Self Assessment Worksheet
9467 Self Assessment Worksheet
Directions:
1. Briefly describe the learning situation you are reflecting on.
2. Rate yourself on each of the five dimensions of meaningful learning in terms of how your teaching supports this dimension.
3. In the right-hand column, provide a brief, detailed example to illustrate why this rating is appropriate.
4. Respond to the Summary and Reflection questions at the end of the worksheet.
Learning Situation:
Teaching checkbook registers – students have already learned the vocabulary and basic concepts of checkbook registers. Students then participated in an M&M activity. Each M&M color was assigned a dollar value. Students were given a checkbook register sheet and 1 tbsp of M&Ms. Students then counted the dollar value and entered it as their beginning balance in their checkbook. Students worked in groups of 3 to earn income. Income could be earned by completing various activities listed in a set of index cards. (i.e. pushing a student around the room twice in his/her chair) As they completed the task they received another tbsp of M&Ms and had to record it as a deposit in their register. Randomly I (the teacher) would blow the whistle and income activities had to stop. I would read an expense that came due and students had to record the check number, automatic withdrawal, etc. in their registers. At the end of class they evaluated their final balance and checked each other’s registers to make sure they were filled out correctly.
|Dimension of Meaningful Learning |Rating |Example |
| |(1=low; 5= high) | |
|Active Learning |1 2 3 4 5 |Students were engaged in an activity that naturally allowed |
| | |practice of register concept by placing them in an environment|
| | |that created a need for the use of the register. |
|Constructive Learning |1 2 3 4 5 |Students applied their prior knowledge of checkbook registers |
| | |by participating in the activity and completing their own |
| | |register. |
|Intentional Learning |1 2 3 4 5 |Students had a goal to record income and expenses as they |
| | |occurred. However it was not the students’ own relevant goal,|
| | |merely a goal given through the activity assignment. |
|Authentic Learning |1 2 3 4 5 |Activity provided some authenticity because students were |
| | |dealing with income they earned and expenses that occurred |
| | |randomly. The activity did simplify the concept some because |
| | |it was a make believe situation dealing with M&Ms and not |
| | |money. |
|Cooperative Learning |1 2 3 4 5 |Students worked in groups of 3 helping each other earn money |
| | |and record both expenses and income. Students also check each|
| | |other’s registers for accurate completion. |
Summary and Reflection Questions:
Which one dimension of meaningful learning do you believe is the strongest in the situation you selected? Why? (one paragraph)
Active learning was the strongest in this situation because students were actively working through a project that allowed them to apply previous concepts learned. Students were working through their environment and observing their actions by completing the checkbook register as they worked.
Which one dimension of meaningful learning do you believe is the weakest in the situation you selected? Why? (one paragraph)
Authentic learning was weak in this particular activity. In some way students were working through an activity that reflected “real world” situations – however there were many differences. Receiving income is typically much more difficult, expenses usually regulated more, and real money actually used. Students were given specific amounts, dates, and check numbers. In the real world they would have to complete that part on their own as well.
Which technologies could be used to enhance learning in the situation you selected? How? Why? (two paragraphs)
I believe using Microsoft Excel on the computer would be a great enhancement of this activity. Students could set up their own registers on the computer and then enter the formulas (with some guidance) in the spreadsheet so that it automatically calculates their balance. Maybe the activity could be completed as stated above, and as a final review students could then take their written register and put it into a spreadsheet.
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