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Fundamental Learning Report

Fundamental Learning Report. Nicole Kolbinson ED-D 408 A01. Purpose. The purpose of the fundamental learning report is for teachers to get a sense of student’s understanding in more than one subject area that have been covered throughout the term.

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Fundamental Learning Report

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  1. Fundamental Learning Report Nicole Kolbinson ED-D 408 A01

  2. Purpose • The purpose of the fundamental learning report is for teachers to get a sense of student’s understanding in more than one subject area that have been covered throughout the term. • Depending on the teacher, it could have up to 3-4 units on a single page. • Could be done as an informal test or as preferred can be done as an informal interview with the student. • By having it as an interview, teachers are right there to help or guide students that are struggling and ask questions to guide them to the right answer.

  3. Assessment of and for learning • The Fundamental Learning Report uses assessment for learning as the teacher is able to see the learning of their students and come back to such topics that a majority of the class has a problem with. • Assessment of learning is also present as summative assessment; the teacher can see clearly what each student learned from the end of the different units that are presented on the page.

  4. Name: _______________ Teacher Comment: _______________________________________________________ ______________________________________________________________

  5. Name: ______________ “While Fern was in school, Wilbur was shut up inside his yard. But as soon as she got home in the afternoon, she would take him out and he would follow her around the place. If she went in the house, Wilbur went, too. If she went upstairs, Wilbur would wait at the bottom of the steps.” + = ________ + = ________ Teacher Comments: ____________________________________________ _____________________________________________________________

  6. PLO’s It can cover as many or as little PLO’s that the teacher wants. It depends on what the teacher adds to the fundamental learning report and be able to create small little learning challenges in order to meet the learning outcomes. A1 say the number sequence forward and backward from 0 to 1000 by -5s, 10s or 100s using any starting point -3s using starting points that are multiples of 3 -4s using starting points that are multiples of 4 -25s using starting points that are multiples of 25 A3 create images that show the use of the following visual elements and principles of design, alone and in combination, to produce a variety of effects B2 read fluently and demonstrate comprehension of grade appropriate information texts A1 say the number sequence by 1s starting anywhere from 1 to 10 and from 10 to 1 (Math) B8 identify most of the letters of the alphabet and their sounds, and a few high‐frequency words, including their name and names of significant others (English) B1 identify and apply - the image‐development strategy of elaboration - the visual elements of colour, shape, and line - the principle of pattern (Art)

  7. Cross-curricular and use/adaption • The fundamental learning report is used as an informal assessment tool that is done with the teacher and the student. • The teacher can adapt the tool in any which way that best serves the students, the learning outcomes that the teacher has hoped they have accomplished and for the teacher if a majority of the students are struggling with an important concept that they might have to retouch. • It’s cross curricular because the teacher can add as many subjects as they want onto the report.

  8. How, when, and why • How: A one on one interview between the teacher and student during free quiet time during class. • When: It can be used at the end of the term to evaluate students knowledge or could be use at a student teacher conference where the student demonstrates their knowledge to their guardian. • Why: The Fundamental Learning Report makes it clear to teachers if their students understand the material that has been given to them throughout the term. It gives students one on one attention with the teacher to ask about concerns or any questions they have about the unit.

  9. references • British Columbia Ministry of Education. (2010, September). Prescribed Learning Outcomes in Grade Three. Retrieved October 19, 2011, from Grade Three Curriculum Package: http://www.bced.gov.bc.ca/irp/curric_grade_packages/gr3curric_req.pdf • British Columbia Ministry of Education. (2010, September). Prescribed Learning Outcomes in Kindergarten. Retrieved October 19, 2011, from Kindergareten Curriculum Package: http://www.bced.gov.bc.ca/irp/curric_grade_packages/grkcurric_req.pdf • White, E. B. (1952). Charlotte's Web. New York: HarperCollins. • As Seen In: Dale Fletchers classroom, Braefoot Elementary, Victoria, BC

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