Designed for trainee and practising teachers of children ages 3-8, this two volume set provides the rationale and theoretical foundation for the assessment system the authors have developed, including 15 carefully designed assessment activities, guidance on how to implement them, how to interpret the results, and how to "bridge" them to shape classroom teaching practices. The activities cover diverse curricular areas, including English and literacy, visual arts, mathematics, sciences, and performing arts. Each activity is described in terms of the standard components of early childhood…mehr
Designed for trainee and practising teachers of children ages 3-8, this two volume set provides the rationale and theoretical foundation for the assessment system the authors have developed, including 15 carefully designed assessment activities, guidance on how to implement them, how to interpret the results, and how to "bridge" them to shape classroom teaching practices. The activities cover diverse curricular areas, including English and literacy, visual arts, mathematics, sciences, and performing arts. Each activity is described in terms of the standard components of early childhood curricula: (1) the key concepts and skills in specific content areas; (2) the materials, procedures, and strategies for implementation; and (3) extensions to further teaching opportunities The assessment process provides information on what young children know, but in a context and format that give teachers the ability to adjust their instructional approach to improve children's learning opportunities.
List of Tables and Figures Foreword by Samuel J. Meisels Preface Acknowledgments About the Authors Section I. A Guide for Teachers 1. Introduction to the Process of Bridging Assessment and Teaching Bridging in Classrooms Overview of Bridging Distinctive Features of Bridging Bridiging for Preservice and Inservice Teachers Overview of the Bridging Handbook 2. Assessing the Content of Children s Learning Diversity and Individual Differences Diverse Curricular Areas Promoting Underlying Concept Development Key Concepts and Skills Performance Rubrics Learning Profiles Actual and Potential Development 3. Assessing the Process of Children s Learning Approaches to Learning Defining Approaches to Learning Rubrics to Measure Working Approaches Sources of Variability in Working Approaches Working Approaches in the Bridging Process 4. Activity as the Unit of Analysis in Bridging Assessment Unit of Analysis in Child Assessment Activity as the Unit of Analysis in Bridging Assessment Conceptual Framework of Bridging Bridging Activities as Basic Activities Bridging Activities and Play 5. Task Parameters in Bridging Assessment Task Parameters in Bridging Assessment Task Goals Key Concepts and Skills Materials Social Arrangements Structure of Tasks Summary 6. Teacher Roles in Bridging Assessment Overview of Teacher Roles Decision Maker Participant Observer Interpreter Translator Integrating Roles and Teacher Development Bridges to Effective Teaching Section II. Implementation of Assessment Activities 7. Implementing Bridging Implementing Bridging in the Classroom Context Becoming Familiar With Activity Protocols Planning the Assessment Conducting Bridging Activities Interpreting the Assessment Results Linking Assessment to Teaching Activities: Language Arts and Literacy What We Know What Bridging Provides Why These Three Activities Standards and Language Arts and Literacy Bridging Activities Reading a Book-Child s Choice and Teacher s Choice Dictating a Story Acting Out a Story Activities: Visual Arts What We Know What Bridging Provides Why These Three Activities Standards and Visual Arts Bridging Activities Experimenting With Crayon Techniques Drawing a Self-Portrait Making Pattern Block Pictures Activities: Mathematics What We Know What Bridging Provides Why These Three Activities Standards and Mathematics Bridging Activities Creating Pattern Block Pinwheels Solving Pattern Block Puzzles Exploring Number Concepts (Counting, Subtracting, Estimating, and "Fair Share"-Simple Division) Activities: Sciences What We Know What Bridging Provides Why These Three Activities Standards and Science Bridging Activities Exploring Shadows and Light Assembling a Nature Display Building a Model Car Activities: Performing Arts What We Know What Bridging Provides Why These Three Activities Standards and Performing Arts Bridging Activities Moving to Music Playing an Instrument Singing a Song References and Recommended Readings Facilitator s Guide to Bridging and Teacher Development Inservice Professional Development Professional Studies for Preservice Teacher Candidates Building a Community of Learners Index
List of Tables and Figures Foreword by Samuel J. Meisels Preface Acknowledgments About the Authors Section I. A Guide for Teachers 1. Introduction to the Process of Bridging Assessment and Teaching Bridging in Classrooms Overview of Bridging Distinctive Features of Bridging Bridiging for Preservice and Inservice Teachers Overview of the Bridging Handbook 2. Assessing the Content of Children s Learning Diversity and Individual Differences Diverse Curricular Areas Promoting Underlying Concept Development Key Concepts and Skills Performance Rubrics Learning Profiles Actual and Potential Development 3. Assessing the Process of Children s Learning Approaches to Learning Defining Approaches to Learning Rubrics to Measure Working Approaches Sources of Variability in Working Approaches Working Approaches in the Bridging Process 4. Activity as the Unit of Analysis in Bridging Assessment Unit of Analysis in Child Assessment Activity as the Unit of Analysis in Bridging Assessment Conceptual Framework of Bridging Bridging Activities as Basic Activities Bridging Activities and Play 5. Task Parameters in Bridging Assessment Task Parameters in Bridging Assessment Task Goals Key Concepts and Skills Materials Social Arrangements Structure of Tasks Summary 6. Teacher Roles in Bridging Assessment Overview of Teacher Roles Decision Maker Participant Observer Interpreter Translator Integrating Roles and Teacher Development Bridges to Effective Teaching Section II. Implementation of Assessment Activities 7. Implementing Bridging Implementing Bridging in the Classroom Context Becoming Familiar With Activity Protocols Planning the Assessment Conducting Bridging Activities Interpreting the Assessment Results Linking Assessment to Teaching Activities: Language Arts and Literacy What We Know What Bridging Provides Why These Three Activities Standards and Language Arts and Literacy Bridging Activities Reading a Book-Child s Choice and Teacher s Choice Dictating a Story Acting Out a Story Activities: Visual Arts What We Know What Bridging Provides Why These Three Activities Standards and Visual Arts Bridging Activities Experimenting With Crayon Techniques Drawing a Self-Portrait Making Pattern Block Pictures Activities: Mathematics What We Know What Bridging Provides Why These Three Activities Standards and Mathematics Bridging Activities Creating Pattern Block Pinwheels Solving Pattern Block Puzzles Exploring Number Concepts (Counting, Subtracting, Estimating, and "Fair Share"-Simple Division) Activities: Sciences What We Know What Bridging Provides Why These Three Activities Standards and Science Bridging Activities Exploring Shadows and Light Assembling a Nature Display Building a Model Car Activities: Performing Arts What We Know What Bridging Provides Why These Three Activities Standards and Performing Arts Bridging Activities Moving to Music Playing an Instrument Singing a Song References and Recommended Readings Facilitator s Guide to Bridging and Teacher Development Inservice Professional Development Professional Studies for Preservice Teacher Candidates Building a Community of Learners Index
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