PPT-The DBQ Primary purpose of DBQ is not to test students’ prior knowledge of subject matter

evaluate their ability to formulate and support an answer from documentary evidence There is no single correct answer various approaches and responses are possible depending on the students ability to understand the documents communicate their significance and construct an . Exploring a framework to evaluate the impact of university-led outreach interventions. Annette Hayton and Dr Andrew . Bengry. -Howell. Podcast available via . http://bit.ly/1Av87YM. . Evaluating successful interventions. For HSPE, MSP-Science and. Smarter Balanced Assessments. Washington. Comprehensive Assessment Program. A special thanks to Bill . Ofstun. and his Assessment Team at Longview SD for this informative PowerPoint.. Disciplining the Mind. Veronica. . Boix. . Mansilla. Howard. . Gardner. Teaching Subject Matter. Most students in most schools today study subject matter. In science, students memorize animal taxonomies, atomic weights, and the organs in the respiratory system. In history, they are expected to remember key actors, events, and periods.. Mike Martin. Liverpool John . Moores. University. m.c.martin@ljmu.ac.uk. Background. Uncomfortable with subject knowledge competencies – what students can’t do. Critique of competence model (Martin 2008). Pre-Existing Knowledge and Misconceptions. By: Karli Breeden, Mary . McGoldrick. , . Ailaura. . Donahoe. SC 297A. 1. The effects of prior knowledge and text structure on comprehension processes during reading of scientific texts.. With . hocked gems financing him, our hero bravely defied all scornful laughter that tried to prevent his scheme. “Your eyes deceive”, he had said. “An egg, not a table, correctly typifies this unexplored planet.”. Martin . Kozloff. 2014. . Outline. 1. . Maximize . time for teaching.. 2. Use productive grouping in differentiated instruction..  . 3. Prepare student for new material being taught. Make sure they are firm on the pre-skill . Spring 2014 Update. Agenda. Evaluation Cycle Review. Goal Expectations and Rubric Review. SUMMATIVE Evaluation Requirements. FORMATIVE Evaluation Requirements. Preparing Artifacts. Rating Guidelines for Evaluators. Why does it matter?. What does it offer?. How can we manage to provide it?. Dr. Katharine Burn. Associate Professor of History Education. Director Oxford Education Deanery. National Network for History Teaching & Learning. outstanding . practice . as . a primary . classteacher. :. lessons . from the literature on teacher expertise. Dr . Tony . Eaude. Department of Education. University of Oxford. tony.eaude@education.ox.ac.uk. Oporto British School. Portugal. January 29. th. 2014. Roz Trudgon. IB Educator & Consultant. Who Am I?. Roz Trudgon . Co-Author of. . IB Theory of Knowledge: Skills and Practice. For the IB diploma. Public Representative Constance Baumgardt Blackburn Teacher Representative Josephine Calderon Public Representative Marlon Evans Public Representative Charles Gahagan Teacher Representative Steven Dea session. Alps culture and values. Alps national benchmarks and minimum expected grades. Understanding an Alps report. Tracking and monitoring student progress effectively. To support schools & colleges in raising student progress . Learn that. A school’s curriculum enables it to set out its vision for the knowledge, skills and values that its pupils will learn, encompassing the national curriculum within a coherent wider vision for successful learning. .