Pre-class survey, SED 525S

* Required







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

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


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


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


FORMATIVE ASSESSMENT

Formative Assessment provides information concerning student engagement and learning during instruction so that teachers may adjust lessons to promote understanding and achievement.




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.

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.

Never submit passwords through Google Forms.