Pre-class survey, SED 525S

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    Developing engaging activities that address California Science Standards
    Designing lessons to teach the nature of science
    Designing new science investigations
    Connecting science to other topics (math, history etc)
    Collaborating with colleagues to develop resources for the classroom
    Teaching science to English Language Learners
    Assigning written work (e.g. essays, lab reports)
    Assessing written work
    Having students evaluate large data sets
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    Creating online collaborative presentations
    Using websites for instruction
    Creating graphs from spreadsheets
    Creating online surveys
    Collecting student work electronically
    Creating collaborative online drawings
    Using collaborative documents
    Sharing images and videos online
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    The world is understandable
    Explaining and predicting are key components of science
    Scientific knowledge is durable
    Scientific knowledge is tentative
    Science is mainly done in isolation
    Science can be subjective
    There is bias in the scientific enterprise
    All questions can be answered through science
    There is a single method for conducting science
    Science requires being logical and systematic
    Science requires being creative and imaginative
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    Online presentations
    Educational websites
    Websites you have developed
    Student analysis of entire class data
    Electronic surveys
    Photos taken for instructional purposes
    Videos of activities done in class
    Electronic mapping resources
    Online posting of assignments, homework or grades
    Electronic quickwrites
    Collaborative online documents
    Collaborative online presentations
    Collaboratice online drawings
    Collaborative online spreadsheets
    Collaborative maps
    Online peer feedback
    Wikis which allow student input
    Analysis of personal data
    Analysis of lab group data
    Analysis of entire class data
    Analysis of data from multiple classes
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    FORMATIVE ASSESSMENT

    Formative Assessment provides information concerning student engagement and learning during instruction so that teachers may adjust lessons to promote understanding and achievement.
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    HANDS RAISED; HAND SIGNALS - Ask students to display a designated hand signal to indicate their understanding of a specific concept, principal, or process
    ONE MINUTE ESSAY - A one-minute essay question (or one-minute question) is a focused question with a specific goal that can, in fact, be answered within a minute or two.
    ANALOGY PROMPT - Periodically, present students with an analogy prompt: (A designated concept, principle, or process) is like _________________ because _________________________________________________.
    WEB OR CONCEPT MAP - Any of several forms of graphical organizers which allow learners to perceive relationships between concepts through diagramming key words representing those concepts.
    STUDENT CONFERENCE - One on one conversation with students to check their level of understanding.
    OBSERVATION - Walk around the classroom and observe students as they work to check for learning. Strategies include: •Anecdotal Records •Conferences•Checklists
    SELF-ASSESSMENT- A process in which students collect information about their own learning, analyze what it reveals about their progress toward the intended learning goals and plan the next steps in their learning.
    EXIT CARD - Exit cards are written student responses to questions posed at the end of a class or learning activity or at the end of a day.
    PORTFOLIO CHECK -Check the progress of a student’s portfolio. A portfolio is a purposeful collection of significant work, carefully selected, dated and presented to tell the story of a student’s achievement or growth in well-defined areas of performance, such as reading, writing, math, etc. A portfolio usually includes personal reflections where the student explains why each piece was chosen and what it shows about his/her growing skills and abilities.
    QUIZ- Quizzes assess students for factual information, concepts and discrete skill. There is usually a single best answer.
    JOURNAL ENTRY -Students record in a journal their understanding of the topic, concept or lesson taught. The teacher reviews the entry to see if the student has gained an understanding of the topic, lesson or concept that was taught.
    CHORAL RESPONSE -In response t o a cue, all students respond verbally at the same time. The response can be either to answer a question or to repeat something the teacher has said.
    A-B-C SUMMARIES- Each student in the class is assigned a different letter of the alphabet and they must select a word starting with that letter that is related to the topic being studied.
    DEBRIEFING- A form of reflection immediately following an activity.
    AUDIENCE RESPONSE SYSTEM - Hand-held “clickers” to which students can respond to teacher prompts.
    ELECTRONIC QUICKWRITE – An collaborative cloud-based document to which students post responses to teacher prompts.
    Please enter one response per row
    HANDS RAISED; HAND SIGNALS - Ask students to display a designated hand signal to indicate their understanding of a specific concept, principal, or process
    ONE MINUTE ESSAY - A one-minute essay question (or one-minute question) is a focused question with a specific goal that can, in fact, be answered within a minute or two.
    ANALOGY PROMPT - Periodically, present students with an analogy prompt: (A designated concept, principle, or process) is like _________________ because _________________________________________________.
    WEB OR CONCEPT MAP - Any of several forms of graphical organizers which allow learners to perceive relationships between concepts through diagramming key words representing those concepts.
    STUDENT CONFERENCE - One on one conversation with students to check their level of understanding.
    OBSERVATION - Walk around the classroom and observe students as they work to check for learning. Strategies include: •Anecdotal Records •Conferences•Checklists
    SELF-ASSESSMENT- A process in which students collect information about their own learning, analyze what it reveals about their progress toward the intended learning goals and plan the next steps in their learning.
    EXIT CARD - Exit cards are written student responses to questions posed at the end of a class or learning activity or at the end of a day.
    PORTFOLIO CHECK -Check the progress of a student’s portfolio. A portfolio is a purposeful collection of significant work, carefully selected, dated and presented to tell the story of a student’s achievement or growth in well-defined areas of performance, such as reading, writing, math, etc. A portfolio usually includes personal reflections where the student explains why each piece was chosen and what it shows about his/her growing skills and abilities.
    QUIZ- Quizzes assess students for factual information, concepts and discrete skill. There is usually a single best answer.
    JOURNAL ENTRY -Students record in a journal their understanding of the topic, concept or lesson taught. The teacher reviews the entry to see if the student has gained an understanding of the topic, lesson or concept that was taught.
    CHORAL RESPONSE -In response t o a cue, all students respond verbally at the same time. The response can be either to answer a question or to repeat something the teacher has said.
    A-B-C SUMMARIES- Each student in the class is assigned a different letter of the alphabet and they must select a word starting with that letter that is related to the topic being studied.
    DEBRIEFING- A form of reflection immediately following an activity.
    AUDIENCE RESPONSE SYSTEM - Hand-held “clickers” to which students can respond to teacher prompts.
    ELECTRONIC QUICKWRITE – An collaborative cloud-based document to which students post responses to teacher prompts.
    Please enter one response per row