How Differentiated Instruction and Formative Assessment Work at Forest Lake Elementary. Teacher 1: A fraction with the same number on the top and bottom is a unit fraction.
Narrator: At Forest Lake Elementary, students are assessed early and often. Teacher 1: Two nights plus three nights plus one night. Narrator: Some of the tests are fun, and most of them employ the latest technology. Teacher 1: Would someone like to share what they put? Student 1: I put A because I added one plus two plus three. Narrator: The goal is to find out where each student is and then devise an individual learning strategy that will help them get to the next level. Teacher 2: Good. Kappy Cannon: I don’t think there's a school in the world where you have a regular classroom where everyone is exactly the same. Student 2: And measure the different level? Teacher 3: Oh, we learned something a little bit different. Differentiated Assessment of Student Writing in an English Class « Ross All Over The Map. [In order to align myself fully with the vision of the school, I will need to improve my ability to differentiate instruction.
As part of my self-reflection on this topic, not only am I thinking about areas where my teaching practice may be deficient (or more generously, ready for rethinking), but I am also thinking about areas where I may have done things as a teacher that already represent differentiated instruction well. Responding to the individual needs of students is nothing new to sound teaching practice, but the bar is moving up pertaining the level of attentiveness teachers need to pay to pedagogies incorporating differentiation.
I find this exciting. Successful writing teachers must differentiate based on the needs of individual writers. I think of reading, listening, responding, speaking, and writing as parts of one process rather than distinct ends unto themselves. Paper Revision. Differentiated Instruction for Reading. 8 Lessons Learned on Differentiating Instruction. My differentiation journey began in 2004 when my principal asked me to attend a weeklong summer conference on differentiated instruction.
I was eager to please my principal so I quickly accepted her offer. I was also extremely curious about how I, one person, could possibly address the individual needs of 100 students. By the end of the conference, I was totally overwhelmed with information: flexible grouping, assessment, inventories, tiered lessons, Carol Ann Tomlinson. My real work, though, didn't begin until after the conference, when I was expected to start using the training I'd received. I was expected to create four differentiated lessons that school year. Throughout that year, I utilized a variety of management pointers for a differentiated classroom that had been presented during the conference.
Lesson 1 Differentiation does not take place overnight; think of it as a wonderful work in progress. Lesson 2 Like students themselves, differentiation can take on many forms. Lesson 3. Differentiated Assessment Strategies. Assessment After the Learning. Assessment After the Learning After the learning situation is over, now is the time to instantly discover what the students have retained about the content. This can be an informal assessment as described below or it may be a formal situation where the student is tested. There are many strategies available to the teacher to encourage the child to think and reflect on the material learned.
Telling what you learned or writing what you learned is a excellent way to reinforce the information. It also give the teacher a look into the ways that students learn and how he or she may change instruction to meet the learning styles. Strategy Procedures Wraparounds. Assessment During Learning. Assessment during learning As students are working, the teacher needs to offer opportunities for feedback from teachers, from peers, and through self-reflection. This is an informal situation which gives time to correct misconceptions, incorrect information, and skill development. The following strategies are engaging ways to assess student progress informally throughout the learning process. Strategy Procedures Thumb It. Pre-Assessment Strategies. Pre-assessment When teaching with high achievement as a goal, one important aspect of assessing learners is finding out what the students already know. This knowledge is based on their prior learning and experiences. By doing a pre-assessment of knowledge, teachers can plan curriculum and designs instruction to meet the needs of the total class as well as individuals.
Assessment Strategies. Assessment Strategies for Differentiated Instruction Differentiation is a philosophy that enables teachers to plan strategically in order to reach the needs of the diverse learners in the classrooms today to achieve targeted standards.