We have been finding that in math we will often give the same test for everyone in the class. For the kids that need a little extra support they will be given a reader to keep them focused and open up some lines of communication for them. We will also take questions out so they have fewer to answer or less steps they will need to complete.
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In December we started a basic fact math program for multiplication. The students earn belts like in karate after they complete 4 pages of 60 multiplication questions. Our class is so excited about it and love to practice their basic facts. We have a huge level of engagement and our students have vastly improved over the past 4 months.
Here are two exams that I used for Flight. They are focused on the SLE for Grade 6 Science. I also incorporated some PAT level questions so they are able to get that exposure before they have to write in June. I have two exams because I have a few students that I have modified for. The modified tests include simpler language and fewer questions but still meet the same overarching learning outcomes.
In my class there is a variety of learning needs and student abilities. Here is an example of a differentiated assignment to meet student needs.
Within my grade 5 class I have differing needs and abilities. I have one students who is working at about a grade 1 level for reading and writing. When I was creating my quiz I needed to keep this students ability in mind so I created two different quizzes. Instead of getting the student to write the definitions and key ideas I made it a matching so they could read the term and then definition to find the answer. Also for the final unit test I scribed for the student. I would elaborate on the answers to build more understanding. I have attached the quiz to see how it was tiered for the students needs.
While I was perusing the internet I came across this article that was written by a preschool teacher. There was a parent that posted a note asking what her 4 year old should know. Many parents responded with where they think he/she should be or what their child can already do. For example count to 100 or print their first and last name. The response this teacher had was their child should know they are loved, know how to laugh, should know how to use their imagination. They should know they are brilliant, and creative. I found this article really intriguing. I feel that parents and society get so caught up on marks and aptitude and forget that children will learn at different rates. Children are amazing in their ability to learn and engage if they are given enough opportunity.
I will attach the link because I feel like it really puts into perspective the pressures that we put on kids and parents put on themselves and each other. I have read a very interesting piece on the difference between homework and practice and how that reflects in assessment. I had not thought there was a big difference between practice and homework but through this article I understand the distinction. They propose that practice is given during class time to give further time to reaffirm the class lesson. Where homework is what you expect them to complete outside of school. This article states the idea that homework and practice should not be taken for marks. I completely agree, I always felt in school that if I understood a topic it was pointless for me complete extra worksheets or do the "required" homework. After a student has reached a mastery stage, to do extra work just disengages them and they lose interests. Teachers should be working closely with students and learning their abilities. Homework and practice does not have to be the same for each student. I have attached the article if you are interested in reading!
In class we have been talking about different ways to instruct in PE than the typical stand and deliver. A new technique that is coming in PE is the sports education model. I have attached a powerpoint to explain it more in detail. This model turns the typical unit plans into actual seasons. You would break your students into teams and they would assign a coach who would coordiante practices, a captain, they could have a publisher who would watch the game and write a report. Every day throughout the season the roles would change. The nice thing with this model is it may get those who do not like gym class more involved and invested into sport. If someone is injured instead of just sitting on the side lines or in the office they can still participate by being a coach, statistician, publicist, etc. Something unique to this model is it frees up the PE teacher from instruction. The students are independent and work within their teams. Now the teacher is able to build report with the students, provide some suggestion and have more one on one time with the students. The teacher is also able to give a lot more feedback because they do not spend time standing and delivering material.
During my PSI I had two students that I did guided reading with. Both students had difficulty staying on task and following classroom rules. I did not know what to expect from day to day. I had to have many different strategies at hand in order to make sure the class would flow smoothly. Generally I would sit inbetween them to lessen the distraction. I liked to work one on one with them so I could work on their individual reading strategies as they were behind grade level, but some days that would not work. If I was working with one it was hard to keep the other engaged and on task. For those days I found that getting them to alternate reading was best this way it made them follow along to know where they would have to start reading. It was also more interactive which generally kept them more engaged.
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Miss. HamptonLinking learning and instruction to KSA's Archives
May 2017
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