Saturday, October 27, 2012

Questions for Teachers



Questions for Teachers

1.      How do you know your assessments are effective?
·         The teacher knows the assessments are effective by how the students are relating to what they are learning in class. The teacher also knows the assessment is effective by seeing that the students understand the assessment.
2.      As a teacher in training, what do I need to know about assessment?
·         As a teacher in training, I need to know the different kinds of assessment throughout the school year such as Final Exam, SBA, Sat 10, and other different forms of assessments. I also need to know how to proctor the different types of assessments.
3.      What are several ways you assess your students?
·         Several ways the teacher assess the students are by class work, quizzes, test, oral questioning, written reflections, and observations.
4.      What is the purpose of assessing students?
·         The purpose of assessing students is analyze progress in the classroom and if students understand the information.
5.      What do you do with the results of your assessments?
·         The results of the assessments will be turned into data to show parents the student’s progress and share it with students to see where they are at.
6.      What are your most effective assessments and why?
·         The most effective assessment used by the teacher is combinations of several assessments, considering all types of assessment because of the fact that it will help analyze students and check for understanding.
7.      Does PSS have a certain guideline for assessing?
·         Yes. They used the 4, 3, 2, 1 scale which shows performance of student in the classroom.
8.      Why is assessment important?
·         It is important because to be able to see student progress. It also help provide evidence to parents and teachers that want to know what the student needs to work on in the classroom.
9.      What type of assessments do you prefer and why?
·         The teacher prefers written assessments because to have evidence of student learning in the classroom.
10.  How do students receive feedback?
·         The teacher gives students feedback through one to one conference, progress reports and report cards.

Tuesday, October 16, 2012

Self-Reflection


James Jucutan
Self Assessment: Chapter 5 Absence-of-Bias
Classroom Assessment: What Teachers Need to Know
Ed 450 Assessment and Evaluation- Ms. Soledad Camacho
September 24, 2012

Self-Reflection Questions

1.      1. What did you want the class to learn from your teachback presentation?
In this teachback, I wanted the students to learn about the two different forms of assessments which are offensive and unfair penalization. I wanted students to know and understand the approaches to reviewing assessment for bias, which are judgmental and empirical approaches. I also wanted the students to accommodate all students for enhancement of student learning in the classroom.
2.      2. How did you assess what they learned?
Throughout my teachback, I assessed what the students learn through formative assessment. Several formative assessments I used was role play, commercial time, questioning, discussion, and observations.
3.     3.  I am proudest of these components of my teachback presentation, which are the activities.
The activities that I set up for the students were well engaging, that will keep the students interested. With the students I have observed, I made sure it matches what they are interested in. For example, the role play activity for the two forms of assessment bias was engaging. The students came up of creative scenes and showed understanding of the content.
4.  4.     I can improve my teaching in time management and presentation.
With the time allotted to my presentation, timer would have been a wonderful and effective tool to manage time. I did last minute changes to my lesson due to time. I did not thoroughly go through the other activities that would have been engaging. I also feel that my presentation skills still need a lot of improvement. I need to try and relax while doing a teachback. When I’m nervous, it really affects my effectiveness of teaching the students what I was suppose to teach them.

5.     5.  Ideas to contemplate?
The chapter presented to me was based on assessment of bias. I seriously did not realize about assessment bias referring to not only offending people, but also unfair penalization. Unfair penalization is the unfamiliarity of some students that haven’t even been exposed to those kinds of content.
6.     6.  Why is it important to study this chapter?
It is important to study this chapter because it will help teachers identify and understand absence of bias and wiping out assessment bias in the classroom. Assessment bias will affect student performances. Teachers need to be able to know and identify these forms of assessment bias, including offensive and unfair penalization, so they know what to look for and how to make a test that does not involve assessment bias. All students have the rights to learn.

Here is the link to my powerpoint:



Monday, August 27, 2012

SMART board


A SMART board is a device that is used to display a larger display on a board from the computer or any video display. When it is touch in some manner, it will allow control of the display on the computer. It is effectively used in classrooms. It may be used as a normal whiteboard, using the designated marker based pointer to touch the board. Several activities that can be done using the SMART board are digital storytelling, brainstorming, diagram activities, presentations, and teach vocabulary.

Professional Portfolio


A professional portfolio is different documents showing a person’s ability in their teaching career. A professional portfolio consists of different types of documents such as philosophy statement, teaching experience, teaching awards, and professional developments. It may also consist of teaching activities and evidence of their effectiveness. This binder will help teachers keep track of their work and be able to refer back to the binder.

Thursday, August 23, 2012

Personality Test


Introverted Sensing Feeling Judging
by Marina Margaret Heiss
Profile: ISFJ
Revision: 3.1
Date of Revision: 20 Aug 2007

ISFJs are characterized above all by their desire to serve others, their "need to be needed." In extreme cases, this need is so strong that standard give-and-take relationships are deeply unsatisfying to them; however, most ISFJs find more than enough with which to occupy themselves within the framework of a normal life. (Since ISFJs, like all SJs, are very much bound by the prevailing social conventions, their form of "service" is likely to exclude any elements of moral or political controversy; they specialize in the local, the personal, and the practical.)
ISFJs are often unappreciated, at work, home, and play. Ironically, because they prove over and over that they can be relied on for their loyalty and unstinting, high-quality work, those around them often take them for granted--even take advantage of them. Admittedly, the problem is sometimes aggravated by the ISFJs themselves; for instance, they are notoriously bad at delegating ("If you want it done right, do it yourself"). And although they're hurt by being treated like doormats, they are often unwilling to toot their own horns about their accomplishments because they feel that although they deserve more credit than they're getting, it's somehow wrong to want any sort of reward for doing work (which is supposed to be a virtue in itself). (And as low-profile Is, their actions don't call attention to themselves as with charismatic Es.) Because of all of this, ISFJs are often overworked, and as a result may suffer from psychosomatic illnesses.
In the workplace, ISFJs are methodical and accurate workers, often with very good memories and unexpected analytic abilities; they are also good with people in small-group or one-on-one situations because of their patient and genuinely sympathetic approach to dealing with others. ISFJs make pleasant and reliable co-workers and exemplary employees, but tend to be harried and uncomfortable in supervisory roles. They are capable of forming strong loyalties, but these are personal rather than institutional loyalties; if someone they've bonded with in this way leaves the company, the ISFJ will leave with them, if given the option. Traditional careers for an ISFJ include: teaching, social work, most religious work, nursing, medicine (general practice only), clerical and and secretarial work of any kind, and some kinds of administrative careers.
While their work ethic is high on the ISFJ priority list, their families are the centers of their lives. ISFJs are extremely warm and demonstrative within the family circle--and often possessive of their loved ones, as well. When these include Es who want to socialize with the rest of the world, or self-contained ITs, the ISFJ must learn to adjust to these behaviors and not interpret them as rejection. Being SJs, they place a strong emphasis on conventional behavior (although, unlike STJs, they are usually as concerned with being "nice" as with strict propriety); if any of their nearest and dearest depart from the straight-and-narrow, it causes the ISFJ major embarrassment: the closer the relationship and the more public the act, the more intense the embarrassment (a fact which many of their teenage children take gleeful advantage of). Over time, however, ISFJs usually mellow, and learn to regard the culprits as harmless eccentrics :-). Needless to say, ISFJs take infinite trouble over meals, gifts, celebrations, etc., for their loved ones--although strong Js may tend to focus more on what the recipient should want rather than what they do want.
Like most Is, ISFJs have a few, close friends. They are extremely loyal to these, and are ready to provide emotional and practical support at a moment's notice. (However, like most Fs they hate confrontation; if you get into a fight, don't expect them to jump in after you. You can count on them, however, run and get the nearest authority figure.) Unlike with EPs, the older the friendship is, the more an ISFJ will value it. One ISFJ trait that is easily misunderstood by those who haven't known them long is that they are often unable to either hide or articulate any distress they may be feeling. For instance, an ISFJ child may be reproved for "sulking," the actual cause of which is a combination of physical illness plus misguided "good manners." An adult ISFJ may drive a (later ashamed) friend or SO into a fit of temper over the ISFJ's unexplained moodiness, only afterwards to explain about a death in the family they "didn't want to burden anyone with." Those close to ISFJs should learn to watch for the warning signs in these situations and take the initiative themselves to uncover the problem.

Functional Analysis
by Joe Butt

Introverted Sensing

As for ISTJs, the dominant Si is oriented toward the world of forms, essences, generics. Again, "for both of the IS_J types, the sense of propriety comes from the clear definition of these internal forms. ... A 'proper' chair has four legs," etc. (Jung saw IS as something of an oxymoron: sensing, which is a perceiving function, focused inward and thus away from that which is perceived (the "object"). In this light, he described this sensing as something removed from reality, full of archetypes/mythical figures/hobgoblins; sensing of one's own set of forms.)

Extraverted Feeling

A kind of "regression toward the mean" provided by the Fe auxiliary function serves to socialize the expression of these forms. I suppose it's the auxiliary nature of this Feeling, coupled with the balancing effect of {detachment from the internal idiosyncratic view of free-floating data perceptions} that makes ISFJs tentative, conservative, and reticent to boldly state the rights and wrongs in the relational world. (Loosely translated, ISFJs like to keep their perceptions to themselves, and aren't sure enough that what they "see" as Introverted Sensors has any relevance to the outside world. Thus the perception, based on unworldly data, may not be true. The obedient Extraverted Feeling function must therefore refrain from strong statements expressing these opinions.)

Introverted Thinking

Introverted Thinking is turned inward and is largely invisible. It is only with great difficulty, if at all, that the ISFJ could willingly commit anyone to their doom. Perhaps this explains why ISFJs are loyal to the end; there is no sense of purely objective (i.e., impersonal) judgement of anyone but themselves (and that only by their own standards). Here is this type's achilles heel that makes many of them so vulnerable to

Extraverted iNtuition

ISFJs are easily undone by Extraverted iNtuition, their inferior function. Believing in the fantastic, and disbelieving the technologically extant, are errors that my guide the gullible (or unfoundedly sceptical) ISFJ off a precipice of mis-conclusion. (One of our co-workers' mothers adamantly refused to believe that Dave Letterman's mom was actually at the olympics in Norway talking with the athletes and handing out hams! She suspected technological trickery.)
This childlike Ne is, however, the likely source (coupled with fun-loving Extraverted Feeling) of the practical joking, punning and (usually harmless) impishness of some ISFJs.

Famous ISFJs:

St. Teresa of Avila (Teresa de Jesus)
Louisa May Alcott
Alfred, Lord Tennyson
Queen Elizabeth II of England
Robert E. Lee
Queen Mary I ("Bloody Mary") of England
U.S. Presidents:
William Howard Taft
Johnny Carson, comedian
Robin Roberts (Good Morning America)
Kristi Yamaguchi, US Olympic figure skater
Ed Bradley, journalist

Fictional:

Bianca in Taming of the Shrew
David Copperfield
Hero in Much Ado About Nothing
Melanie in Gone With The Wind
Ophelia in Hamlet
Dr. John H. Watson, M.D. (Sherlock Holmes' faithful sidekick)
Copyright © 2012 Marina Margaret Heiss and Joe






Evaluation

           The result of this personality test is quite accurate. According to the personality test, I’m “characterized above all by their desire to serve others, their need to be needed.” I am the type of person that likes to serve others. I take in whatever responsibility that is placed upon me and do the best I can do to do the job right. When someone tasks me to do something, I do it. It is very difficult for me to say no, even though I have other things to do. I am also “good with people in small-group or one-on-one situations because of my patient” in my workplace. I work more effectively and efficiently with a small group of people. I am not only patient at my workplace, but also in my life. Whatever problem I encounter, there will always be a solution.  
I see myself as a family person, as stated in my personality test. “While my work is high on my priority list, my families are the centers of their lives.” I keep in touch with my family real close. Generally, most Filipino families are close with each other. The decisions I make are based on needs and wants of my family. No matter where life takes me, my family will always be there. They will always be part of my life, which I will always hold on to. As of the results of the personality test, it helped me classify myself as a person.