przez Micaela Hilborn 6 lat temu
384
EDUC 5013Q Final Thoughts
przez Micaela Hilborn 6 lat temu
384
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Exit ticket: Apps such as Flipgrid can be used for students to self-assess their learning (ex. what they think they did well and areas they could improve). This would be an effective way for students who dislike reading/writing to represent their learning.
Effective feedback begins by saying what the learner has done well, progresses to areas the learner could have done better and ends on a positive note
10. Repeat the process
Assessment allows for planning of the next learning experience
9. Plan instruction around content requirements and student needs
You can't teach the class as a whole - know similarities and differences of students
8. Look for patterns
Find patterns that point the way to planning classroom instruction that is manageable and progresses students
7. Engage students with formative assessment.
Rather than being in the driver's seat, give students autonomy in their learning
Shape feedback more as dialogue rather than as information transmission – student has the opportunity to engage the teacher in discussion about that feedback
To build self-regulation, students need opportunities for self-monitoring and the judging of progression
6. Assess persistently
Observe, look for clues, ask for input
"A great teacher is a habitual student of his or her students."
5. Make feedback user-friendly.
Should result in a student thinking about how to improve
4. Provide instructive feedback
No "good job"s or "nice work"
3. Make room for student differences
Be flexible about how students show what they can do
2. Begin with clear knowledge, understanding, and dos
What matters most for student success?
1.Help students understand the role of formative assessment
Success = sustained effort and mindful attention to progress
Students may not focus on the feedback as much as the grade they are given – students should be guided into the appropriate use of feedback and be given the opportunity take the required action
Feedforward
Uses talent, provides "what if"s, is focused, authentic, prompts a step-by-step plan
Exit ticket -2.00 thought on feedback: "Feedback is essential to let students know where they are, where they should be and how to close the gap."
Feedback
Affirms what the student already knows, points out problems, is nice, doesn't offer a plan, is top-down
In my placement in a grade 6 class, there was a student who struggled with reading and writing and became easily frustrated. When he was forced to sit and fill out a worksheet, I would see his anger building until he broke his pencil in two and ran out of the classroom. Some teachers would assume that he wasn't trying hard enough or that he wasn't listening to the lessons. However, when I spoke with him one-on-one, he was brilliant in so many ways. He knew more than I did about the solar system and was passionate about the constellations. When we expect all students to learn and demonstrate their learning in the same way, we are being unfair to so many. I feel that if he was given the appropriate accommodations (such as a speech-to-text program), he could have expressed himself in a way that didn't leave him feeling so discouraged.
4. To ensure accountability
3. To help think about program choices and policy
2. Make decisions to support student options/placements
1. Change your instruction
Observational notes
Digital recordings
Student portfolios
Artifacts and representation
Self-regulation and well-being
Problem-solving and innovating
Demonstrating literacy and math behaviours
Belonging and contributing
Invite parents and community members to visit
Keep lines of communication open
With students, parents and teaching partner
Child makes sense of their world
Imaginative play builds social, cognitive and language skills
I haven't had a placement in FDK yet, but I observed play-based learning in my Grade 1 placement. Every Friday, the students were able to play freely for the last block of the day. During this time, I saw students developing social, cognitive and language skills as they interacted with each other. Some would play 'house', others would pretend to be teachers with a classroom, and others would build with blocks. This imaginative play required a lot of interpersonal skill such as communicating the rules of the game, taking suggestions from peers and sharing. It demonstrated to me that young students should always have opportunities for play in the classroom to develop such important skills.
Co-construct learning - you provide the environment and children manipulate it to further their learning
Learning environment is the third teacher
Inquiry
Young children are capable of complex thinking
Teacher's role is to plan what the children will interact with, and get down and engage with them and the centers
I think that this is a difficult concept for people to grasp, because they think that it is UNFAIR to accommodate students (for example, by letting them present their work in a different way or to complete less questions). However, we must remember - how does this impact the other students? Why should it matter to anyone else? The students who are stronger will not be affected in any way if struggling students are helped along the way.
Exit ticket: How can it support your teaching practice? It outlines core skills to look for prior to assessing students to ensure that they are meeting grade expectations.
Use multiple tools and sequence them
Reasoning
Meaningful and significant
This knowledge has to be applicable in context
Requires students to choose the appropriate tool or get necessary information
Homework is to to reinforce learning and to help students with skill mastery. It should be checked/assessed but not given a score.
Use several sources to collect evidence (observations, conversations, and student products)
Use most recent and consistent grades (parachute packing example)
If it is worthy of extra credit than it is worthy of learning and should be evaluated on its’ own merit
Students need success criteria or it is unfair to test them
Create a culture of responsibility - students won't do the work if you deduct their grade
Should not reflect amount student has tried - should reflect how close a student comes to meeting the learning target
When combined, it is called "score pollution"
Rarely effects the learning done by the student - use a 5 point scale instead
Exit ticket: this point surprised me because I have always had classes where getting a zero was possible. However, it makes sense because when a child (who likely is already struggling to keep up) is given a zero, it's only going to discourage them and make them want to care even less.
I experienced this first-hand in my third practicum - there were several children in my class with challenging behaviours. At first glance, you would assume they were being defiant and it could be very difficult to understand why they were behaving in that way. However, my associate teacher had many of them in her class the year before and knew them and their families quite well. When she explained their family situations, their actions become justified. For example, one boy was very attention-seeking and disruptive. It turned out that his younger brother had autism and was quite high on the spectrum. As a result, the boy received very little attention at home and was often sleep-deprived because his little brother would have outbursts during the night. After knowing this, it put many things into perspective and we were able to address the behaviours effectively (ex. giving him special jobs to do to make him feel acknowledged).
