EDU 560
Grand Canyon University
Abstract
If educators ar salutary about education for understanding as opposed to teaching for content knowledge rather than teaching content facts they exit look at the development of curriculum and assessment that gives students the chance to show their understanding of the content in a physical body of ways.
In module 3 the group looked at plan a science curriculum developed from big questions, colligate to state standards, assessed in several different ways, and related instructional content to these three. The following paper focuses on a divinatory case study that centers on the science curriculum conjecture in module 3.
Impact of Assessment Strategy
Introduction
Teachers face tremendous ch onlyenges in designing and implementing curriculum that bears standards and assessment criteria. Now, more than ever, educators are asked to seek ways of assessing students that go beyond traditional measures and enthral the qualities of higher-level thinking skills. Assessment strategies play a key division in structuring curriculum and in providing guidance for teachers on best(p) practices in presenting content to achieve optimal learning.
Where and what is the Teacher Teaching
A teacher in an inner city school with a large proportion of ELL students has to hook content to prior knowledge, meet state standards, and provide practical assessments, (hands-on, group projects, and performance) to give all students the opportunity to demonstrate understanding. A standardized science essay is also a reading test and sets many students up for failure.
The logical...
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