As each semester passes, I am growing in how to assess my students, and use it to build on future more effective lesson plans that corporate a classroom of diverse students that benefits all learners. I learned in my methods and severe courses that my lesson plans need to focus on one or two items only. This can be achieved by concentrating, and being specific in the scope and goal of what you want the students to achieve. I am now comfortable in knowing there are multiple ways of confirming understanding of the lesson taught without using pen and paper or a worksheet all the time. Objects, games, conversation, drawings, one-on-one, self-guided or independent assigned tasks, interactions, acting, listening, teamwork or working with a buddy are only a few ways to determine knowledge, knowledge gained, and capability. I learned that the pen and paper becomes necessary with an exit ticket, when a document is needed to confirm the success of the learners. I learned what an exit ticket was and how to utilize them in severe and methods. An exit ticket is a good way to document the learner’s success while during the lesson, the students can enjoy the hands-on activities that enable them to be a successful learner without worksheets or test or even realizing they are learning. Students were able to sculpt out an action verb using play dough. They created animals jumping, swimming or running. They created them playing basket ball or skydiving, this was done in the verbs lesson
I will walk around the classroom taking notes about each students’ progress, while they work independently and during guided practice. On students desk there will also be colored cards to explain where each student believes they are. A green card will explain that the student understands it, a yellow card means they understand some of it, and red means they do not understand how to complete the work. Data will be kept on a chart with every students’ name. This assessment will show me where additional accommodations may need to be made; therefore, meeting the needs of students with exceptionalities. If I notice a student not being able to understand how to solve the problems, accommodations can be set to help students understand what they are working
The fourth strategy, presented by Rick Wormeli, is to give formative feedback. It is important to motivate your students and to reward them when they accomplish feats. One way to measure a student’s understanding of a lesson is to use exit slips. Exit slips are slips of paper with maybe one or two questions on them that the students answer and hand
Before any activity, the pupil will need to know what they are going to learn, why they are learning it and how the assessment will take place. The teacher will discuss these with the pupils before the session and when each group of children sit down to start the activity they will be explained to them again. As the pupils get used to assessing their own work, they will find it easier to look at their own work naturally. As well as the objective for the activity, the pupils will need to know their own personalised learning goal so that they can integrate them. One example of how we do this at our setting is by having a learning activity
The assessments have been done during and after the lesson in a variety of ways; verbal response, written response, pair and group work, and making posters as a visual outcome.
1. The maintenance of cultures as parallel and equal to the dominant culture in a society is?
The use of formative assessment practices with ELL students are observational checklists, peer assessment, and performance skills. By having students writing a lesson plan, the roles between the teacher and the students will be changed. This is a formative assessment that engages students in distinctive ways. Students are focused on goals and objectives. It gives them confidence. They are creating a lesson. For ELLs, this is a tremendous accomplishment when done correctly, as well as when done in a collaborative classroom environment. It promotes constructive feedback. Students play an active role in formative assessment. They not only perform the task given, providing evidence of their current learning, but they are also involved in self-assessment (and sometimes peer assessment); therefore, developing and enhancing autonomy.
The most memorable time when I was impacted educationally by diversity would be my freshman year in High School. I had gone to a private Christian school from Kindergarten through 8th grade. My mom thought that it would be a great idea to send me to public school for my freshman year. Mind you, I lived in Dallas, TX at the time and public school is quite different than private school there. I was not only the minority in school, but I was one of five Caucasian kids in the entire school. I was made fun of for being white, coming from private school, and for being smart. Just like the article, Helping Diverse Learners Succeed, I had to learn about my new environment. I didn’t understand why the kids were mean to me and why
Poverty is a serious issue which our society and children faces every day. It is a constant struggle that shouldn’t be ignored. UNICEF states “The study of OECD countries in 2007, over fourteen percent of Australian children under the age of eighteen are currently living in households who are defined as poor or with incomes less than half of the median national income”. The increase in the number and percentage of children living in poverty within our society has contributed to making today's classrooms more diverse than ever it has been. This highlights and makes both teaching and learning more challenging. Diversity exists in the students who are living in poverty and the education assistant and teachers must provide the concept of diversity
To begin the planning, teaching and assessment process, it must start with discovering what children know and understand, this can be done through assessment and, therefore, is where to initiate the cycle according to Webster (2009). However, some practitioners start the cycle by planning for lessons based on the curriculum content of the previous year (Fisher, 2013). The practitioner may then start teaching according to the predicted lack or extended knowledge, and, therefore, confuse and fail to progress their learning stated by Fisher (2013). An example of this would be presuming that the children had completed and felt confident in using halves and quarters, and, therefore, starting an activity on writing fractions or using bigger fractions. Completing an activity like the example would only cause more confusion and could end up being a more difficult task than it had originally begun. Therefore teachers should start with assessment, and plans should remain flexible until the information of all the learners is collected (Fisher, 2013). One way of assessing children is through formative assessment, this is by obtaining information within a teaching unit that is then adjusted for future educational scenarios (Antoniou and James, 2014). Formative assessment can help to identify both weaknesses, strengths and help enhance the student’s motivation (Yan and Cheng, 2015).
In these last few class sessions, we created a nontraditional formative assessment. With this, I learned that the simpler the activity instructions are, the better. This way, if there is a sub in your classroom, the they can easily read and understand the activity to give to the students. Other things to include in the teacher instructions, includes groups members, materials, and how much time should be spent on this activity. If your students are 2nd grade or older, there should be easy to read and understand instructions for the students. If your students are younger than 2nd grade, then there should be student instructions within the teacher instructions for the teacher or sub to read to the class. Either way, student instructions should
Exit slips are a great form of formative assessments because they are quick and easy to gage student knowledge base. Students practicing to write summaries of the information they have learned is a quick and simple way for me to gage whether or not students have grasped the lesson's content. I prefer exit slips to bell ringers because it’s a snap shot after the lesson instead of before where they are pulling form their memory bank and not synthesizing the information
Within the core of many educational institutions, diversity is a commercial tacit. While every institution cannot offer the same kind of diversity, the endorsement of such exists through various definitions. The Western Association of Schools and Colleges define diversity through the various classes: race, ethnicity, socioeconomic status, gender, disability, national origin, religion, sexual orientation, and age (“Statement on Diversity”)
Literature if used correctly can enhance a child’s life. It can become a valuable tool in helping children to understand their home, communities and the world in which they live. Through literature children’s vocabulary, imaginations, and self understanding is built. Children should be exposed to literature that is age appropriate and within the context of learning respect for themselves and others by the diversity of the books. My literature plan is based upon multicultural diversity which reinforces reading readiness, read-along that emphasis multicultural songs and rhymes, build self esteem through art, music and movement and responses to literature.
Students have their own best way in effectively learning the lesson. With the diversity of students, the problem is each student has a preferred learning style. It becomes undeniably one of the reasons that make it difficult to achieve the best expected outcome out of teachers’ effort. However, teachers try to incorporate various teaching techniques to make every learning opportunity become productive, meaningful, and relevant for the learners.
Diversity in classrooms can open student’s minds to all the world has to offer. At times diversity and understanding of culture, deviant experiences and perspectives can be difficult to fulfill, but with appropriate strategies and resources, it can lead students gaining a high level of respect for those unlike them, preferably than a judgmental and prejudiced view.