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That smaller class sizes and/or co-teachers and IAs would allow for more ability to reteach

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That smaller class sizes and/or co-teachers and IAs would allow for more ability to reteach

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Using google quizzes for students to assess their own learning, and retake until they achieve mastery.

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Using google quizzes for students to assess their own learning, and retake until they achieve mastery.

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The side by side assessment article provides the opportunity to re-think the structure of grading. I think this is a great way for students to be able to demostrate their learning in a variety of ways to get a better sense of what they can do.

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The side by side assessment article provides the opportunity to re-think the structure of grading. I think this is a great way for students to be able to demostrate their learning in a variety of ways to get a better sense of what they can do.

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I love the idea of giving feedback during the process and not all at the end. I also like the idea of having conversations with students.

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side by side assessment is not a teaching/instructional session- any follow-up questions should be addressed at another time (so we actually get through the SBS assessing!)

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reteaching by breaking down the concepts doesn't take long, It isn't re-doing the whole lesson

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Meeting with students one on one to gauge their learning.

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The student really needs to take ownership over their assessment. By meeting with the teacher to review with the teacher and connect to the rubric, the student has the opportunity to explain the work, answer questions, and reflect on their final product. Students will really understand the thought the teacher has put into the final grade.

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working with students one on one.

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The review game in okay before assessments allows for them to review but also naturally allows for me to re teach as needed

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That is can occur at any point in unit not just right after task- might be during review

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A key take away from this article was asking myself the question- "Am I stuck in MY OWN WAYS when it comes to grading?" While I truly believe that growth over grades is the actual key to facilitating life long learners... how do I implement that? How do I revamp my "assessing?" Can the kids have more control over their grades to demonstrate mastery? 

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A key take away from this article was asking myself the question- "Am I stuck in MY OWN WAYS when it comes to grading?" While I truly believe that growth over grades is the actual key to facilitating life long learners... how do I implement that? How do I revamp my "assessing?" Can the kids have more control over their grades to demonstrate mastery? 

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Not starting new material while conducting the re-teaching.

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Not starting new material while conducting the re-teaching.

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For Re-teaching and assessment  I used a lot of practicing like :play games, group activities. This year I will try to do peer tutoring during set time.

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Even if you use scaffolding techniques to teach new material, you may need to re-teach the beginning concepts to strengthen the scaffold.

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Consider all students may require reteaching at some point

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Consider all students may require reteaching at some point

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Finding space for small group instruction and having that be a consistent space will make it easier to transition without wasting too much time moving.

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I had success with peer tutors reteaching accounting concepts to students. Students who took the class in previous years would come back to tutor current students with rework transaction analysis etc. Students valued learning topics from a new perspective, which was a great experience for all students.

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Re-teaching is a normal part of learning - mistakes are learning opportunities

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Re-teaching is a normal part of learning - mistakes are learning opportunities

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Create learning targets for individual students; they may all be in different places and have different needs.

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Re-assessment consistency in how to request - student personalization in "how" they demonstrate mastery

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Re-assessment consistency in how to request - student personalization in "how" they demonstrate mastery

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Assessment time can be reframed as an in-class activity: conferencing on the spot, having students reflect on their proficiency, while other students are engaged in an independent lesson, seems like a more efficient and better way to guide students as the facilitator of learning rather than 'lord at the board'

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Reteaching and assessment can look different depending on the lesson or where in the lesson. 

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Reteaching and assessment can look different depending on the lesson or where in the lesson. 

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Having a mastery rubric gives students a starting point for defending/explaining their mastery.

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Having a mastery rubric gives students a starting point for defending/explaining their mastery.

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We use non-scored retrieval practice regularly for students to self-assess what content is understood/ can be applied and what might need to be retaught. This serves as a springboard for reteaching. I also have some reassessment opportunities for students to demonstrate proficiency of understanding.

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We use non-scored retrieval practice regularly for students to self-assess what content is understood/ can be applied and what might need to be retaught. This serves as a springboard for reteaching. I also have some reassessment opportunities for students to demonstrate proficiency of understanding.

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S x S works really well for re-assessment!  

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S x S works really well for re-assessment!  

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feedback and conversation can provide a great learning environment

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feedback and conversation can provide a great learning environment

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Even strong student readers may need re-teaching.

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Even strong student readers may need re-teaching.

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The ELA county rubric needs to have a reduced number of categories to make side-by-side assessment possible.

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Designing instruction to meet the needs of all students to strengthen content understanding. Use of small groups to remediate some, while others are working on an extension activity. No busy work. 

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Designing instruction to meet the needs of all students to strengthen content understanding. Use of small groups to remediate some, while others are working on an extension activity. No busy work. 

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Use

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Designing multi-day lessons with common day 1 instruction. Assessing understanding to identify groupings of needs and develop day 2 lessons that adapt to the needs of students.

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The value of feedback and opportunities here to break students of the trend of only completed graded activities.....this actually translates closer to the real world/college.  

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The value of feedback and opportunities here to break students of the trend of only completed graded activities.....this actually translates closer to the real world/college.  

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I've set up groups for re-assessment, and pushed those who "got it" with another activity that expands on the skills/concepts. That way there is no one left behind, and those who are ahead get pushed further.

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I've set up groups for re-assessment, and pushed those who "got it" with another activity that expands on the skills/concepts. That way there is no one left behind, and those who are ahead get pushed further.

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Over arching meaning. Knowing the needs of students drives the next step. Plan with the ability to identify and adapt to these needs.

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From the "Comprehensive Guide" the key takeaway is to be flexible: in set up, with groupings, and with presentation.

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From the "Comprehensive Guide" the key takeaway is to be flexible: in set up, with groupings, and with presentation.

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Vital to provide constructive feedback while working on an assignment so its in the moment and the student can actively apply the feedback to the assignment instead of after the fact. Feedback during the assignment can help the student structure their answers, writing, and thoughts to more constructively understand the material.

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I didn't realize how simple it was to see if my "teacher talk" was a barrier. I liked how it simply asked, "Am I going to say the same thing to everyone?". I do that a lot. I never considered making a video so I can work with individuals while everyone else learns the information.

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The value of using the rubric for scoring, but providing feedback along the way instead of lots of grading in your own time "in isolation"

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Sharing the rubric and expectations with students make them more successful when assessing so they know how to prepare

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I like the idea of "side by side" assessment, but, man. . .when you have a class of 30 needy kids. . . . even 5 minutes each is 150 minutes. . . plus transitions!

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Give feedback during the process and not the end.

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Give feedback during the process and not the end.

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Pulling students for SET to go over the material again.

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Pulling students for SET to go over the material again.

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Not every lecture needs to be in person videos are a good alternative

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Not every lecture needs to be in person videos are a good alternative

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ALL students will need reteaching at some point.  It doesn't mean you did not teach the lesson well.

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ALL students will need reteaching at some point.  It doesn't mean you did not teach the lesson well.

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I have allowed students to redo assessments after a tutoring session - this does take some time

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I have allowed students to redo assessments after a tutoring session - this does take some time

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The original meaning of assessment being to "sit with" and the change in perspective about what and when to "grade"

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The original meaning of assessment being to "sit with" and the change in perspective about what and when to "grade"

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Consistent refection on students progress and overall mastery of the content and using that information to individually reteach/ review content and skills.

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"Do not make assumptions about students based on past achievement"

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I have tried to reteach via oral repetition of key phrases.  For example, when discussing Subject/Object Pronouns after reviewing their first assignment, I made a point to repeat (and have the students repeat after me) "The SUBJECT does...the OBJECT is done to".  When reviewing their first quiz yesterday, I was pleased to see that roughly 95% of the students had absorbed both the phrase itself and the concept it represents.  

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I have tried to reteach via oral repetition of key phrases.  For example, when discussing Subject/Object Pronouns after reviewing their first assignment, I made a point to repeat (and have the students repeat after me) "The SUBJECT does...the OBJECT is done to".  When reviewing their first quiz yesterday, I was pleased to see that roughly 95% of the students had absorbed both the phrase itself and the concept it represents.  

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Start each lesson/ class with a clean slate. Also, be flexible.

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Setting up space is something I had been thinking about (and something I just did in my classroom last night), but it was wonderful to read that Kristine Nannini advocates for setting up the physical classroom for the success of all students.

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Setting up space is something I had been thinking about (and something I just did in my classroom last night), but it was wonderful to read that Kristine Nannini advocates for setting up the physical classroom for the success of all students.

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The article provides an outline of how to carve out time for the students to be retaught in a more personal setting while also keeping the rest enriched

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Using a different platform like technology versus wksht versus a game to try to hit different learning styles. Changing the the style of assessments and/or re assessments and sometimes allowing them to choose. 

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Using a different platform like technology versus wksht versus a game to try to hit different learning styles. Changing the the style of assessments and/or re assessments and sometimes allowing them to choose. 

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Assessing where students are with new material. I make sure to do checks with the class, especially if the lesson is long. When students don't respond I know I'm losing a number of them and something needs to change. 

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Assessing where students are with new material. I make sure to do checks with the class, especially if the lesson is long. When students don't respond I know I'm losing a number of them and something needs to change. 

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Carving out space and creating time during lessons for re-teaching.  The strategies and options in the article are achievable - it is carving time into the daily lessons for re-teaching

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Carving out space and creating time during lessons for re-teaching.  The strategies and options in the article are achievable - it is carving time into the daily lessons for re-teaching

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How to present the "re-teaching" portion. We have SET, Bear Den, Online Tutoring, and Math Specialist. If there needs to be a new way of presenting the information, we have many options. 

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How to present the "re-teaching" portion. We have SET, Bear Den, Online Tutoring, and Math Specialist. If there needs to be a new way of presenting the information, we have many options. 

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It's a good feeling to know we already provide opportunities and space for this during SET and Bear Den. 

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It's a good feeling to know we already provide opportunities and space for this during SET and Bear Den. 

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Not everything needs to be graded and side-by-side assessments may assist in assessing students more effectively.

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As a co-teacher, the small group method for reteaching has proven to have better results than whole group.  It allows for an opportunity to get a better idea of when the road block is...

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As a co-teacher, the small group method for reteaching has proven to have better results than whole group.  It allows for an opportunity to get a better idea of when the road block is...

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While I agree that the best model for grading student work/teacher sustainability is NOT to grade every single thing a student does, I think students (and teachers) benefit from grades as feedback on assignments other than just summative assessments. The assignments graded should be strategic and aligned to the summative assessment and are useful data points in the process.