Mr. Tim

 

  Pre-Assessment and subsequent Differentiation I am struggling to get my head around this activity; my lack of practical teaching experience is compounding my troubles.  I think I understand what pre-assessment is all about; a quick check on student knowledge, what are their abilities, understanding, preconceptions, misconceptions etc.  My preference is teaching an English class in high school and so that is my starting point. The scenario is this: I am to create an innovative differentiation strategy, for a class consisting of the three groups of students below, and identify the assessments I will use to track students' learning throughout the lesson: the 5 students who answered most, including the most difficult, of the pre-assessment questions correctly the 12 students who have some knowledge about the topic as shown in their score, but need to develop higher order thinking skills the 5 students who appear to have limited knowledge about the topic, of which 3 are struggling wit

 The above is form Module 5 of the Moreland University Professional Teacher Certification Program  - Student Grouping to pursue differentiation and re-teaching a lesson. Here is a link .  

The above was part of the second module of the Moreland certification program- it is supposed to reflect our understanding of John Hattie’s meta analyses of what factors most deeply impact on students’ learning Here is a link  to Canva and here is a link to a PDF.  

Here are a couple links to my proposed Project Rubric: The project is for Grades 7-9 students in English: they are being asked to use their creative writing (and other) skills to compose backstories for the members of the Dwarven company (except Thorin Oakenshield for whom Tolkien has written an extensive backstory already)  From the google classroom I set up: https://classroom.google.com/c/MTk3MDE3MDYzNzU2/a/MjY0MTQ0MDg4NjYw/details and in Googlesheet form, as Google Classroom allows you to convert any rubric to a spreadsheet: https://docs.google.com/spreadsheets/d/1Eq1OmIsJugpGdFwwwQ9SWCUb8XRX4jGTdlNfddBxUis/edit [NOTE: As i use an iPad, I cannot edit the rubric on Google Classroom once it is saved there - please refer to the google sheet version as I have fixed the awkward wording of the “Creativity” element on the Sheet version. ] I have also written an proposed series of formative assessments to monitor students’ progress on the project I have set them. It may be found here: https

  Formative Student  Assessments The focus of this post will be on Formative Assessments (as opposed to Summative Assessments - for definitions of each see: https://www.bookwidgets.com/blog/2017/04/the-differences-between-formative-and-summative-assessment-infographic ) Formative Assessments are the point at which students and teachers exchange information on: “how learning is going.” Students and teachers get a sense of where they stand; students in relation to the materials being taught and their rank amongst their peers, and teachers, on their  pedagogical effectiveness. Both should gain insight into their relative strengths and weaknesses, at a particular point in time, on a particular part of the subject being taught. Each should then be able to assess where to direct efforts at strengthening understanding.  Kahoot as a tool for Formative Assessment: I am drawn to Kahoot because it reminds me of the video entitled “Future Learning” - https://youtu.be/qC_T9ePzANg , especially Mr.