Inquiry-based classrooms scaffold students’ deep and authentic learning of integrated content and high-level thinking skills. In inquiry-based classrooms, characterized by complex, energized climates of hands-on learning, high levels of cognition, enhanced motivation, and developing communication and collaboration skills (Bransford, 2000), teachers wonder how individual student learning might be assessed, especially learning that aligns with the Common Core State Standards, standards that expect all students to succeed.

In this workshop, Dr. Sherri Cianca invites teachers to meet this challenge through practices that move assessment from simply verifying learning to a process that supports learning.  Participants will practice

1. identifying and unpacking power standards,
2. developing assessments to make students’ thinking visible,
3. setting students up for success, and
4. aligning teacher-made assessments with high-stakes standardized tests.

We teachers need to redefine our assessment future (Stiggins, 2007).  We need to tap the potential that assessments have for improving schools, for involving students in the assessment process, and for helping students turn failure into success.  Participants will come away from the workshop with ideas and strategies to begin implementation in their own classrooms.

Presenter

Dr. Sherri Cianca is an associate professor in the College of Education at Niagara University, Lewiston, New York, where she teaches inquiry-based STEM methods courses and courses on classroom assessment.  Dr. Cianca attended the Ontario Institute for Studies in Education at the University of Toronto, receiving her Ph.D. from the department of math, science, and technology. Her research interests include STEM education, inquiry-based learning, culturally responsive teaching, and classroom assessment. Her interest in educating children of poverty has taken her on numerous occasions to Ethiopia where she conducted workshops and provided in-service training for teachers in Addis Ababa.  Dr. Cianca’s publications include articles and book chapters on constructivist-based teaching practices, middle school mathematics, WebQuests, cultures and philosophies, and she is currently writing a book on assessing common core learning in inquiry-based classrooms.

Downloadable Materials

Printed Handout

Presentation Slides

Registration

The $325 USD fee includes lunch, learning material and free parking.

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The charge for each ticket to this seminar is $325 USD.
Checks should be made payable to Professional Development Seminars, Inc. and sent to our US office:

Professional Development Seminars USA
P.O. Box 2461
Buffalo, NY 14240 – 2461

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