Integrated Grade 10 History Assessments
CHC2D Strand D: This strand looks at Canada between 1945 and 1982. The lesson plan attached is the introduction lesson to the unit, which uses images and video to explore the concepts that will be explored. The assessment for the unit is described as follows: Groups will present their analysis of a newsclip from the CBC online archive. Students must present a clip relevant to any of the topics covered in the unit, identify what the greater context of the newsclip is, and how it relates to the central question of the unit, and assess its value as a historical source.
How you would plan and differentiate assessment for students on STEP 1 and STEP 2 of the ELD program based on specific curriculum expectations that allows for curricular integration.
Given the visual nature of this introduction lesson, I think I can easily integrate the creation of word walls for the ideas and vocabulary introduced. Furthermore, I can ensure the student is paired with a language partner and is given a scaffolded graphic organizer that guides them through the unit (using L1 translations, visuals, and simple sentences). This unit can be easily integrated into business, math, media studies, and art, and after determining if students in my class are taking these courses, I can work on co-creating the assessment to integrate the curriculum assessments.
What would you like to assess?
The three big ideas in this History strand are: 1) Canadian society experienced major changed during this period, as a result of a variety of national and international social, cultural, and political factors; 2) Although this period was marked by conflict and tensions, both nationally and internationally, Canada also participated in cooperative ways in the international community; 3) This was a time of major transformation in Canadian identity. My assessment would provide opportunities for students to demonstrate their knowledge and understanding of these ideas. I can also use the ELD curriculum to incorporate accommodations for the ELD students in STEP 1 and 2. Besides language accommodations, the content of this unit is reflected in the Socio-cultural Competence and Media Literacy Strand, so there are plenty of opportunities to adjust their assessments to reflect these expectations and the CHC2D expectations.
How would you assess these students based on a technology tool and/or through dual language strategies.
The assessment product can use technology and dual language strategies effectively. The presentation can be done electronically (for example, they can use a voice-over program, which will allow ELLs to write a script and speak slowly from that, taking away presentation pressures). Students can answer the assessment questions in the L1 and present it as an informational brochure for newcomers to Canada. If the assessment becomes integrated with other courses, there are a number of ways to use both technology and dual language strategies that can address the different course expectations. It will be crucial for us to sit down and discuss these aspects of the assessment prior to the start of the unit, so all teachers can incorporate sufficient scaffolds for our ELD students.
History_LP.docx (4.867 MB)
BIG IDEA: Reflection journals as a school-wide data collection mechanism
Description: Students are becoming increasingly comfortable with the idea of using reflection journals to track their own progress. As a new school-wide initiative, I would like to systematize this so we can use the extremely valuable information students are providing to improve the school culture and achievements. This gives the chance for all students' voices to be heard, and not just those who have the confidence to speak up. Teachers in every class, at every grade level, will incorporate these journals as part of their course expectations (they can be very brief, and at least take place once every two weeks. I don't think that will be much of an inconvenience for teachers). There will be a Collaborative Inquiry PD session every two months in which grade-level teachers come together and analyze the journals after they have been made anonymous (for student protection): how are students responding to content, activities, language needs? how are they progressing socially, emotionally, mentally, and spiritually? are there persistent problems them describe that can be addressed with instructional strategies? Questions like this help teachers analyze the data in relation to their teaching to better promote change and in relation to student perception of school life to better understand specific areas of improvement. ELLs are encouraged to write a full reflection in the L1 and the school can have them translated prior to the PD session. They are also encouraged to use visuals or any other tool that will help them convey their thoughts. If their oral skills are more proficient than written, they are welcome to audio record their reflections as those can be transcribed for anonymity. After these sessions, the data can be presented in parent/community brainstorming sessions in which the whole school community hears the students' remarks and provides viable solutions and suggestions for improving school culture. This big idea ensures a systematic feedback loop between teachers and students. It also emphasizes the importance of student feedback as a form of agency. Subject teachers can begin to see trends throughout the subjects and grades about writing proficiency, content concerns, and social/environmental factors that are effecting student learning. With multiple uses for these brief and informal student reflection journals, this big idea has the potential to make big change
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