I think the biggest point here is that the information we gather during assessment is key to programming for each student's individual needs. Why bother teaching a lesson if nobody needs to learn it? The kids are the reason we are here. Sure, we need to follow guidelines set out by the government. There is curriculum to cover. Pressure. Standardized testing. But, at the end of the day, if the students have not been adequately challenged - and LEARNED something, well why do we bother teaching at all? To ensure that the data we gather is useful, we also need to remember that assessment needs to be differentiated. If a student is not great at writing, but we keep giving him a pencil and expecting him to retell a story - we are not going to have an accurate result. In this example, an oral retell is just fine - because we want to know if he is connecting and inferring, not how well he writes!
My future students will:
- be able to set goals for themselves based on the clear and kid-friendly expectations I provide for them
- know what level four work looks like because it will be modelled for them before they give it a go
- receive lessons that are tailored to each of them according to ongoing assessment
- understand the feedback they are given, and use it immediately to set goals for improvement
- have choice – how to practice new skills, and how to showcase what they know
The future me will:
- be supportive and attentive
- set clear goals based on success criteria, and plan smarter
- provide timely and useful feedback – this is the only way that students can know if they are on the right track
- involve students more in the planning phase of my lessons and units
- feel confident that my students will learn and be challenged appropriately
No comments:
Post a Comment