Sub Committee B - Mathematics VERTICAL

This report includes the steps that were discussed in the initial meeting of the sub-committee B: Vertical - Mathematics group who met on April 18, 2008. This is their report:

Chair person: Mr. Ismail

Members: Mr. Mehmet.

The Mathematics vertical sub committee met and discussed the following points:

Purpose of the committee and what aspects should be tackled first.

Since text book appropriation is currently a major point within the school it was decided that today they would focus on this area.

Primary Mathematics syllabus and curriculum. Specifically the appropriateness of our text books within years three to five.

We agreed the books were appropriate to the needs of the students and that we would continue to use them in the future.

Teaching style for primary mathematics:
Assisted teaching is more appropriate that lecturing for the primary classes. This should be developed further.

Years six through eight text books. The books are good however we need additional time within the schedule to allow the students to explore and demonstrate their understanding of the materials covered.

Secondary section – Year 9 and above. There will be a new text book for year 12 as this is our first year to have this grade level. Additionally we will change the text book for year 11. Years 9 and 10 will continue to use the present text book as it is appropriate to the needs of our students.

The next meeting will be on May 12, 2008.

Progress Report / Timeline 3

Sub-committees are now on their third and fourth meetings. Progress reports / minutes are slowly coming in. Please be sure to send me the meeting minutes as soon after your meetings as possible. I know there have been a lot of meetings but I don't have a 'lot' of mnutes to match them!

Documentation has been collected and is available in the secretarial office, or the office of Mr. Mehmet or Dr. Rod. Please RETURN all materials borrowed so others can use them.

Just 6 weeks left before the Summer School CIS Conference sessions!

IMPORTANT REMINDER - Academic Fair

Memorial International School of Tirana would like to remind all parents that the 'Academic Fair' will be held at the school on Friday, 9th of May. Every student will have some work on show. The students have participated in various projects and assignments during the second semester to show 'how' what they learn in school can be 'applied'.

Parents are asked to encourage their children in these final two weeks to complete their projects and work hard in refining their work. Students have plenty of time 'in school' to work in their groups as well as with their teachers.

Full details of times and activities will be announced next week.

Important Dates

School will be CLOSED on the following dates:

MONDAY 28th, April, 2008 to celebrate Orthodox Easter

THURSDAY 1st May, 2008 for May Day.

Thank you.

Sub-Committee B: Horizontal Primary Meeting

This report includes the steps that were discussed in the meeting of the sub-committee B: Horizontal - Primary who met on Friday April 4, 2008. This is their report:

Chair person: Miss Tinah

Members: Mr. Ahmet
Ms. Entela

The following was discussed and decided:

1. We must gather all necessary paper work in order to continue.

2. Request curriculum from Mr. Mehmet or Mr. Durmez

3. Obtain list of all teachers, their grades, and their qualifications from Mr. Mehmet or Mr. Durmez

4. Obtain timetable of all classes from Mr. Mehmet

5. Obtain documentation regarding which classes are required and which are elective, from Mr. Mehmet.

6. What is the school philosophy? Ask Dr. Rod. (Completed April 24, 2008 via email)

7. Summary of professional development activities. -> Saturdays at the complex, Turkish and Albanian teachers. Summary to be prepared by Miss Entela.

8. Obtain copies of assessment teachers from all teachers years 3-6.

9. Obtain documentation of learning activities.

10. Request resuts of student achievement for past three years.

Sub Committee B - English Vertical Meeting

This report includes the steps that were discussed in the meeting of the sub-committee B: Vertical - English/ESL who met on April 22, 2008. This is their report:

Chair person: Dr. Rod

Members: Mr. Timothy
Ms. Juna

The meeting opened at 13:40 and ended at 14:20.

The members discussed the following items:

1) Today's meeting would focus on Books and Materials

1. Creating a Student CD of English Resources: and Together the English teachers for grades 6 and higher will research materials to provide a resource CD for students in each grade. With the advent of many 'non copyright' books being available on line we can copy and create a mini library for each year. These could consist of the recommended reading books and the summer reading lists as well as poems and anthologies. For next week each teacher will create a list of recommended books and if possible sources for these book. We will then discuss which books fit with each year.
2. Summer Reading List - Create a recommended Summer Reading list for years 6 and higher
3. Concern over Year 11 and 12 Books:- the teachers of years 11 and 12 reflected their concern over the student text books for year 11 and 12. The debate centers around 'Are we teaching the English Curriculum and preparation for IGCSE or should we be developing the students understanding of Western Literature.' Specifically it is felt the books are inappropriate for our students and that the American Grade 11 and 12 English text books would be more beneficial to our students.
4. English Department meetings must be created and there needs to be open cooperation between the various teachers teaching English to specific classes. There are many times the 'right hand has no idea what the left hand is doing.' Likewise there should be cross curricular meetings with each Grade level.

Meeting ended.

Sub-Committee B - VERTICAL - English / ESL

This report includes the steps that were discussed in the meeting of the sub-committee B: Vertical - English/ESL who met on April 16, 2008. This is their initial report:

Chair person: Dr. Rod

Members: Mr. Timothy
Ms. Juna

The meeting opened at 13:00 and ended at 14:10.

The members discussed the following items and made the following preliminary decisions:

1) Role of this committee - Why we are meeting and what we will discuss
Five areas were identified initially for our attention:

1. ESL Curriculum / standards and preparatory classes for students entering school with grade inappropriate English levels or no English. Area of concern: How and when students should be returned to class and what support needs to be given.
2. English Classes - Scope and Sequence
3. Books and Materials - especially in the higher grades. Appropriateness. Cultural aplicability. Academic level.
4. English vocabulary and useage in cross curricular classes especially Social Studies and Science.
5. Using KSAT and Pre SAT assessments in years 9 and 10

The above will be discussed and reviewed in detail.

2) Meeting schedule: We will meet each Wednesday during PERIOD 6

3) Format of Committee:

1. It was decided to rotate the chair position. The first month it will be Dr. Rod followed by another member of the committee
2. Guests will be encouraged to participate especially other English teachers. If we need to co-opt additional short term members this will be done and the schedule of the meetings changed to accomodate the guests.

Meeting ended.

Vertical English REMINDER

There will be a meeting of the Section B, Vertical English sub committee on WEDNESDAY April 16th from 13:00 ~ 13:30 in Dr. Rod's office. Please bring your materials.

This will be our first meeting and we will discuss the objectives and goals of the committee, check resources we have received and set a schedule and timeline for ourselves.

What the Self Study means to me...

As Tennyson's poem Ulysses states...

I am part of all that I have met;
Yet all experience is an arch wherethrough
Gleams that untravelled world, whose margin fades
For ever and for ever when I move.
How dull it is to pause, to make an end,
To rust unburnished, not to shine in use!
As though to breath were life. Life piled on life
Were all too little, and of one to me
Little remains: but every hour is saved
From that eternal silence, something more,
A bringer of new things; and vile it were
For some three suns to store and hoard myself,
And this grey spirit yearning in desire
To follow knowledge like a sinking star,
Beyond the utmost bound of human thought.

I continue to be molded and shaped by the relationships I form around the world. The Self Study process is part of this lifelong journey and part of the shaping and molding that continues in my life.

Collaboration...

WHY IS IT EASIER TO COLLABORATE TOGETHER ONLINE THAN IN OUR SCHOOLS?

In a recent conversation online Anne Jolly, a professional learning community expert asked teachers if they liked collaboration and if not, why not. In her true researcher form she compiled the results. Frustrations that lead to a preference for working alone in some cases. These include . . .

• Not knowing what collaboration really means
• Not knowing what is actually expected from those collaborating
• Insufficient implementation support
• Not finding real value in collaboration
• Different teaching philosophies among participants/ little to share
• Doesn't spring from teacher's needs
• Dictates and limits from administrators about content for collaborative meetings
• Teachers left out of decision-making
• Lack of modeling/understanding of collaboration by administrators
• Need space to be creative - tricky to do this in teams
• Lack of training for collaboration
• Lack of trust and comfort in sharing with other teachers - feeling threatened
• Not enough time
• Getting everyone on the team on the same page is hard
• "I don't like meetings!" :-) - a waste of time that could be spent grading and preparing
• Need more time for self-reflection rather than group reflection
• Others on the team pass off other's work as their own
• Too much talk and not enough action
• Not enough clout - except in the classroom
• One person does all the work
• Merit pay breeds competitiveness rather than sharing
• The education system is designed for isolation - and the status quo is strong
• The atmosphere can be punitive
• The school setting doesn't support collaboration
• Teachers are overwhelmed and trying to survive difficult situations
• Lack of communication about changes and the reason for changes

Feeling that collaboration works at times too, such as when . . .

1. Teachers see value in the collaboration
2. Teachers have similar teaching philosophies and complementary skills
3. Collaboration is more natural and spontaneous than structured
4. Collaboration springs from teachers' needs
5. Collaboration is not mandated
6. Teachers make decisions about what they collaborate on
7. Administrators practice what they preach
8. The atmosphere is trusting, respectful, and comforting
9. The school is successful at supporting collaboration
10. Teachers have time to think through together what they want for their kids
11. There is time for introspection as well as collaboration

I am curious- How do you feel about collaboration? Do you feel safe enough in your school to "seize the ground" or do you hesitate to share for fear of ridicule or reprisal. Do you feel collaboration online is easier than it is locally in your own schools or organizations? Or do you feel the same hesitancy to publish and as a result become "clickable?" Do walled gardens (private online communities of practice) make you feel safer in terms of being transparent enough to hold each other accountable for what kids are learning in our schools?

What is your take?

Progress Report / Timeline 2

Initial meetings have concluded and many sub-committees are now on their second and third meetings. Progress reports / minutes are all coming in - Thank you and Well Done!

If you did not yet hand in your assessment documentation please do so before we come looking for it. We need it from every teacher. Additional documentation has been is collected and is available in the secretarial office, or the office of Mr. Mehmet or Dr. Rod. Please RETURN all materials borrowed so others can use them.

Just 8 weeks left before the Summer School CIS Conference sessions!

Sub-Committee B: Horizontal ~ Secondary MINUTES

This report includes the steps that were discussed in the meeting of the sub-committee B: Horizontal Secondary met on April 9, 2008. This is their initial report:

Chair person: Mr. Timothy

Members: Mr. Jeff (Teacher)
Ms. Pjereta (Teacher)

• To date we have met twice.
• We have looked over the responsibilities of the sub-committee and have been engaged in Step 1, the data collection process.
• The group developed a document request form to assist teachers identify and present the data needed for all the Section B sub-committees.

We are currently still in Step 1, the data collection process. We hope to meet again on April 18th to review the information and move on to Step 2.

Meeting adjourned.

REMINDER

Everyone is reminded to complete and hand in to Mr. Mehmet's office the narrative on each class you teach and methods of assessment. In addition attach three examples of assessment.

Due no later than April 11, 2008

Sub-Committee B: Horizontal KG - Y 2 PROGRESS REPORT

Progress as of April 02, 2008

The following Progress report has been submitted by the chair of the Kindergarten through Y 2 committee:

Scheduled Meetings: Wednesdays during sixth period

Mr. Mark:

• Self Study Committee B Documentation Request COMPLETED
  
• Photocopied evidence of 3 assessments and / or activities of class work attached. COMPLETED

Miss. Valmira:

• Self Study Committee B Documentation Request COMPLETED


• Photocopied evidence of 3 assessments and / or activities of class work IN PROGRESS.

Miss. Ilda:

• Self Study Committee B Documentation Request IN PROGRESS


• Photocopied evidence of 3 assessments and / or activities of class work attached. IN PROGRESS

Summary:

Documentation is on track and will be ready for Mr. Mehmet by Friday, April 11, 2008

Sub-Committee B: Horizontal - KG - Y 2 Minutes

This report includes the steps that were discussed in the meeting of the sub-committee B Horizontal ~ Kindergarten through Year 2

Chair person Mr. Mark (Y 1 - 2 Teacher)

Members: Ms. Ilda (teacher)

Ms. Valmira (KG teacher)

The meeting was held on 02.04.2008.

• Members reviewed documentation written by Mr. Hagan to be completed by April 11th so ensure everyone was clear on what had to be done.


• Members were given a complete example of the documentation required by the chairperson to guide them


• Photocopies of the documentation was handed out to the members to ensure they had enough copies for each of their classes


• Members calculated how many classes per week they taught per subject


• Members reviewed and discussed what assessments were used and gave specific examples from their respective areas.


• Members agreed to meet each week on Wednesdays during 6th period.
  
  Meeting adjourned.

Progress Report / Timeline

Initial meetings have started to take place and within the coming week all sub committees - horizontal and vertical will convene. Additional documentation is in the process of being collected and will be available in the secretarial office, or the ofice of Mr. Mehmet or Dr. Rod. Please RETURN all materials borrowed so others can use them.

Just 9 weeks left before the Summer School CIS Conference sessions!

Committee G ~ Initial Meeting

This meeting was called by the Chair of the Part G ~ Student Services Committee:

The committee met on April 1, 2008

Chairmen: Mr.Ahmet
Secretary: Ms. Iris buzi
Member: Mrs.Armida

This was the first meeting of our committee. There were a lot of issues discussed. The primary thing was the duty we have towards making our school social life better for students, teachers and even the parents. The committee decided to organize various trips, a barbeque and a picnic.

A secondary issue was the gathering of the documentation and the needed information about the structure of our extra curricular life. This meeting was opened by Mr. Ahmet and his main concern was the discussion of the results from the online survey and the ways we could increase the percentages in our favour.

We ajorned until our next meeting April 9. In the mean time we will review the documentation we received.

Section B Committee Meeting ~ Minutes:

This meeting was called by the Chair of the Part B Curriculum Committee to set the agenda for the upcoming Section B Sub Committees:

Chairperson: Mr. Mehmet

Members: Dr. Rod,

Ms. Denada.

The meeting was held Wednesday 2nd April, 2008 in Dr. Rod's office.

The committee discussed agenda items and progress regarding the Horizontal and vertical committees. Concern was raised in that many teachers have multiple meetings scheduled in one week, for example next week there are Parent Conferences plus CIS meetings scheduled. This is affecting the morale of the teachers. The meeting for the Sub Committee chairpersons will be at lunch time Monday - where possible meetings will NOT be after school.

Items to be discussed are as follows:

• Clarification of the steps to be taken.


• Clarification of the Self Evaluation


• Clarification of the minute format


• Creating a sub committee time line culminating with Summer School week 2008.


• Questions and Answers

It was decided Ms. Denada would be the minute secretary for the Section B committee (main).

The committee decided to meet after we received the initial reports from each sub committee within two weeks.

Signed Committee Chair.

Section B - Sub Committe Chair Meeting

The Section B Sub Committee Chairperson meeting has been moved. It will be on MONDAY 7th April, 2008 at 1:00 pm in Dr. Rod's Office. Only the Horizontal and Vertical Chairs need attend. The subject is to clarify anything that the chairs require to discuss. Please see Mr. Mehmet for details. Thank you

Sub Committee Albanian French Vertical Minutes:

This report includes the steps that were discussed in the meeting of the sub-committee B Vertical Albanian & French

Chair person Ms. Pjereta (Albanian teacher)
Members:
Ms. Elda (French teacher)
Ms. Denada (Albanian History teacher)
Ms. Etleva (Albanian teacher primary school)


The meeting was held on 1.04.2008.

The committee discussed the introduction about the curriculum. They discussed the steps as well. They decided first to collect and review all the materials requested in step one for each subject and then to organize them clearly. All the members reached the conclusion that this work will need two weeks to be done. The committee decided to meet once in week o discus about the level reached in collecting the material requested in step one.


Chair person
Ms. Pjereta

Example of Curriculum Assessment Form Completion

Here is an example of how to complete the Curriculum Assessment form for Mr. Hagen.

Complete one of these documents for each class you teach.

Your name: Dr. Rod

Subject and grade-level taught: English Year 11

The number of hours you teach this class each week: 4 hours

How do you assess student learning in your class? That is, how do you find out if students have mastered the objectives of your annual and daily lesson plans? You may give a general description for all your classes or individualized descriptions for each class. For example, do you assess your students on homework, written exams, projects, oral presentations and exams, group work, task completion, class participation, or in other ways? Do you use grading rubrics (a rubric is a pre-determined guide or scale to help you evaluate the quality of student work)? How do you design your assessments to ensure that they properly measure student learning in relation to your course objectives? (You may use a separate sheet for a longer response if needed).

For Year 11 much of the assessment is in project and research level works. In keeping with the English ‘A’ level and US APT work the students are given individual and pair work topics to undertake. Each project assessment has different components, for example Presentation, Oral Presentation, Research, Compilation etc. Each phase is graded as per the rubric given at the time the assignment is issued.

Vocabulary / Spellings are given weekly. Ten words are given from the 100 Words Every High School Senior should know and 100 Words Every High School Freshman should know. These are tested via crosswords / anagram puzzles / letter puzzles and traditional oral testing. In addition to knowing the spelling the students are required to demonstrate understanding of the meaning and use of each word. PowerPoint presentations and video presentations are required components of their English course

Shakespeare – again based on rubrics and given at the time of the assignment. Reading, Role Play, Comparisons in narrative, argumentative essay and oral presentations.

Module tests for each module are given as well as the semester end and year end tests.

Homework is graded and that grade is added to the various section grades to reflect overall performance and standard.

Assessments are designed from recommended resources from the course book publishers as well as from internet resources. AskEric, University and Junior college sites plus other teacher resources. Additionally many of the tests are created by myself.

All work is placed on the class blog site: http://drrodenglish.blogspot.com/ as well as their answers and examples of student work. Parents are then able to keep abreast of their child’s work. Grades ARE NOT put on the web site due to confidentiality issues.


We must also document the range of learning activities typical of our classes. Please provide photocopies or originals of documents that could prove that we use different learning activities in our teaching, ranging from reading, lecture, discussion, group work, field trips, hands-on experiments, research, multi-media, essay or writing assignments, or other modes of teaching and learning. Some of these learning activities, such as group discussion, are difficult to directly document, but you could include a copy of lesson plans that list group discussion, and then some written student responses that list knowledge gathered in group discussion. Please try to include at least three different learning activities from each of your classes.

Attached are examples of documents. Also you can view these and others, including student samples at the class blog site http://drrodenglish.blogspot.com/ where if you select Label 11 all Year 11 work will be shown.


FORM ENDS: ----------------------------------------------------------

Complete one of these documents for each class you teach.

Your name: Dr. Rod

Subject and grade-level taught: English Year 10 (Both A and B in the same class)

The number of hours you teach this class each week: 4 hours

How do you assess student learning in your class? That is, how do you find out if students have mastered the objectives of your annual and daily lesson plans? You may give a general description for all your classes or individualized descriptions for each class. For example, do you assess your students on homework, written exams, projects, oral presentations and exams, group work, task completion, class participation, or in other ways? Do you use grading rubrics (a rubric is a pre-determined guide or scale to help you evaluate the quality of student work)? How do you design your assessments to ensure that they properly measure student learning in relation to your course objectives? (You may use a separate sheet for a longer response if needed).

For Year 10 much of the assessment is in project and research level works. In keeping with the English ‘IGCSE’ and ‘A’ level and US APT work the students are given individual and pair work topics to undertake. Each project assessment has different components, for example Presentation, Oral Presentation, Research, Compilation etc. Each phase is graded as per the rubric given at the time the assignment is issued. PowerPoint presentations and video presentations are required components of their English course.

Vocabulary / Spellings are given weekly. Ten words are given from the 100 Words Every High School Senior should know and 100 Words Every High School Freshman should know. These are tested via crosswords / anagram puzzles / letter puzzles and traditional oral testing. In addition to knowing the spelling the students are required to demonstrate understanding of the meaning and use of each word.

Shakespeare – again based on rubrics and given at the time of the assignment. Reading, Role Play, Comparisons in narrative, argumentative essay and oral presentations.

Module tests for each module are given as well as the semester end and year end tests.

Homework is graded and that grade is added to the various section grades to reflect overall performance and standard.

Assessments are designed from recommended resources from the course book publishers as well as from internet resources. AskEric, University and Junior college sites plus other teacher resources. Additionally many of the tests are created by myself.

All work is placed on the class blog site: http://drrodenglish.blogspot.com/ as well as their answers and examples of student work. Parents are then able to keep abreast of their child’s work. Grades ARE NOT put on the web site due to confidentiality issues.


We must also document the range of learning activities typical of our classes. Please provide photocopies or originals of documents that could prove that we use different learning activities in our teaching, ranging from reading, lecture, discussion, group work, field trips, hands-on experiments, research, multi-media, essay or writing assignments, or other modes of teaching and learning. Some of these learning activities, such as group discussion, are difficult to directly document, but you could include a copy of lesson plans that list group discussion, and then some written student responses that list knowledge gathered in group discussion. Please try to include at least three different learning activities from each of your classes.

Attached are examples of documents. Also you can view these and others, including student samples at the class blog site http://drrodenglish.blogspot.com/ where if you select Label 10 all Year 10 work will be shown.

FORM ENDS: ----------------------------------------------------------

Complete one of these documents for each class you teach.

Your name: Dr. Rod

Subject and grade-level taught: English Year 9 (Both A and B follow the same outline)

The number of hours you teach this class each week: 5 hours each class

How do you assess student learning in your class? That is, how do you find out if students have mastered the objectives of your annual and daily lesson plans? You may give a general description for all your classes or individualized descriptions for each class. For example, do you assess your students on homework, written exams, projects, oral presentations and exams, group work, task completion, class participation, or in other ways? Do you use grading rubrics (a rubric is a pre-determined guide or scale to help you evaluate the quality of student work)? How do you design your assessments to ensure that they properly measure student learning in relation to your course objectives? (You may use a separate sheet for a longer response if needed).

For Year 9 much of the assessment is in essay and text book assignments however in the second semester there is a shift in emphasis towards project and basic research level works. In keeping with the English ‘IGCSE’ level and US SAT (Vocabulary) work the students are given individual and pair work topics to undertake.

In the first semester much of the work is originated from the text books however there is a strong literature based factor which in line with the KS 3 and KS4 outcomes uses various media types to reach its goal. We follow closely the KS3 and KS4 requirements especially since we do not have class sets of reading books which are essential.

Each project assessment has different components, for example Presentation, Oral Presentation, Research, Compilation etc. Each phase is graded as per the rubric given at the time the assignment is issued. PowerPoint presentations and video presentations are required components of their English course.

Vocabulary / Spellings are given weekly. Ten words are given from the 100 Words Every High School Freshman should know. These are tested via crosswords / anagram puzzles / letter puzzles and traditional oral testing. In addition to knowing the spelling the students are required to demonstrate understanding of the meaning and use of each word.

Shakespeare – again based on rubrics and given at the time of the assignment. Reading, Role Play, Comparisons in narrative, argumentative essay and oral presentations.

Module tests for each module are given as well as the semester end and year end tests.

Homework is graded and that grade is added to the various section grades to reflect overall performance and standard.

Assessments are designed from recommended resources from the course book publishers as well as from internet resources. AskEric, University and Junior college sites plus other teacher resources. Additionally many of the tests are created by myself.

All work is placed on the class blog site: http://drrodenglish.blogspot.com/ as well as their answers and examples of student work. Parents are then able to keep abreast of their child’s work. Grades ARE NOT put on the web site due to confidentiality issues.


We must also document the range of learning activities typical of our classes. Please provide photocopies or originals of documents that could prove that we use different learning activities in our teaching, ranging from reading, lecture, discussion, group work, field trips, hands-on experiments, research, multi-media, essay or writing assignments, or other modes of teaching and learning. Some of these learning activities, such as group discussion, are difficult to directly document, but you could include a copy of lesson plans that list group discussion, and then some written student responses that list knowledge gathered in group discussion. Please try to include at least three different learning activities from each of your classes.

Attached are examples of documents. Also you can view these and others, including student samples at the class blog site http://drrodenglish.blogspot.com/ where if you select Label 9 all Year 9 work will be shown.

FORM ENDS: ----------------------------------------------------------

Self-Study Committee B Documentation Request for Teachers

Mr. Hagen has requested that the following be completed by all teachers and the supporting documentation provided:

In order to complete our self-study for CIS, we need to document many aspects of our curriculum. We need your help in gathering this documentation. Please take some time over the next two weeks to gather the information below and submit it to Mr. Mehmet, who will then pass it on to the appropriate horizontal and vertical committees for each subject and grade-level combination that you teach. Remember, the CIS self-study is not an evaluation of you as an individual teacher, but an evaluation of the entire school.

Complete one of these documents for each class you teach.

Your name: ________________________

1) Subject and grade-level taught: ____________________________

2) The number of hours you teach this class each week: ____

3) How do you assess student learning in your class? That is, how do you find out if students have mastered the objectives of your annual and daily lesson plans? You may give a general description for all your classes or individualized descriptions for each class. For example, do you assess your students on homework, written exams, projects, oral presentations and exams, group work, task completion, class participation, or in other ways? Do you use grading rubrics (a rubric is a pre-determined guide or scale to help you evaluate the quality of student work)? How do you design your assessments to ensure that they properly measure student learning in relation to your course objectives? (You may use a separate sheet for a longer response if needed).

4) We must also document the range of learning activities typical of our classes. Please provide photocopies or originals of documents that could prove that we use different learning activities in our teaching, ranging from reading, lecture, discussion, group work, field trips, hands-on experiments, research, multi-media, essay or writing assignments, or other modes of teaching and learning. Some of these learning activities, such as group discussion, are difficult to directly document, but you could include a copy of lesson plans that list group discussion, and then some written student responses that list knowledge gathered in group discussion. Please try to include at least three different learning activities from each of your classes.


Due Date: Please submit this form with documentation of three different learning activities typical of each of your classes to Mr. Mehmet by Friday, April 11, 2008.

Thank you for your time and effort in aiding the Self-Study process!