Standard III: TEACHERS PLAN AND DELIVER EFFECTIVE INSTRUCTION AND CREATE AN ENVIRONMENT THAT FACILITATES LEARNING FOR THEIR STUDENTS

 B. Assessments – Teachers plan and consistently deliver instruction that draws on results of student assessments, is aligned to academic standards, and advances students’ level of content knowledge and skills H. Feedback – Teachers use appropriate methods to assess what each student has learned, including formal and informal assessments, and use results to plan further instruction

Evidence for continuous use of Formative Assessment with 6th Grade Physical Science 2014-15 School year with Mr. Crowder’s Class

Wed. 9-17-14: First, the day before, a student was asked to run fast, then slow down, then walk medium speed over three different distances that we measured out on the floor. Each distance segment was 3 meters. Then, three students timed how long it took the student to cross each segment. Then, on this day, the students were shown a quick

video tutorial

, then I demonstrated on the board how to plot the points and construct the graph. I then told them that they were going to go outside with their teams and gather their own times for distances that they would set on the ground. But, before we went outside, I wanted to know if everyone understood how we were going to do it. So, I asked students to volunteer random numbers that I would plot on the board as examples of times and distances for plotting. I had students pair-share with their partners, and used thumb signals to identify where they were with the understanding before proceeding to the

lab activity

September 22nd: Gave Clicker Quiz on Aspects of Speed in a formative style. Students were allowed to talk to each other, use their notes we had taken over the past week, their books where I gave related page numbers, and calculators for speed calculations.

10/20/14: Acceleration Questions The first question was given on the following quiz on October 23rd, and an estimated 90% of the students understood and passed this question!

 F. Student Collaboration – Teachers provide students with opportunities to work in teams and develop leadership qualities

September 25th: On day 2 of Inclined Roll Lab. Instead of giving a debrief to the class, then saying, “go”, which is my normal technique; today, I had teams do a group-think before they started with materials. I wanted them to plan out how the lab is going to work; who gets the ruler and measures, who gets the tape, who is getting the books to stack for the plank and angle, who gets the car. I wanted them to get used to planning ahead before jumping into things. They also checked each other’s data tables to see that everyone in their group had it right. Then, they looked at the graph and discussed how they would probably plot it later. Also, some group dynamics were worked out before the “heat of the battle”. I told them that some are leaders that push others to do things, and that the others should respect that. Also, that there are “silent” leaders who watch, know, understand, and have good stuff to offer when people allow them to give their ideas. And of course the “doers” who love moving the stuff around. They’re important too. So, this will hopefully help out group dynamics in a general way.

Only after the group-think meetings did they then get materials and continue on with the lab. Most teams were able to get the time data for all of the 5 angles they had chosen

I asked each class afterwards if they thought the group-think meeting at the beginning of class helped, and they mostly all agreed that it was in fact effective!

B. Professional Leadership – Teachers contribute knowledge and skills to educational practices and the teaching profession

LMS Tech Contact 2013-14-15

Science representative for Louisville Middle’s LCC 2014-15

Innedco Presenter on Flipping The Classroom June 16-19 2014

Guest Speaker on Flipping Lessons at Google Summit Oct. 11th 1:30-2:30 at Monarch High School: