Education

It is important that scholars are frequently assessed so that teachers can plan instruction that meets the needs of the learners in the class. Once scholars are assessed, they need to be divided into groups that will enhance their learning experience. There are many ways that teachers can differentiate instruction according to the levels of the students in the class. Advanced learners need instruction that extends their thinking. Often times, these learners are more disciplined in their approach to math and more self-directed. On level learners, often need real-world applications to connect what they are learning to their everyday life. This makes math more meaningful and provides a bigger purpose for their learning. Below level learners, which typically includes SPED and ELL students, need to be able to follow a formula or a procedure when solving problems in math. They need activities that focus on the procedures.  Click on the image below to see an example of a differentiation p...

 

8th Grade Community Garden Math PBL Driving Question:  How can we grow a variety of edible plants that would provide a balanced nutritious meal for a family living in Ward 7, a food desert? Formative Assessment Plan Intermediate Feedback #1:  As a class, we will discuss: What do we KNOW to address the driving question?  What do we NEED to know to address the driving question?  What can we DO to address the driving question? The teacher will require the students to complete a KND Graphic Organizer, and the teacher will give scholars feedback on their graphic organizer the same day. Intermediate Feedback #2:  The teacher will have students put a link to their justification document that explains reasons for constructing a garden as the local solution for the problem of family access to affordable healthy foods in a shared Google doc.   Scholars will be required to rate an  assigned peer's document and give 2 suggestions about how their assigned clas...

Using, Changing, and Modifying Formative Assessments In my classroom, I use formative assessments everyday. I plan to continue using them everyday to inform instruction. At the start of class, I give scholars a Do Now. I use this formative assessment data to determine what scholars still need to learn to be able to access the daily lesson. While I am teaching the lesson, I ask CFU (Check for Understanding Questions). This data allows me to determine if scholars are meeting the learning targets or if I need to re-teach the information in another way. Last, daily I give scholars an exit ticket. This data is use to plan my lesson for the next day.   If I notice in the exit ticket that scholars have unfinished learning related to a standard for a lower grade level, I use this data to create the Do Now for the next day. My Do Nows are typically problems based on a standard from a lower grade level or a standard that has already been taught in the class. I tend to use a step-by-step...