One goal I have for my future students is for them to learn addition and subtraction. In order for them to do this I would use the social cognitive theory with modeling. I would model for them on a number line how to move forward and backwards on a number line, simulating addition and subtraction. They would then have individual practice as well. I could assess this goal by giving them a test at the end of each unit. Once they learn their addition facts up to ten, we could move onto subtraction facts up to ten. After this we could move on to addition facts up to 20 and so on. This would be a summative assessment.
Would you use any forms of formative assessment throughout the lesson? I think using the social cognitive theory will be especially useful because they will see you completing the problem exactly how you want it to be done.
ReplyDeleteI think this is a great goal and could be easily completed.
ReplyDeleteIt appears that your learning goal is aligned with your method of instruction, but I'm not SURE. I think it would align even more if your learning goal was an action or behavior, such as 'appropriating adding and subtracting using a number line' since this is the action you are modeling and teaching.
ReplyDeleteWhat sort of test would you be giving and why does it fit? This assessment should both align with your learning goal and be consistent with the theory that guides instruction. (You may need to do this on the final!) For example, why not have a performance assessment that requires them to imitate the behavior that you taught them? (It would align with the learning goal and social cognitive theory).