Download Integrating Science with Mathematics & Literacy: New Visions by Elizabeth Hammerman, Diann Musial PDF

By Elizabeth Hammerman, Diann Musial

Challenge and extend scholars' skills with multidimensional functionality tasks!

In this valuable source, technological know-how educators Elizabeth Hammerman and Diann Musial outline a brand new imaginative and prescient for integrating technology, arithmetic, and language arts with guide and evaluation and inspire academics to strengthen trustworthy approaches for assessing either their educating perform and scholar learning.

This revised version deals greater than 20 functionality checks that advertise scholar engagement. each one essentially articulated activity correlates with present study and specializes in studying symptoms associated with nation and nationwide criteria. The exams additionally version inquiry-based technological know-how in methods confirmed to extend scholar fulfillment, permitting freshmen to illustrate their realizing of embedded ideas via exploration, inquiry, and application.

Teachers can stick with particular guidance to boost personalized exams or use the checks already integrated to guage learners':

• figuring out of content material and processes
• improvement of complicated pondering skills
• flair for science
• skill to make real-world connections

Featuring studying logs, portfolios, peer interview thoughts, and pattern teacher-student interviews, Integrating technological know-how With arithmetic and Literacy, moment Edition, is helping educators receive actual functionality info whereas giving scholars possibilities to envision the area in intriguing ways.

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Additional info for Integrating Science with Mathematics & Literacy: New Visions for Learning and Assessment

Sample text

This testing is assessment; it is the evidence that must be shared and accepted by others for a hypothesis about the natural world to become scientific knowledge. Engaging students’ minds in the learning process is the goal. In the February 1994 issue of Educational Leadership (“How to Engage Students in Learning,” pp. 11–13), Vito Perrone offers the following list of strategies for student engagement: Students have time to wonder and find a particular direction that interests them. Topics have a “strange” quality—something common seen in a new way, evoking a lingering question.

The tasks teach because students are challenged to investigate concepts, collect data, make sense of these data, and apply their learning. Hence, even though these performance tasks are meant to provide assessment information, they are not boring or repetitive because as students demonstrate their knowledge, skills, and dispositions, they also acquire new knowledge and refine their skills. It is important that students, parents, administrators, and others become involved in identifying desirable and appropriate learning and assessment performances.

This level focuses on the relationships between mental constructs and experiences. At this level of understanding, students are able to generate justifications and explanations for their mental images. For instance, when a student identifies rocks by their names and observable properties and knows the rocks in terms of their mineral compositions or the manner in which they were formed, the student has achieved a higher level of knowing. At this level, students are able to relate rocks to other curricular content and processes and to their formation in the natural world, thus demonstrating a broader and deeper understanding.

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