success in college, career, and life by the time they graduate from high school.
The Online Writing Lab (OWL) at Purdue University houses writing resources and instructional material, and we provide these as a free service of the Writing Lab at Purdue. Using a framework based on principles of teaching and learning, this guide for teachers and teacher trainees provides a wealth of suggestions for helping learners at all levels of proficiency develop their reading and writing skills and fluency.
These short writing assignments are designed for lower level classes and give students an opportunity to write about a number of basic subjects including: studies, hobbies, travel, likes and dislikes, application forms, and work emails.
Feel free to use the writing exercises in class or expand with further topics. Describe a normal school day in the life of a student in your country including hours, class subjects, meals, rules, dress, and extra-curricular activities.
The first step is to determine what level of instruction you need. If you have little or limited knowledge of English and want to improve your ability to communicate at home, work or school, consider one of the following courses.