This chapter talks about 4 different kinds of grade books that are out there and they are as follows: grouping by weight, grouping by date, grouping by topic, and grouping by objective. It gives all kinds of information on each one of these types of grade books and gives insight as to how to set a grade book up. It offers the do's and the do not's.
Everyone in my group liked these grade books for different reasons and they are lengthy. I liked the idea of having a grade book where everything is either done by weight or by date. I don't think that the other ways would work that well. My group members thought otherwise and went against me in a constructive way. They brought out other good points about the other two types of grade books, but I really think that I would rather do it by weight or by date. They seem to be easier and make more sense to me in setting one up and going with it. I still will keep an open mind about it, but I doubt that I will ever use it though. I think that if you pick something and stick to it then it will work out for you in the end. My teammates like the idea of grouping by objectives. They seem to think that it is the easier way of the four. I don't think so. When it was all said and done we all decided to value each others opinion and respect it even if it wasn't ours. We love this chapter because it focuses on something that most people to find being small and simple, but it really isn't. We learned that it can be difficult to do and we are thankful for all of the information on each one. We truly love this chapter!
Sunday, April 1, 2007
chapter 12
For the most part this chapter is about grading scales and how they can be used. It gives the two biggest grading scales that teachers and schools use today. They are the 100 point scale and the 4 point scale. It gives an overview of each of these to types and how each one has its ups and downs.
I personally think that all schools should use the 100 point scale when grading students papers. My fellow group mates also agree with me, but we agree for different reasons. They find the 100 point scale to be better only in the sense that it is what most schools are using. I find it to be better in the sense that a higher number to me makes me feel better. I even asked other students if they would rather have a 100 point scale or a 4 point scale. They all said that they would rather have a 100 point scale based on the fact that that is how averages are figured. They also said that they likes it because it shows a bigger number and they would rather see that. They even said that they liked it because they are already accustomed to it. Overall, we like the 100 point scale better!
I personally think that all schools should use the 100 point scale when grading students papers. My fellow group mates also agree with me, but we agree for different reasons. They find the 100 point scale to be better only in the sense that it is what most schools are using. I find it to be better in the sense that a higher number to me makes me feel better. I even asked other students if they would rather have a 100 point scale or a 4 point scale. They all said that they would rather have a 100 point scale based on the fact that that is how averages are figured. They also said that they likes it because it shows a bigger number and they would rather see that. They even said that they liked it because they are already accustomed to it. Overall, we like the 100 point scale better!
Thursday, March 29, 2007
Chapter 10
Abstract:
Chapter ten discussed the different methods that should be taken into consideration when allowing students to redo their original work. Most successful differentiated classrooms often let their students try to work for a better grade. Teachers should appropriately decide whether the student can be allowed to redo their work, or by what standards the redone work should be allowed. Some students take advantage of the system, and therefore do not deserve the opportunity to redo it. Other students may need a lot of guidance, or modifications done to the work so that it might not be as much as a hassle. It all depends on the student, and the material they are making up. There should even be exceptions when the student, such as a senior, has so much on their plate that they might need some extra time. High school students are not as organized or as disciplined, and often will struggle to redo work in just a day or two, its good to give them about a week and keep on top of them by helping them create a successful study plan for the week. Teachers should not allow redo’s during the last week of the semester, and students should attach their original work to the made up material. Both of these will make it a little easier on the teacher as they are always the busiest during the final week, and often forget how the student originally did on the work.
Reflection:
We all agreed with the chapter for the most part, especially the idea that teachers need to think about the situation to determine whether or not the student should be allowed to redo there work or what needs to the be done so they will understand it better. A couple of us did not agree with giving a whole week to redo the work. Students will then be more focused on the work they have to redo instead of the new content, which might cause them to further get behind, its better for them to get it done as soon as possible. Other then that, we all agreed that students should have another opportunity to understand the material.
By: Tyler
Chapter ten discussed the different methods that should be taken into consideration when allowing students to redo their original work. Most successful differentiated classrooms often let their students try to work for a better grade. Teachers should appropriately decide whether the student can be allowed to redo their work, or by what standards the redone work should be allowed. Some students take advantage of the system, and therefore do not deserve the opportunity to redo it. Other students may need a lot of guidance, or modifications done to the work so that it might not be as much as a hassle. It all depends on the student, and the material they are making up. There should even be exceptions when the student, such as a senior, has so much on their plate that they might need some extra time. High school students are not as organized or as disciplined, and often will struggle to redo work in just a day or two, its good to give them about a week and keep on top of them by helping them create a successful study plan for the week. Teachers should not allow redo’s during the last week of the semester, and students should attach their original work to the made up material. Both of these will make it a little easier on the teacher as they are always the busiest during the final week, and often forget how the student originally did on the work.
Reflection:
We all agreed with the chapter for the most part, especially the idea that teachers need to think about the situation to determine whether or not the student should be allowed to redo there work or what needs to the be done so they will understand it better. A couple of us did not agree with giving a whole week to redo the work. Students will then be more focused on the work they have to redo instead of the new content, which might cause them to further get behind, its better for them to get it done as soon as possible. Other then that, we all agreed that students should have another opportunity to understand the material.
By: Tyler
Wednesday, March 28, 2007
Chapter Nine
Abstract:
This chapter listed ten approaches to avoid when differentiating assessment and grading. The ten approaches were: avoid incorperating nonacademic factors into the final grade, avoid penalizing students' multiple attempts at mastery, avoid grading practice, avoid withholding assistance with the learning when it's needed, avoid assessing students in ways that do not accurately indicate their mastery, avoid allowing extra credit and bonus points, avoid group grades, avoid grading on a curve, avoid recording zeros for work not done, avoid using norm-referenced terms to describe criteron-referenced attributes.
Reaction:
I agree with many of these grading techniques. There are many unfair grading practices that go on in education today. Though many of my grades have been good as a student, I feel as though some of them could have been better if some of these suggestions would have been implemented. The one point that I am still unclear on even though we have mentioned it a couple times is the avoid recording zeros for work not done. I understand the principle and I believe in implementing it in most cases. The only problem I see is what about those kids that simply never do it. Do you give them an incomplete for the entire quarter? I am sure this is something we will cover more in class as it does come up a lot.
This chapter listed ten approaches to avoid when differentiating assessment and grading. The ten approaches were: avoid incorperating nonacademic factors into the final grade, avoid penalizing students' multiple attempts at mastery, avoid grading practice, avoid withholding assistance with the learning when it's needed, avoid assessing students in ways that do not accurately indicate their mastery, avoid allowing extra credit and bonus points, avoid group grades, avoid grading on a curve, avoid recording zeros for work not done, avoid using norm-referenced terms to describe criteron-referenced attributes.
Reaction:
I agree with many of these grading techniques. There are many unfair grading practices that go on in education today. Though many of my grades have been good as a student, I feel as though some of them could have been better if some of these suggestions would have been implemented. The one point that I am still unclear on even though we have mentioned it a couple times is the avoid recording zeros for work not done. I understand the principle and I believe in implementing it in most cases. The only problem I see is what about those kids that simply never do it. Do you give them an incomplete for the entire quarter? I am sure this is something we will cover more in class as it does come up a lot.
Monday, March 26, 2007
Chapter 7
Abstract:
Chapter seven was about grading and the importance, or lack there of, in the classroom. All educators have their own way of grading. It can be based on how well they think the students know the material, the type of student, the students rank in the class, or the effort given from the student; it all depends on the teacher’s attitude. This not only makes it difficult to get accurate results, but it can be difficult for students to get anything out of the material they are working on. Students will often just work hard enough or remember what they need to get the grade they want, and will often forget it, and they do not enjoy the material as much. Educators should focus more on assessing and evaluation, rather then assigning a bunch of work that will be graded. Students run a greater risk of failure, if an educator has an attitude of sticking to a grade book, and not bending to apply other strategies that maximize the students learning. Many schools in foreign countries and some in the U.S.A. have already started throwing the grading system out the window and focused more on assessing and evaluation. This way educators are constantly designing lessons based on their assessments from the previous class. Teachers know exactly where their students are at, and the students are more appreciative and are more involved in the work. When teachers do grade, they should focus more on raising the students up, rather then bringing them down. Make them understand that there grade can only go up, and not start at 100 and go down. Students tend to get down, and a negative attitude when they see the teacher is disappointed in them or there is a mark that is degrading.
Reflection:
We all liked the last idea that the teacher should never put a disappointed face next to a grade, or make it look like the students are going down rather then up. It may be small, but it could be the difference in a confidence booster or confidence killer. We like the idea of limited grading, but we feel that it should not be thrown out the window completely. Students need feedback, and assessments and discussion are the best way to go, but sometimes letting them see where they stand with the rest of the class is another helpful way of letting them understand. It is also a way of recognizing the students who have put in the extra hard work, and held on to the content.
By: Tyler
Chapter seven was about grading and the importance, or lack there of, in the classroom. All educators have their own way of grading. It can be based on how well they think the students know the material, the type of student, the students rank in the class, or the effort given from the student; it all depends on the teacher’s attitude. This not only makes it difficult to get accurate results, but it can be difficult for students to get anything out of the material they are working on. Students will often just work hard enough or remember what they need to get the grade they want, and will often forget it, and they do not enjoy the material as much. Educators should focus more on assessing and evaluation, rather then assigning a bunch of work that will be graded. Students run a greater risk of failure, if an educator has an attitude of sticking to a grade book, and not bending to apply other strategies that maximize the students learning. Many schools in foreign countries and some in the U.S.A. have already started throwing the grading system out the window and focused more on assessing and evaluation. This way educators are constantly designing lessons based on their assessments from the previous class. Teachers know exactly where their students are at, and the students are more appreciative and are more involved in the work. When teachers do grade, they should focus more on raising the students up, rather then bringing them down. Make them understand that there grade can only go up, and not start at 100 and go down. Students tend to get down, and a negative attitude when they see the teacher is disappointed in them or there is a mark that is degrading.
Reflection:
We all liked the last idea that the teacher should never put a disappointed face next to a grade, or make it look like the students are going down rather then up. It may be small, but it could be the difference in a confidence booster or confidence killer. We like the idea of limited grading, but we feel that it should not be thrown out the window completely. Students need feedback, and assessments and discussion are the best way to go, but sometimes letting them see where they stand with the rest of the class is another helpful way of letting them understand. It is also a way of recognizing the students who have put in the extra hard work, and held on to the content.
By: Tyler
Sunday, March 25, 2007
chapter 8
After talking with my fellow group members, we have all come to a decision on where we stand concerning this chapter on grading. We all reported just about the exact same thing concerning grading and the things in a classroom that effect grading. The chapter went into detail about three things that effect grading and they are: the effort of a student, the behavior of students, and the attendance of the students. These three things effect learning and education in the classroom in a great way and they are all possible problems that teachers will have to face on a daily basis. this chapter mentions what can happen when these three things come into play and we as a group thought that the chapter does a good job in providing or implying possible solutions to these three things.
As part of society most of us take pride in getting good grades and we like the feeling that we get when we have done so. Some students don't always get good grades and that may not be just their fault. It could have something to do with the classroom atmosphere or maybe it could be things that the students could do themselves to help their grades. An example of something that a student could do ion their own to help themselves would be showing up to class on time and participating in the class. From past experience everyone in my group has reported that well behaved studious students do better and most people would say the same thing. When a student does their homework or shows up to class and is serious they tend to get a better grade. Students that don't exhibit these good qualities have a problem with learning and education. My group has come to an agreement that well behaved and good studious students produce good grades but, that doesn't mean that a not so much behaved students couldn't be successful either. We feel that students who do good want the constant reward and those who don't get a reward don't try as hard. We feel that is true most of the time but, not all of the time. Some students do good work and don't care about reward. The group agrees that reward leads to motivation which then leads to good grades. The factors of disruptive students can also effect learning for good students if it is not handled in a classroom and we think that as teachers we need to take charge. We want to push students to their fullest potential and we want them all to get good grades in the end. We all have seen several cases like this before but, we think that we can get every student to get on track and get good grades. We want to eliminate hose three factors from learning so that every student wants to and can succeed!
As part of society most of us take pride in getting good grades and we like the feeling that we get when we have done so. Some students don't always get good grades and that may not be just their fault. It could have something to do with the classroom atmosphere or maybe it could be things that the students could do themselves to help their grades. An example of something that a student could do ion their own to help themselves would be showing up to class on time and participating in the class. From past experience everyone in my group has reported that well behaved studious students do better and most people would say the same thing. When a student does their homework or shows up to class and is serious they tend to get a better grade. Students that don't exhibit these good qualities have a problem with learning and education. My group has come to an agreement that well behaved and good studious students produce good grades but, that doesn't mean that a not so much behaved students couldn't be successful either. We feel that students who do good want the constant reward and those who don't get a reward don't try as hard. We feel that is true most of the time but, not all of the time. Some students do good work and don't care about reward. The group agrees that reward leads to motivation which then leads to good grades. The factors of disruptive students can also effect learning for good students if it is not handled in a classroom and we think that as teachers we need to take charge. We want to push students to their fullest potential and we want them all to get good grades in the end. We all have seen several cases like this before but, we think that we can get every student to get on track and get good grades. We want to eliminate hose three factors from learning so that every student wants to and can succeed!
Tuesday, February 13, 2007
Chapter 5
Abstract:
This chapter is about tiering. Tiering is defined as how teachers adject assignments and assessments according to students' readiness levels, interests, and learner profiles. Tiering is basically changing the complexity or challenge of tasks more and more everyday, so that students are learning and gaining as they go. Teachers are encouraged to let students work at their own pace and comfort levels so that the ctudent can complete the assignment the best way for them. The RAFT method allows students to choose what tast they want to do.
Reaction:
The examples given of how teachers tiered assignments were very much liked in our group. Educators are able to change the complexity or challenge or tasks everyday so that students are able to slowly or gradually reach their goal. Rich has always loved when teachers have allowed him to work at his own pace. Everyone really reacted well to the RAFTS method.
This chapter is about tiering. Tiering is defined as how teachers adject assignments and assessments according to students' readiness levels, interests, and learner profiles. Tiering is basically changing the complexity or challenge of tasks more and more everyday, so that students are learning and gaining as they go. Teachers are encouraged to let students work at their own pace and comfort levels so that the ctudent can complete the assignment the best way for them. The RAFT method allows students to choose what tast they want to do.
Reaction:
The examples given of how teachers tiered assignments were very much liked in our group. Educators are able to change the complexity or challenge or tasks everyday so that students are able to slowly or gradually reach their goal. Rich has always loved when teachers have allowed him to work at his own pace. Everyone really reacted well to the RAFTS method.
Sunday, February 11, 2007
Chapter 6
Abstract:
Chapter 6 is about creating good tests, and how every questions should be important enough to ask and clear enough to answer. To make the best tests, teachers should use a variety of different test questions and prompts including traditional and non traditional. Some examples for both given in the text include: matching, true/false, multiple choice, analogies, drawings, performances, and responses. By varying questions, we are able to get better pictures at what the students know and their mastery of the material. A lot of this chapter described strategies and format for different questions that are favorable to the students and their presentation of their knowledge. Also, by incorporating “fun” into test questions can make the tests not so dreaded by the students, and they may actually look forward to see what kind of outlandish situation the professor has put them in within the test. Though being creative is important, the book mentioned that we can not be so creative that we stray away from our goals in mind. Ever so often, we need to go back to the essential understandings and questions to see if we are teaching what needs to be taught.
Reflection:
We all found this chapter to be extremely helpful, and agreed that it might be one we continually come back to when creating a test. It reminded all of us some of the bad examples of test taking techniques we had used throughout school, and how they were very inconvenient and confusing. This chapter explained many positive ways to create a test by touching upon all the students’ strengths, and we believe that it is the best way to go, along with all of the straightforwardness. We liked the special questions at the end too, it will help us improve our future test and know what the students expect from our teaching techniques.
By: Tyler
Chapter 6 is about creating good tests, and how every questions should be important enough to ask and clear enough to answer. To make the best tests, teachers should use a variety of different test questions and prompts including traditional and non traditional. Some examples for both given in the text include: matching, true/false, multiple choice, analogies, drawings, performances, and responses. By varying questions, we are able to get better pictures at what the students know and their mastery of the material. A lot of this chapter described strategies and format for different questions that are favorable to the students and their presentation of their knowledge. Also, by incorporating “fun” into test questions can make the tests not so dreaded by the students, and they may actually look forward to see what kind of outlandish situation the professor has put them in within the test. Though being creative is important, the book mentioned that we can not be so creative that we stray away from our goals in mind. Ever so often, we need to go back to the essential understandings and questions to see if we are teaching what needs to be taught.
Reflection:
We all found this chapter to be extremely helpful, and agreed that it might be one we continually come back to when creating a test. It reminded all of us some of the bad examples of test taking techniques we had used throughout school, and how they were very inconvenient and confusing. This chapter explained many positive ways to create a test by touching upon all the students’ strengths, and we believe that it is the best way to go, along with all of the straightforwardness. We liked the special questions at the end too, it will help us improve our future test and know what the students expect from our teaching techniques.
By: Tyler
Chapter 1
Abstract:
The first chapter of this book talks about what differentiated instruction is. According to the book, differentiated instruction “is doing what’s fair for students. It’s a collection of best practices strategically employed to maximize students learning…” By employing differentiated instruction, we create competent students that are accepting of other learners and who understand that each student has their strengths and weaknesses, but they are all on the same path. The book then goes on to describe that contrary to some parents and educators beliefs, differentiated instruction is not something that students will become reliant on in the real world. The chapter explains of how differentiated instruction is the most effective method and then gives specific examples of how it is used in the real world.
Reflection:
The part I could really relate to, as well as my other group members, was the student who had their glasses removed so he couldn’t see the chalk board. By taking away the student’s glasses, he wasn’t able to see the material being taught; therefore he was given an excuse or cop out for not doing the work. This situation is a lot similar to students who need the “glasses” or differentiated instruction to learn the material, but don’t get it. In my years of education, I have experience a situation like this one. I was never great in math, so when I got a teacher in calculus that wasn’t willing to teach the material in any other way than he had in previous years, I struggled and was left with an excuse to not learn the material, and I never did. I feel like if this math teacher had given me a “crutch” or scaffolding, I would have not only been able to learn the material, but master the type of problems we were being taught.
In the long run our students benefit way more from differentiation because they can actually grasp what is being taught, even if instruction is not the same. If we only teach one way, and in a way that some students don’t understand, they have that cop out that prevents them from learning. However, if we give them the differentiation they need, they can not only grasp the knowledge but also synthesize and think about it in more complex ways.
Posted by Katie ;)
The first chapter of this book talks about what differentiated instruction is. According to the book, differentiated instruction “is doing what’s fair for students. It’s a collection of best practices strategically employed to maximize students learning…” By employing differentiated instruction, we create competent students that are accepting of other learners and who understand that each student has their strengths and weaknesses, but they are all on the same path. The book then goes on to describe that contrary to some parents and educators beliefs, differentiated instruction is not something that students will become reliant on in the real world. The chapter explains of how differentiated instruction is the most effective method and then gives specific examples of how it is used in the real world.
Reflection:
The part I could really relate to, as well as my other group members, was the student who had their glasses removed so he couldn’t see the chalk board. By taking away the student’s glasses, he wasn’t able to see the material being taught; therefore he was given an excuse or cop out for not doing the work. This situation is a lot similar to students who need the “glasses” or differentiated instruction to learn the material, but don’t get it. In my years of education, I have experience a situation like this one. I was never great in math, so when I got a teacher in calculus that wasn’t willing to teach the material in any other way than he had in previous years, I struggled and was left with an excuse to not learn the material, and I never did. I feel like if this math teacher had given me a “crutch” or scaffolding, I would have not only been able to learn the material, but master the type of problems we were being taught.
In the long run our students benefit way more from differentiation because they can actually grasp what is being taught, even if instruction is not the same. If we only teach one way, and in a way that some students don’t understand, they have that cop out that prevents them from learning. However, if we give them the differentiation they need, they can not only grasp the knowledge but also synthesize and think about it in more complex ways.
Posted by Katie ;)
Wednesday, February 7, 2007
Chapter 4
This chapter talks mainly about three different types of assessment and they are portfolios, rubrics, and self assessments. Portfolios are used to show a students progress over a long period of time and they contain many works of the student. Say if you were to take a test you could have a bad day and fail the test. The portfolio shows that you had a bad day, but it also shows that you understand the material. You can never judge a person on one thing. It needs to be a series of things in order to get to the truth. Rubrics are also a big part in assessing a students work and allow room for feedback. When a student is given a rubric they know what to expect for a grade on the project and it allows them to work hard to get the better grade because they don't have to guess at what the teacher wants. They know what they need to do and they do it. Some teachers don't like to create rubric because creating a rubric is a long process. The only way to get better at creating a rubric and getting better student work is to make several drafts so that you get clearer. The last part of the chapter talks about self assessment and how it provides feedback to the students and how it allows the teacher to set individual goals for the student.
All of us in the group understand these three things and we all believe that we will incorporate these things in our classrooms on at least a weekly basis. The most liked assessment of the three is having the students create a portfolio of their work. We are all human and we believe that we are entitled to have a bad day and possibly a bad test score. By doing the portfolio we believe that we can eliminate the feeling that students have when they see a low grade on a test. This way the student knows that all the little pieces make up the bigger picture. We all have had a teacher that just gives tests and doesn't do anything else. We all felt ashamed about having the bad grade. With a portfolio you can say yes I did get a bad grade, but I have the ability to fix it and get a better overall grade. We want the student to believe that we are there to help them and we are. We want to see all of the students excel in whatever they do. We also do like the idea f using rubrics. We want the children to have an idea of what they need to do and we also believe that you need to show them examples of what you are looking for. As a group we didn't have a whole much to say about self assessment other than we think that they are important and that they can't be the only form of assessment. We like this because it shows students what they need to improve on! When it was all said and done we all agreed that this chapter was one of the best that we have read since the start of the semester!
All of us in the group understand these three things and we all believe that we will incorporate these things in our classrooms on at least a weekly basis. The most liked assessment of the three is having the students create a portfolio of their work. We are all human and we believe that we are entitled to have a bad day and possibly a bad test score. By doing the portfolio we believe that we can eliminate the feeling that students have when they see a low grade on a test. This way the student knows that all the little pieces make up the bigger picture. We all have had a teacher that just gives tests and doesn't do anything else. We all felt ashamed about having the bad grade. With a portfolio you can say yes I did get a bad grade, but I have the ability to fix it and get a better overall grade. We want the student to believe that we are there to help them and we are. We want to see all of the students excel in whatever they do. We also do like the idea f using rubrics. We want the children to have an idea of what they need to do and we also believe that you need to show them examples of what you are looking for. As a group we didn't have a whole much to say about self assessment other than we think that they are important and that they can't be the only form of assessment. We like this because it shows students what they need to improve on! When it was all said and done we all agreed that this chapter was one of the best that we have read since the start of the semester!
Monday, February 5, 2007
Chapter Two
Abstract:
This chapter breaks down the word mastey and how to detemine if a student has mastered a subject. Mastery is more than simply knowing information, mastery is about application of knowledge, a deeper understanding. The book's definition os mastery is brought together by using differen methods teachers can use to help their students master material, and apply it in a situatio where they have to do more than just repeat it. The book states that, "if we are literate in our subject, we can: access, analyze, evaluate, and create the subject or medium." It is imperative that as teachers we teach in a way that students will always remember it and are able to analyze it. The book relfects on the fact that it is hard to determine a student's mastery simply by one test, a better way is a collection of many different methods.
Reflections:
Everyone found this chapter appealing and were convinced that mastery could not be determined simply by a test. Everyone in our group could remember having those teachers who gave the "memorization" tests and reflected on how quickly we all forgot the material we were supposed to learn. We also all agreed on the fact that application of the knowledge is particularlly important. Tyler really enjoyed this chapter because since he has decided to be a teacher he has known he will rarely have a written tests for students, he believes in other techniques. Rich believes that simply making students memorize the material is pointless and cheating the students. Kt and I both agreed that being able to apply the knowledge is the greatest tool and benefit of knowledge. Also, that mastery can best be determined by the ability to apply knowledge.
This chapter breaks down the word mastey and how to detemine if a student has mastered a subject. Mastery is more than simply knowing information, mastery is about application of knowledge, a deeper understanding. The book's definition os mastery is brought together by using differen methods teachers can use to help their students master material, and apply it in a situatio where they have to do more than just repeat it. The book states that, "if we are literate in our subject, we can: access, analyze, evaluate, and create the subject or medium." It is imperative that as teachers we teach in a way that students will always remember it and are able to analyze it. The book relfects on the fact that it is hard to determine a student's mastery simply by one test, a better way is a collection of many different methods.
Reflections:
Everyone found this chapter appealing and were convinced that mastery could not be determined simply by a test. Everyone in our group could remember having those teachers who gave the "memorization" tests and reflected on how quickly we all forgot the material we were supposed to learn. We also all agreed on the fact that application of the knowledge is particularlly important. Tyler really enjoyed this chapter because since he has decided to be a teacher he has known he will rarely have a written tests for students, he believes in other techniques. Rich believes that simply making students memorize the material is pointless and cheating the students. Kt and I both agreed that being able to apply the knowledge is the greatest tool and benefit of knowledge. Also, that mastery can best be determined by the ability to apply knowledge.
Sunday, February 4, 2007
Chapter 3
ABSTRACT:
Chapter three outlines the principles of successful assessment in a differentiated classroom and how the assessment guides the practice. This chapter also emphasized that assessment is not about documenting deficiencies of the students, but guiding and shaping our instructional strategies. One of the bigger pictures in this chapter was that when constructing a unit, we should have the end in mind. If we can have a clear picture of expectations for the students, they will achieve more and put more effort into their work knowing the goals are.
Good assessment in a differentiated classroom focuses on essential and enduring knowledge, concepts, and skills. This enduring knowledge and essential understandings are often placed in broad essential questions that the students should be able to answer by the end of the unit. Determining what these essential questions and knowledge is takes time and may take guidance from a variety of different sources in order to create the most effective unit. Chapter three also mentions that we must determine how ready the students are to dive into a new unit, so a good pre assessment is a good way to determine this. Followed by the pre assessment is the formative and summative. Although the pre and formative come first, the summative assessment should be created first, and the others can be changed later.
REFLECTION:
We all believe that the backwards design makes more sense then creating a unit another way. By starting backwards, you can build off of your goals and surround the right understanding and questions so that it all comes together. Creating it differently might not allow it to flow as well, or force you to change ideas or thoughts. We all also felt a connection with the assessments. We believe that all three, diagnostic, formative and summative, are all essential throughout a semester. It gives us a better understanding of our students, our teaching methods, and how well everything is falling into place.
By: Tyler
Chapter three outlines the principles of successful assessment in a differentiated classroom and how the assessment guides the practice. This chapter also emphasized that assessment is not about documenting deficiencies of the students, but guiding and shaping our instructional strategies. One of the bigger pictures in this chapter was that when constructing a unit, we should have the end in mind. If we can have a clear picture of expectations for the students, they will achieve more and put more effort into their work knowing the goals are.
Good assessment in a differentiated classroom focuses on essential and enduring knowledge, concepts, and skills. This enduring knowledge and essential understandings are often placed in broad essential questions that the students should be able to answer by the end of the unit. Determining what these essential questions and knowledge is takes time and may take guidance from a variety of different sources in order to create the most effective unit. Chapter three also mentions that we must determine how ready the students are to dive into a new unit, so a good pre assessment is a good way to determine this. Followed by the pre assessment is the formative and summative. Although the pre and formative come first, the summative assessment should be created first, and the others can be changed later.
REFLECTION:
We all believe that the backwards design makes more sense then creating a unit another way. By starting backwards, you can build off of your goals and surround the right understanding and questions so that it all comes together. Creating it differently might not allow it to flow as well, or force you to change ideas or thoughts. We all also felt a connection with the assessments. We believe that all three, diagnostic, formative and summative, are all essential throughout a semester. It gives us a better understanding of our students, our teaching methods, and how well everything is falling into place.
By: Tyler
Subscribe to:
Posts (Atom)