Mr. Walker teaches ninth grade speech. He uses traditional ...

[tiffannnnyyyyyy]

Mr. Walker teaches ninth grade speech. He uses traditional testing to assess students' knowledge about various types of speeches and their purposes, but wants to use authentic assessment to evaluate students' performance when they make presentations. The upcoming speech assignment involves presenting a four-minute informative speech in which students cite three reputable sources to support their content. The speech needs to inform the audience about something in the environment that poses a risk to them and their friends and families. Describe in detail an appropriate process for creating a rubric for grading these speeches.
 
  What will be an ideal response?

Question 2

McKenna Williams noticed an increasing number of students not completing their independent seatwork in language and spelling. She expects students to take responsibility for working independently while she works with small reading groups. Now she wonders whether she should start allowing students to work together in pairs or trios rather than continuing to require them to work quietly on an individual basis. Her common sense tells her that she should continue to require quiet individual work. Her colleague Cal Sitton disagrees. He allows his students to work in pairs. Explain why McKenna should not rely on her common sense as she solves this teaching problem.
 
  What will be an ideal response?

[cassie_ragen]

Answer to Question 1

Suggested Response: Mr. Walker is using authentic assessment and needs to use a rubric to provide authentic grading. Students may be involved in creating the rubric. Mr. Walker's first step might involve presenting models of informative speeches for students to observe. With Mr. Walker's guidance, students may be involved in identifying criteria that make each speech a good model. They might also be involved in defining four levels of quality

Answer to Question 2

Suggested Response: McKenna should not rely on common sense, because common sense is often wrong. As seen in this scenario, McKenna and Cal disagree in their approaches, and this is typical. Teachers often disagree about what constitutes common sense. Additionally, research often proves that common sense answers to questions about teaching and learning are not valid. Research often disproves common sense answers. Many strongly held beliefs about teaching and learning have no basis in research. The important point is not what sounds or seems sensible, but what is demonstrated to be effective and supported by research.
Text Reference: The Role of Educational Psychology

[tiffannnnyyyyyy]

TYSM

[tandmlomax84]

Gracias!