Managing Differentiated Assessment
In todays class we discussed how to most effectively manage the differentiation of assessment in our future classrooms. In this blog I intend to summarize the eight components in order to organize the concept in my own words.
1. Be realistic: As teachers we only have so much time and energy, it is important therefore to ensure that we only do what we are capable of taking on.
2. Content: We must have a strong knowledge of the curriculum, this will assist in focusing our attention soley on the type of instruction we are using and not the materieal that we are trying to convey.
3. Process: This refers to the classroom management techniques that we will employ to ensure that the environment in conducive to learning for all students.
4. Product: as teachers we must provide access to many different resources for our students to use, in order to support their learning.
5. Ensure students are equipped to deal with choices: If we are providing options to our students in terms of differentiation we must be sure that they have the tools to make effective decisions about what will work best for them.
6. Consider strengths and weaknesses of the student: Although playing towards student strengths will guide them to success it is also important to build upon their weaknesses to help them grow and develop as learners. Use Vygotskys zone of proximal development as a guideline to push students further in their learning.
7. Consider your comfort level: Only implement the amount of differentiated assessment that you as a teacher are capable of dealing with in the classroom.
8. Push students: It is our job as teachers to ensure that we push our students outside of their comfort zone and encourage them to set their goals higher then what they already know they can achieve.
I think that these points are comforting as a future teacher, because although they promote the use of differentiated assessment they recognize that it is only effective when both the students and teacher are on board and understand what they can take on and how to properly manage the process.
Tuesday, November 2, 2010
Shyness Video.
In Thursday`s class we viewed the video Shyness, which is produced by the National Film Board of Canada in 1953. I really enjoyed viewing the video and although it definitly provided perspective in terms of the progress that special education has made in the past 60 years it also provided great insight into the concept of differentiating instruction for students. It was interesting to see that the concepts that are being implemented into education today were known over 60 years ago and in a primitive sort of manner they were also implemented. Something that I found really interesting about the video was that it was difficult to see through the stereotypes biases that were presented. The fact that the video was made in the 1950`s contributes to the flawed views of gender discrimination, but the important concepts, such as differentiation were definitely present in the video. Shyness provided a cases study of three children, each exhibited different characteristics of a shy child. The first child was Anna, she was described as a child that wanted to participate but was constantly excluding herself. Anna was described by the video as a typical shy child. It was discovered in school that Anna had a gift for dancing, the teacher used Anna`s gift to differentiate her instruction and allowed her to use dance to overcome her shyness and build confidence. The second child in the video was Jimmy, he was constantly excluding himself and would run away scared when confronted by his peers or the teacher. The video described Jimmy not as shy but rather as being mentally ill. They proceeded to state that there was no cure for Jimmy`s condition but instead that he needed strong support for his condition. the third and final child that was decribed in the video was Robert. Robert had a strong desire to be alone and he enjoyed the time that he spent on his own, and had high self esteem despite his lack of communication with other children. The video gave a desciption of the home lives of each of the children and it was clear to see that it had a profound effect on the personality of the children. I think that it is important as a future teacher to remember that where a child comes from has a great effect on the disposition of a child and as a teacher it is vital that we do our best to educate the child based on their needs. Differentiation can be instrumental in reaching the needs of all students and ensuring that they each recieve a valuable learing experience in the classroom.
In Thursday`s class we viewed the video Shyness, which is produced by the National Film Board of Canada in 1953. I really enjoyed viewing the video and although it definitly provided perspective in terms of the progress that special education has made in the past 60 years it also provided great insight into the concept of differentiating instruction for students. It was interesting to see that the concepts that are being implemented into education today were known over 60 years ago and in a primitive sort of manner they were also implemented. Something that I found really interesting about the video was that it was difficult to see through the stereotypes biases that were presented. The fact that the video was made in the 1950`s contributes to the flawed views of gender discrimination, but the important concepts, such as differentiation were definitely present in the video. Shyness provided a cases study of three children, each exhibited different characteristics of a shy child. The first child was Anna, she was described as a child that wanted to participate but was constantly excluding herself. Anna was described by the video as a typical shy child. It was discovered in school that Anna had a gift for dancing, the teacher used Anna`s gift to differentiate her instruction and allowed her to use dance to overcome her shyness and build confidence. The second child in the video was Jimmy, he was constantly excluding himself and would run away scared when confronted by his peers or the teacher. The video described Jimmy not as shy but rather as being mentally ill. They proceeded to state that there was no cure for Jimmy`s condition but instead that he needed strong support for his condition. the third and final child that was decribed in the video was Robert. Robert had a strong desire to be alone and he enjoyed the time that he spent on his own, and had high self esteem despite his lack of communication with other children. The video gave a desciption of the home lives of each of the children and it was clear to see that it had a profound effect on the personality of the children. I think that it is important as a future teacher to remember that where a child comes from has a great effect on the disposition of a child and as a teacher it is vital that we do our best to educate the child based on their needs. Differentiation can be instrumental in reaching the needs of all students and ensuring that they each recieve a valuable learing experience in the classroom.
Thursday, October 28, 2010
Differentiating Assessment
Differentiation of assessment can have tremendous benefits for the students in a classroom. Research strongly suggest that there are many different types of learners that possess various strengths and weaknesses in terms of the methods in which they retain information most effectively. Blooms development of the multiple intelligences is a great example of a framework showing the various ways that educators can convey concepts so that the students are most likely to have a clear understanding of the material being presented to them. It is important to use the strengths that the students possess in order to help them achieve at the highest level possible. But as educators, we must also recognize the importance of developing the students weaknesses and building them into strengths as well. Giving students options and choices in the classroom can act as a huge motivator. If the students in our classroom feel that we as teachers take the time to create an assessment that is tailored to their individual learning needs, they are likely to feel empowered by their success and accountable for ensuring that they achieve further successes in their learning career. Differentiating assessment is very supportive of the process of assessment for learning also known as formative assessment. The intention of formative assessment is to provide feedback to the student that lets them know what progress they have made and where improvement is still needed in their work. Formative assessment is also a tool for teachers to see what strategies they are using that are helping the students to grow and learn and which are ineffective with the students. By using differentiated formative assessment teachers are far better able to pin point the strengths and weaknesses that their students possess and work toward using their strengths to build and develop their areas of need.
Differentiation of assessment can have tremendous benefits for the students in a classroom. Research strongly suggest that there are many different types of learners that possess various strengths and weaknesses in terms of the methods in which they retain information most effectively. Blooms development of the multiple intelligences is a great example of a framework showing the various ways that educators can convey concepts so that the students are most likely to have a clear understanding of the material being presented to them. It is important to use the strengths that the students possess in order to help them achieve at the highest level possible. But as educators, we must also recognize the importance of developing the students weaknesses and building them into strengths as well. Giving students options and choices in the classroom can act as a huge motivator. If the students in our classroom feel that we as teachers take the time to create an assessment that is tailored to their individual learning needs, they are likely to feel empowered by their success and accountable for ensuring that they achieve further successes in their learning career. Differentiating assessment is very supportive of the process of assessment for learning also known as formative assessment. The intention of formative assessment is to provide feedback to the student that lets them know what progress they have made and where improvement is still needed in their work. Formative assessment is also a tool for teachers to see what strategies they are using that are helping the students to grow and learn and which are ineffective with the students. By using differentiated formative assessment teachers are far better able to pin point the strengths and weaknesses that their students possess and work toward using their strengths to build and develop their areas of need.
Wednesday, October 27, 2010
Tomlinson's Elements of Differentiation!
Tomlinson created a framework to identify the elements of differentiating both instruction and assessment. The basis of his work is described in the following sentence: The teacher modifies content, process and product, through student readiness, interests, and learning. The sentences implies that the teacher has control over three factors, the first is content, content refers to the what or the materials of learning, this can include the curriculum, textbooks, or movies to be viewed. The second factor is process, this refers to the activities through which the students will learn and could include such things as group work, individual work, or teacher directed lecture. The final factor is product, this refers to what the student produces and is the vehicle by which the student will demonstrate their knowledge. Beyond these factors which the teacher has full control of is the characteristics of the students they are as follows. Readiness refers to where the student is currently achieving in terms of knowledge skills and attitudes. The teacher must provide the student with a challenge by providing the students with task that are just beyond the point where the student currently is, Vygotsky termed this concept, the zone of proximal development. The second characteristic is the students interest this simply reders to the topics that the student is curioous or passionate about, by incorporating these into the lesson student engagement increases. The third and final characteristic is the learning profiles of the student, it is important for the teacher to consider as many different features of how a student learns and incorporate them into the lesson that you are creating.
By using Tomlinson's framework teachers are provided with a sort of guideline that can assist them in beginning to better differentiate both instruction and assessment. differentiation can be extremely beneficial in meeting each individual students needs in the classroom.
Tomlinson created a framework to identify the elements of differentiating both instruction and assessment. The basis of his work is described in the following sentence: The teacher modifies content, process and product, through student readiness, interests, and learning. The sentences implies that the teacher has control over three factors, the first is content, content refers to the what or the materials of learning, this can include the curriculum, textbooks, or movies to be viewed. The second factor is process, this refers to the activities through which the students will learn and could include such things as group work, individual work, or teacher directed lecture. The final factor is product, this refers to what the student produces and is the vehicle by which the student will demonstrate their knowledge. Beyond these factors which the teacher has full control of is the characteristics of the students they are as follows. Readiness refers to where the student is currently achieving in terms of knowledge skills and attitudes. The teacher must provide the student with a challenge by providing the students with task that are just beyond the point where the student currently is, Vygotsky termed this concept, the zone of proximal development. The second characteristic is the students interest this simply reders to the topics that the student is curioous or passionate about, by incorporating these into the lesson student engagement increases. The third and final characteristic is the learning profiles of the student, it is important for the teacher to consider as many different features of how a student learns and incorporate them into the lesson that you are creating.
By using Tomlinson's framework teachers are provided with a sort of guideline that can assist them in beginning to better differentiate both instruction and assessment. differentiation can be extremely beneficial in meeting each individual students needs in the classroom.
Monday, October 25, 2010
Link to Richard Lavoie Fairness Video Clip
http://www.youtube.com/watch?v=6G9--hUQDwY&feature=related
The above video is a clip from Richard Lavoie's movie, F.A.T. City. I chose to post this short video on my blog because it was a part of the movie that really opened my mind to the true meaning of the word fairness. Lavoie expresses common sense knowledge in the clip but until I stop to think about what was being said I failed to see how logical the sense behind his definition of fairness really is. I think that to understand the logic behind what Lavoie is saying I had to seperate the entities of fairness and equality in my mind, fairness is indeed exactly what Lavoie describes it as, whereas equality refers to the concept that everyone gets the same.
http://www.youtube.com/watch?v=6G9--hUQDwY&feature=related
The above video is a clip from Richard Lavoie's movie, F.A.T. City. I chose to post this short video on my blog because it was a part of the movie that really opened my mind to the true meaning of the word fairness. Lavoie expresses common sense knowledge in the clip but until I stop to think about what was being said I failed to see how logical the sense behind his definition of fairness really is. I think that to understand the logic behind what Lavoie is saying I had to seperate the entities of fairness and equality in my mind, fairness is indeed exactly what Lavoie describes it as, whereas equality refers to the concept that everyone gets the same.
Friday, October 22, 2010
The IPP!!
Today we had yet another group meeting to discuss the collaborative IPP project that we have been working on. Although we are making great progress with the project, I can clearly see that coordinating an IPP team and ensuring that all members are on board with the decisions that are being made is a difficult task. This is not to say that I am having anything other then a positive experience with my group. But rather that it is difficult to work in everyone's opinion and still consider the best needs of the hypothetical student while creating the IPP. I think that so far the process of creating the IPP has been enlightening. I am learning alot about the effort that goes into ensuring that all students recieve a quality education that meets their needs. One observation and question that I have about the IPP process is the reasoning for limiting the number of goals to just three. I understand the importance of being concise and ensuring that the IPP is a workable document for all parties. Having said this, when reflecting on our finished IPP I felt that some of the student's areas of need were not being directly met through the goals that we set. This is not to say that the goals that we set were ineffective. Rather I felt that the student had so many weaknesses it was difficult to incorporate each of them into the three goals that we set. I think that in a real life situation I would have incorporated a few more goals into this specific student's IPP in order to better reach all of the students individual needs. Overall I am proud of the finished product that we created as a group and I sincerely feel that if it was used for Danny in a real life situation it would be instrumental in helping to further his education.
Today we had yet another group meeting to discuss the collaborative IPP project that we have been working on. Although we are making great progress with the project, I can clearly see that coordinating an IPP team and ensuring that all members are on board with the decisions that are being made is a difficult task. This is not to say that I am having anything other then a positive experience with my group. But rather that it is difficult to work in everyone's opinion and still consider the best needs of the hypothetical student while creating the IPP. I think that so far the process of creating the IPP has been enlightening. I am learning alot about the effort that goes into ensuring that all students recieve a quality education that meets their needs. One observation and question that I have about the IPP process is the reasoning for limiting the number of goals to just three. I understand the importance of being concise and ensuring that the IPP is a workable document for all parties. Having said this, when reflecting on our finished IPP I felt that some of the student's areas of need were not being directly met through the goals that we set. This is not to say that the goals that we set were ineffective. Rather I felt that the student had so many weaknesses it was difficult to incorporate each of them into the three goals that we set. I think that in a real life situation I would have incorporated a few more goals into this specific student's IPP in order to better reach all of the students individual needs. Overall I am proud of the finished product that we created as a group and I sincerely feel that if it was used for Danny in a real life situation it would be instrumental in helping to further his education.
Tuesday, October 19, 2010
Observation Week
After being at Mother Theresa Catholic School in Sylvan Lake for a week, I observed a great deal of inclusive classrooms. The students with learning disabilities in this school did not experience full inclusion, but rather they used a resource room approach to inclusion. Prior to this experience I did not support the concept of the resource room. I felt that by pulling students out of class to get special help they would feel stigmatized and embarressed in front of their classmates. In my opinion the resource room approach attached a prominent label to the children with learning disabilities. After spending time in a school that used this approach it became clear to me that this is not the case at all. The students that need extra help with specific subjects were recieving the help that they needed to feel successful. The resource room had the opposite effect that I had anticipated, rather then feeling stigmatized the students had the self confidence to contribute in their regular classes without feeling inadequate. This experience has shown me the importance of seeing a theory in practice prior to making a judgement as to whether or not it is effective.
After being at Mother Theresa Catholic School in Sylvan Lake for a week, I observed a great deal of inclusive classrooms. The students with learning disabilities in this school did not experience full inclusion, but rather they used a resource room approach to inclusion. Prior to this experience I did not support the concept of the resource room. I felt that by pulling students out of class to get special help they would feel stigmatized and embarressed in front of their classmates. In my opinion the resource room approach attached a prominent label to the children with learning disabilities. After spending time in a school that used this approach it became clear to me that this is not the case at all. The students that need extra help with specific subjects were recieving the help that they needed to feel successful. The resource room had the opposite effect that I had anticipated, rather then feeling stigmatized the students had the self confidence to contribute in their regular classes without feeling inadequate. This experience has shown me the importance of seeing a theory in practice prior to making a judgement as to whether or not it is effective.
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