Tina

Tina Figure 1 Checking Current Philosophy About Assessment and Grading 1. What does it mean to differentiate instruction?

Begins with the lesson. And preparation. May be tweaked for individuals, small groups. Present lesson using variety of modalities- as my students grow, they rely on or respond to modalities differently- visuals, pictures, graphic organizers, past connections, dialogue as we proceed, auditory connections- give and elicit examples

After presentation, check for readiness to begin task- some students may need to retell, ask questions, further explanation/ restatement, others may be ready to roll!

During- DI looks like this in my room: I offer up resources, manipulatives, word cards, alphabet sounds, books, pictures, smart board images, etc. May “serve “ these up to individuals or small groups.

DI is noticing students that may be problem solving similarly, may choose to hook them up, or spread them out to other tables or groups.

DI is also observing when students are headed down incorrect path, or may need to back up problem. Might also notice that it is more important for a student or student to focus on different element of task. (EX problem is how many cookies for our class to have 2 each. Student might need to become proficient with representing each child in class, or phydically count the children, or count mailbox names. That might be the most appropriate place for that child to begin and end problem.)

DI is watching for the students that are ready for more practice of similar problems, or ready for extension. And my favorite, create your own question involving _______ (EX cookies and the 15 kids in our class. How could we share 10 cookies? How many cookies for 2 classes, etc.)

DI is looking for that student that may work well on own, but needs experience and support in collaboration. Provide them experience, expect that they give and take.

DI is most importantly the reflection on how it all went.

Is group ready for similar problems, what skills have been mastered by most- what additional practice and reteaching should I provide for which students. How did they use materials- was there enough for all to choose from? Which students stood out at each end of spectrum? Was there interest? Were all of the building block skills in place-should we have extra estimation activities, model ways to record, more adult scribing for students? Was the time allocated appropriate?

This reflection then dictates next steps. We are ready for____. Gives me ways to think about grouping for next activity. What kind of conferencing should take place with students- discuss their strengths and creativity or collaboration I observed.

DI is also the student’s reflection. For a great deal of the year, a verbal 1-1 gives me most info, but I also use simple rubrics : J (: I felt good about my solution or findings, I had the materials I needed, I did my best, I was able to share with others (very important!)

2. What concerns do you have about grading students in a differentiated class?

Our progress report uses P WP and N. A narrative report, or work samples say much more over a 12 week reporting period.

Special needs students and “regular ed” students- what does P mean for them? I struggle with this P thing….

Parents look at P as an A WP as a B, and N as an F. Not that cut and dried. WP is a reflection of student’s grasp of perhaps new material at the time in grading period.

3. What does each mark or grade on your grading scale represent?

P Progressing at satisfactory pace WP progressing with assistance N needs improvement, area of concern NOT my scale, primary report card. No way besides narrative to share exceptional progress, child’s level of effort, use of WP and N seen so negatively. Parents not content if child goes from P to WP in year.

4. Does an A mean students have met or exceeded the standards or learner outcomes?

I guess it should! I think in terms of proficient- proficient use of materials, can use a variety of problem solving strategies if applicable, can explain and share findings, could pose a similar question or task, could teach another child how to ___.

Profiient- I can and I can show you how!

5. What is the role of assessment in the classroom? In grading?

Ongoing barometer of how we are ALL doing, teacher and students. Tells me the teacher: Students demonstrate : Proficient, mastery, ready to move on, areas for reteaching, tells me strategies that need more practice, skill set missing or perhaps need to be approached from different angle. Directs my small group and individual mini lessons.

Formative assessment all day, everyday. K provides constant streaming of feedback of where students are. My responsibility to record and tweak.

** NOTE TO SELF: More anecdotal note taking now that I am full day K. (Welcome back KELP!) Longer learning blocks, more time to explore. Use these notes for conferencing with students and parents and to direct instruction.