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The Office of Early Learning receives many questions from school districts and community-based organizations on curriculum for prekindergarten programs. This guidance will provide an overview of the instructional cycle, define evidence-based curriculum, and provide criteria that may be considered when selecting or developing curriculum for prekindergarten programs.

Education Law

The Part 100 Regulations of the Commissioner of Education require that every public school student in New York State (NYS), prekindergarten through grade 12, be provided an opportunity to receive instruction in order to achieve the NYS Learning Standards. All students should receive an engaging and developmentally appropriate education.

Components of the Instructional Cycle

Standards are the "where are we going" or destination of the instructional cycle. NYS Standards articulate a progression of what students can learn and do at various stages along a continuum because of instruction and learning experiences. They provide a framework for districts and local programs to develop local curricula and plan instruction that is individualized, differentiated, culturally and linguistically relevant, and context-based. While the NYS Standards articulate learning goals for children, they are not designed to prescribe a lockstep progression of lessons or curricula for all children since each child's pace of development is not expected to be uniform.

Curriculum is the "what" of the instructional cycle. Districts are encouraged to use an evidence-based curriculum. An evidence-based curriculum is designed to facilitate the acquisition of skills and knowledge that align with the Standards, is developmentally appropriate, and differentiates instructional practices based on the age and needs of the children. An evidence-based curriculum consists of practices that have been vetted through research, and includes an outline of the content, concepts, and skills to be taught. An evidence-based curriculum should have a flexible design to meet the diverse needs of individual students, allowing them to work at different levels on different activities. Curriculum planning should reflect the views, experiences, and cultures of the students and follow a developmental sequence within content areas. Curriculum should emphasize robust, interactive and integrated learning experiences that build students' academic language and skills. To facilitate advanced literacy development and academic skills students should be provided with opportunities to utilize their home language knowledge and competencies in the context of the learning environment.

A curriculum should address all domains of learning and development as presented in the NYS Learning Standards since they are intrinsically linked and mutually supportive. Social and emotional development, physical development, and approaches to learning play critical roles in supporting young children's learning across all academic areas. Curriculum that narrowly focuses on basic skills or relies on drills or worksheets should be avoided, especially in the early grades, as tasks such as these are not engaging or relevant to the way young children learn.

Instruction is the "how" of the instructional cycle. It includes the action of teaching to promote student learning outlined by curriculum and guided by the needs of individual students. Instruction includes culturally relevant and developmentally appropriate teaching strategies and approaches, scaffolding, direct and indirect instruction, grouping, individualization, differentiation, modifications, and adaptations used while teaching to improve student learning. It also includes utilizing learning environments, interacting with students, creating a classroom culture, fostering student engagement, and embedding social and emotional supports. When planning for p instruction, educators should consider factors, such as age, literacy development, existing language(s) and linguistic experiences of students, as well as culture and background knowledge.

Assessment is the "where are we now" and "where should we go next" of the instructional cycle. There are multiple types of assessment, each with different functions. Screening and diagnostic assessments determine if a student has a specific learning or developmental need and how to best support the individual student need. Formative assessment is ongoing and used to inform instruction and individualize goals and learning experiences. Summative assessment is used to report information about the acquisition of knowledge and skills, typically at the end of a prescribed period of instruction and is often used to evaluate effectiveness. Summative assessments are not typically used in the early grades due to the nature of how very young children learn. Assessments should be developmentally appropriate, culturally relevant, and offered in the home language to the extent possible.

More information on the components of the instructional cycle is available online at NYSED's website.

Selecting or Developing Prekindergarten Curriculum

The research-base that has examined the effectiveness of curricula is expansive, and proven results share common characteristics: "a concentration on interesting and relevant content across subject areas, combined with a deliberate and intense focus on language development through meaningful interactions among children and between children and their teachers." [i]

The below-listed criteria serve as guidance to ensure the curriculum selected or developed is evidence-based, meets the needs of students, and provides developmentally appropriate experiences.

Alignment with the NYS Prekindergarten Learning Standards which address all the domains of learning (Approaches to Learning, Social and Emotional Development, Physical Development and Health, Communication, Language and Literacy, and Cognition and Knowledge of the World)

Content of curriculum should be based on the research of how young children learn, ensuring the use of linguistically relevant and developmentally appropriate strategies for teaching

Curriculum should include content to be taught with intentionality and be integrated across the academic content areas and developmental domains

Curriculum should provide for learning experiences that are initiated by the child

The role of the teacher should be clear, with the emphasis on child centered learning experiences

Curriculum should demonstrate consideration of the wide range of children's abilities, including those of children with Individualized Education Plans

Curriculum should allow for consideration of children's linguistic and cultural backgrounds, including strategies for supporting Emergent Multilingual Learners

Questions?

Additional questions about selecting or developing an appropriate curriculum for students in prekindergarten or the early grades should be directed to the Office of Early Learning: oel@nysed.gov, or by calling (518) 474-5807.

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The Office of Early Learning receives many questions from school districts and community-based organizations on curriculum for prekindergarten programs. This guidance will provide an overview of the instructional cycle, define evidence-based curriculum, and provide criteria that may be considered when selecting or developing curriculum for prekindergarten programs. Education Law The Part 100 Regulations of the Commissioner of Education require that every public school student in New York State (NYS), prekindergarten through grade 12, be provided an opportunity to receive instruction in order to achieve the NYS Learning Standards.

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Teaching Basics 101: Curriculum and Instruction

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The Concept of Curriculum and its effect on teaching and learning.

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The Institute for Arts Integration and STEAM

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Our team at EducationCloset actually went through this exact process in designing our IntegratED Curriculum.Our team worked on 109 lessons, resources and assessments for our K-5 version alone. And our curriculum writers for MS and HS are also going through these exact same steps.

What we've learned along the way is that curriculum design has a structure to it that can be replicated and leveraged by anyone. So whether you are looking to revamp your curriculum or write one from scratch, you can use this process.Here's the basics of what we did - we'll go into these in more detail below:

1. Determine your vision and intention for the curriculum.

2. Outline your overarching topics.

3. Review any current curriculum to determine what to keep and what to retire.

4. Organize your standards based on the topics and timeline.

5. Write the lessons to provide a comprehensive student learning experience.

6. Create or attach a variety of assessments to the lessons.

7. Determine what materials and resources you'll need.

8. Pull it all together.

Step 1: Determine your vision and intention for the curriculum

Understanding what you want to achieve from your curriculum is crucial.It's working with the end in mind.But most people actually skip this step.They move right into outlining their topics without a clear purpose to the whole process.This will lead to a curriculum that is disjointed and can lead to big gaps.

The key here is to create a curriculum design that makes sense for you and your students.Sketch it out and create a basic template that you'll use throughout the process.

Question to Consider: Does this design accurately and clearly reflect the learning intentions for our students?

Step 2: Outline your overarching topics.

Once you have the basic design and intention for your curriculum, now it's time to select your overarching topics.Some standards actually take care of that for you. The Common Core Standards are already broken into topics like Operations and Algebraic Functions.Similarly, the National Arts Standards also have basic topics to explore like Organize and Develop Artistic Ideas and Work.

You can use these as a basic outline, or your can do something totally different.In our case, we actually framed our elementary curriculum supplement around the artistic periods from prehistoric art to contemporary art.

In our middle and high school supplements, we're creating lessons around 6 big topics that are aligned to the global concepts in the International Baccalaureate framework. We're designing our curriculum to explore questions like "Who are we?" and "How is everything connected?".

Question to Consider: How can we organize this curriculum to fully address our content?

Step 3: Review any current curriculum to determine what to keep and what to retire.

There's nothing worse than throwing the baby out with the bathwater.Yet that's what we tend to do when we write curriculum.We throw out the old and start fresh.While that can sometimes be appropriate, more often than not we have some stellar lessons or units that can carry over to the new curriculum.

From there, determine when you want to focus on each topic.Remember that most topics will be spiraled throughout the curriculum.But there are certainly time periods when you'll focus on a topic more deeply.Identify these time periods as an overview to your curriculum.

Question to consider: What should we keep, what should we revise and what should we toss?

Step 4: Organize your standards based on the topics and timeline.

Now that you have a basic framework with topics and an overarching timeline of when you'll focus on each topic, it's time to fill in the standards.Look at the standards that you need to teach in your curriculum and determine where they will best fit in your topic overview.

Again, because topics will come back and spiral, you have a little leeway here. But this will help you ensure that you teach all of the standards required for your content and that they are taught when it's most appropriate.It also provides you with an opportunity for integration, since you're organizing these standards by topic.

Take a look at other content areas and arts areas to see if there are any standards that make a natural alignment with any of yours.If so, highlight that in your framework and save a spot for an integrated lesson.This will help ensure that your curriculum is engaging and meaningful for your students.

Question to consider: Are all of my standards included and in the most natural topic areas?

Step 5: Write the lessons to provide a comprehensive student learning experience.

Once you have the topics and standards outlined, now you can write your lessons.In your lessons, be sure that you're engaging students with a variety of teaching strategies and working to meet the needs of diverse learners.

You'll also want to make sure you include transitions within the lesson so that it sequences appropriately throughout.And, the lesson should clearly teach the standards you've identified as well as relate back to the overarching topic.

If you've developed arts integrated lessons, you'll need to make sure your lesson teaches both content areas intentionally and equitably throughout.

Question to consider: Does my lesson intentionally teach the standard(s) selected in a smooth, connected way?

Step 6: Create or attach a variety of assessments to the lessons.

In this step, we're looking at all kinds of assessments.That includes diagnostic, formative and summative measures.It's important that there are assessments created for your lessons during the curriculum writing process.This helps you make sure you're assessing the standards you've selected.It also ensures that those assessments reflect the information you need about what students learned.

By including a variety of assessments, there are multiple measures of the learning process.That helps us figure out any gaps in student learning and where those gaps took place.

Question to consider: Are the included assessments varied and do they measure the standard(s) selected?

Step 7: Determine what materials and resources you'll need.

As an example, we've created all of the student handouts as well as the teacher powerpoints in our curriculum.We did this in an effort to give teachers as much time as possible to really focus on the teaching process.

Question to consider: What materials, vocabulary, and resources should I include that will set a teacher up for success with each lesson?

Step 8: Pull it all together.

We like to include a survey link so that teachers can share what they love and what they wish was different.This helps us to make small tweaks without having to totally revamp everything again.

Question to consider: Have I provided a way to get feedback and make adjustments as necessary?

There are so many different ways to design curriculum and only you know what works best for your situation.However, these 8 steps will definitely help you get up and running fast!

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How to Write a Curriculum from Start to Finish

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Our team at EducationCloset actually went through this exact process in designing our IntegratED Curriculum.Our team worked on 109 lessons, resources and assessments for our K-5 version alone. And our curriculum writers for MS and HS are also going through these exact same steps.

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"Your brain has a capacity for learning that is virtually limitless, which makes every human a potential genius." Michael J. Gelb

Regardless of what field we talk about, this quote on learning by Michael hits the nail on the head.

There's no limit to learning and the multidisciplinary educational approach mentioned in the NEP 2020 is the correct step taken towards promoting the same!

What is Multi-disciplinary Education?

A multidisciplinary curriculum means studying the same topic from the viewpoint of more than one discipline. It is also called cross-disciplinary which indicates the aim to cross boundaries between disciplines.

Multidisciplinary approach is a method of curriculum integration that highlights the diverse perspectives that different disciplines can bring to illustrate a theme, subject or issue. In a multidisciplinary curriculum, multiple disciplines are used to study the same topic.

A multidisciplinary approach in education is a way of learning which gives a major focus on diverse perspectives and different disciplines of learning to illustrate a theme, concept, or any issue. It is the one in which the same concept is learned through multiple viewpoints of more than one discipline. It helps the students to gain perspectives and knowledge in different ways.

That's why in today's hyper-competitive world, limitless learning, a unique educational system that promotes a multi-disciplinary approach to help students follow their passion is vital. Although the National Education Policy 2020 (NEP 2020) has asked institutions to pay attention to it, stakeholders are still in a dilemma about its advantages & disadvantages.

In this article, I am going to cover the advantages and disadvantages of a multidisciplinary educational approach. Whether you are a faculty, student, or educator, you can go through these points to drive institutional success.

Advantages of Multidisciplinary Approach in Education

1: The Privilege to Choose

"Nothing in the Indian education sector will ever change" - said a friend of mine who went abroad to find a job.

I can bet you've heard such things from your relatives & friends as well who got settled in foreign countries. But, it's not true anymore! To change the mindset of youngsters and make them realize the power of the Indian education system, authorities have seriously taken great efforts and multidisciplinary education is a live example of it.

With multidisciplinary education in colleges, students get a right to choose their favorite subject, the subject that they want to learn. Subjects that can add some value to their knowledge. Subjects that can raise the bar of education.

Not the ones which are forced onto them.

Ultimately, it will help in establishing a more collaborative teacher-student relationship.

2: Reach within to Discover Passion

Here, the keyword is "choice of subjects", but the advantages extend to students' personal growth as well.

Let me make it simpler for you.

See, on one hand, as a faculty, you will have the power to innovate the usual teaching-learning processes. And on the other, your students will be able to access vast e-content that can help them realize their passion or true purpose.

The more e-content they consume, the more insights about their deeper interests they'll find!

Even when your students are clueless about their passion initially, they can discover it during the teaching-learning journey. Thus, the combination of online education tools such as a learning management system (LMS) integrated within the college ERP software along with a multi-disciplinary approach can boost personal development in students.

3: Pragmatism & Flexibility

Multi-disciplinary education allows your students to understand the power of new ideas.

It helps them develop a pragmatic attitude by allowing them to decide what subjects they will opt for and what could be their possible benefits. They get time to make a decision by calculating the risks & advantages. Thus, a multi-disciplinary program brings pragmatism and flexibility to the table.

It enables your students to carve their own path by utilizing their mind-power and edTech devices and not walk on the path pre-decided by the educational system.

Disadvantages of Multidisciplinary Approach in Education

1: Distractions

Honestly, getting distracted from the final learning goal may become prevalent with multicultural education. Sometimes, your students may feel a little bit lost as they hop on to a variety of subjects & courses.

The only thing that can save them from getting distracted is planning & keeping a tab on their daily activities.

As a faculty or educator, it's essential for you to have college ERP software or a university management system with an advanced activity monitoring platform such as a dashboard. The dashboard will help you analyze the students' progress reports on a daily basis. Whenever you feel that things are going smoothly, you can always re-plan your online education imparting techniques!

2 :No Master- Only Jack!

There's a famous phrase - "Master of all trades, Jack of none."

It can manifest into reality & back-fire all your plans for achieving the best student learning outcomes.

I agree that having a few skills in your kitty is an advantage.

However, if you have gained knowledge of everything, but haven't achieved expertise in one skill that matters the most, then there's no use of other skills as well. Your students need to have expertise in one domain that they like. With multi-disciplinary college education, faculties have to be extra careful when they evaluate the students' performance. They need to ensure that their students achieve mastery in one domain at least.

To explore more about multidisciplinary education & how a college ERP software or university ERP software can help your boat sail seamlessly, get in touch with my team of educational ERP experts today!
Academic Consultant

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What Is Multidisciplinary Approach In Education | Advantages & Disadvantages of Multidisciplinary Education

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What is Multidisciplinary approach in education? Multidisciplinary education is a unique educational approach that allows the students to learn & explore distinct subjects or curriculum from various disciplines. Read this blog to know the benefits & disadvantages of multidisciplinary education

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Identifying Appropriate Interdisciplinary Classroom Activities - Video | Study.com

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Interdisciplinary activities in the classroom can be used to combine different areas of knowledge when applicable. Learn how to properly…

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Differentiation strategies: a teacher’s guide

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What does differentiation in the classroom look like and how can we use this concept to make learning accessible and challenging for everyone?

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1. Learning standards, such as the Common Core State Standards (CCSS) and state-specific standards, are set of educational guidelines that outline what students should know and be able to do at the end of each grade level across various subjects. These standards are developed to ensure consistency in education across different regions and schools, aiming to prepare students with the knowledge and skills necessary for success in college, career, and life. They are benchmarks for educational achievement and guide curriculum development, instruction, and assessment.

Key Features of Learning Standards:

Broad and General: Learning standards are broad descriptions of the skills and knowledge expected of students. They are not tied to specific lesson plans or activities but rather describe the end goals of education in a particular subject area.

Grade-Specific: Standards are often defined for each grade level, providing a progression of learning expectations from early education through high school.

Subject-Specific: There are standards for different subject areas, including but not limited to, mathematics, English language arts, science, and social studies.

Consistent Across Locations: Standards like the Common Core are designed to be consistent across all states that adopt them, providing a uniform framework for education across different regions.

2. Learning Objectives, on the other hand, are specific, measurable goals for what students should achieve through a particular unit, lesson, or activity. They are derived from the broader learning standards and are tailored to the content of a specific lesson or course. Learning objectives are more focused and provide clear targets for instruction and assessment within the classroom.

Key Features of Learning Objectives:

Specific and Measurable: Learning objectives state what students will learn in clear, specific terms. They include verbs that specify the action students will be able to perform, making it possible to assess whether the objective has been achieved.

Short-Term Goals: Unlike standards, which are broad and long-term, learning objectives are usually short-term goals aimed at guiding daily or weekly instruction.

Directly Tied to Instruction and Assessment: Learning objectives directly inform the planning of lessons and activities, as well as the development of assessments to measure student achievement of those objectives.

Differences Between Learning Standards and Learning Objectives:

Scope and Specificity: Learning standards are broad and general, providing long-term educational goals across grade levels and subjects. Learning objectives are specific and focused, detailing the expected outcomes of specific lessons or units.

Purpose and Application: Standards serve as a framework for ensuring consistency in education and setting long-term goals for student achievement. Objectives provide immediate, actionable targets for teaching and learning, guiding lesson planning, instruction, and assessment.

Level of Detail: Standards describe general competencies and knowledge areas, while objectives define precise skills and knowledge students should acquire in the short term, often including criteria for measuring success.

Learning objectives are specific, clear, and measurable statements that define what learners will be able to know, do, or demonstrate after completing a learning activity, lesson, course, or program. They serve as the foundation for educational planning, instruction, and assessment, guiding both teachers and students in the learning process. Learning objectives focus on student outcomes and are framed in a way that allows for the measurement of learning progress and achievement.

Key components of learning objectives include:

Action Verb: Specifies the observable action or behavior that students should be able to perform. These verbs are often derived from Bloom's Taxonomy and may include terms like "describe," "analyze," "create," or "evaluate," indicating the level and type of thinking required.

Content or Concept: Identifies the subject matter or skills that the students will be learning. This component specifies what the students will be working with or upon to achieve the objective.

Criterion or Standard: Sometimes included to specify the level of performance required for achieving the objective. This might indicate how well a task must be completed, how much information should be correctly recalled, or the conditions under which the performance will be assessed.

Learning objectives aim to:

Provide clarity to students about what is expected of them, helping to focus their study efforts.

Guide teachers in selecting and organizing content, instructional strategies, and resources.

Serve as a basis for evaluating student performance and the effectiveness of the instructional design.

Effective learning objectives are student-centered, achievable, relevant to the course or program goals, and aligned with assessment strategies to ensure that what is taught can be evaluated accurately.

3. Differentiation is an educational strategy aimed at tailoring instruction, resources, and learning activities to meet the diverse needs of students within the same classroom. It recognizes that students have varied background knowledge, learning styles, abilities, and interests, and it seeks to provide appropriate challenges and support for each learner to ensure maximum growth and success. Differentiation can be applied to the content (what students learn), the process (how students learn), the product (how students demonstrate their learning), and the learning environment (where and with whom students learn).

Key aspects of differentiation include:

Content Differentiation: Adjusting what is taught or the materials used to ensure all students can access the learning objectives. This might involve simplifying text, providing background knowledge, or offering advanced resources for more capable learners.

Process Differentiation: Varying the activities and methods used to help students learn. This might include using different grouping strategies, offering choices in how to engage with the material, or varying the pace of instruction.

Product Differentiation: Allowing students to demonstrate their learning in different ways. This could involve offering options such as written assignments, presentations, projects, or tests that cater to diverse strengths and preferences.

Learning Environment Differentiation: Creating a classroom setup and culture that supports a variety of learning styles and needs. This might involve physical arrangements that allow for group work or individual study, as well as establishing norms that respect and value diversity.

Differentiation is based on continuous assessment and feedback, requiring teachers to be flexible and responsive to students' evolving needs. The goal is to challenge and support each student effectively, fostering a learning environment where all students can achieve their potential.

4. Formative Assessment

Formative assessment is a type of evaluation used by educators to monitor student learning progress and understand their strengths and weaknesses during the instructional process. It is often informal and occurs continuously throughout the teaching and learning cycle. The primary goal of formative assessment is to provide both teachers and students with feedback that can be used to improve ongoing teaching strategies and learning outcomes. It is not typically used for grading purposes but rather as a tool to guide instructional decisions and enhance student learning.

Examples of Formative Assessment:

Quizzes and in-class assignments that check for understanding

Observations and discussions that reveal student thinking

Peer reviews and self-assessments

Homework assignments that reflect on daily learning objectives

5. Summative Assessment

Summative assessment is used to evaluate student learning at the conclusion of an instructional period, such as the end of a project, unit, semester, or school year. Summative assessments are typically more formal and structured than formative assessments and are used to determine whether students have met the learning objectives of the course. The results of summative assessments are often recorded as scores or grades that contribute to a student's academic record.

Examples of Summative Assessment:

Final exams and standardized tests

End-of-unit projects or presentations

Research papers and essays that culminate a unit of study

Portfolios that compile a student's work over an extended period

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What are assessment for learning strategies?

Assessment for Learning is a process of gathering information about students' knowledge, skills and understanding in order to inform teaching. It can be used as an ongoing part of the curriculum or it may take place at key stages such as end-of-year exams. The purpose of AfL is not just to test what you know but also to help teachers plan their lessons so that they are more effective.

The term 'assessment for learning' was first coined by Professor David Coleman who wrote his seminal book Assessment For Learning: A Framework for Understanding published in 1995. He defined AfL as follows:

" Assessment for learning is any activity which seeks to gather evidence on how well pupils have mastered specific aspects of subject matter."

In this way, AfL has been described as "a means of assessing student achievement". However, there is no single definition of AfL because each school will use different methods depending upon its own needs and resources. In addition, some schools choose to combine AfL with other forms of assessment such as formative assessments, summative examinations and portfolio work.

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Why do we assess?

Assessment is an integral part of the teaching process. It allows us to explore any improvements in learning outcomes that need to be addressed. This knowledge of student achievement can then be feedback into our teaching practice and inform us of how to move our students forward.

There are many reasons why schools should assess learners' progress regularly throughout the year. These include:

* To ensure all children achieve high standards

* To provide feedback to parents/carers

* To identify areas where improvement is needed

* To monitor attainment against national targets

* To demonstrate effectiveness of teaching

* To improve teacher practice

* To support continuous professional development

* To promote good citizenship

* To encourage self reflection

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Assessment for learning strategies

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How do assessment for learning strategies work?

AfL takes two main approaches - direct observation and questioning. Direct observation is the most common form of assessment, but it can be time consuming to carry out in a classroom setting. Questioning provides an alternative method that allows teachers to assess students' knowledge more quickly than they would with direct observation alone.Many of our members schools have been using the block building methodology as formative assessment strategies.

This type of assessment digs deeper than just questioning. As children build what they know, they reveal their true understanding of the lesson content. Similar to using concept maps, the mental models reveal their complex structure of knowledge or schema. What are questions used for?

If you are interested in developing open-ended questions as an effective feedback tool, you might be interested in looking at the universal thinking framework. As well as outlining essential actions involved in learning, the framework also provides essential questions related to different types of student learning. These are designed to dig deeper than multiple choice questions and can form the backbone of a really effective assessment tool.

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Assessment for learning strategies and outcomes

Asking questions as an assessment for learning strategy

You should always try to get answers to any question posed during class. However, asking questions after every lesson isn't practical because it's too disruptive to the flow of instruction. Instead, you can ask a few key questions at the end of each unit or chapter and then use them as assessments in your final exam.

The following are some examples of good questions that could be asked:

* What did I learn about this topic?

* How does this relate to other topics we've studied?

* Why do I need to know this information?

* Is there anything else I didn't understand?

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How do assessment for learning strategies improve learner outcomes?

Assessment is a key component of any educational system. It helps to identify the strengths and weaknesses in learners, which can be used as feedback to improve their performance. Assessment also provides an opportunity for students to demonstrate what they have learnt through various means such as written assignments or practical demonstrations. However, it has been observed that there are certain limitations with traditional forms of assessments. For example, many teachers find them time consuming and difficult to administer.

In addition, some students may not perform well on these tests due to lack of preparation or anxiety about being tested. This leads to poor student engagement and low motivation levels. Therefore, we need to look at new ways of assessing our learners so that we can get more accurate information from them. One way of doing this would be by using technology-based methods. The use of digital tools allows us to collect data quickly and efficiently without having to rely on human judgment.

These technologies include computer based testing, online quizzes, video recording, etc. They provide opportunities for educators to assess how much knowledge learners possess before they start teaching them. Embedding these strategies in your approach to teaching will help you achieve better results. The mental modelling strategy using the building blocks enables teachers to assess the levels of understanding in an engaging activity. This approach to deep thinking helps students to develop conceptual understanding and strengthens the learning process.

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Assessment for learning as a feedback loop

Getting started with assessment for learning strategies

Daily assessment strategies include Multiple Choice Questions. An MCQ is an open ended question where there are several possible answers. Students must select only one response from among four or five options. This type of formative assessment strategy provide teachers with valuable information about how their students understand concepts. Teachers may use these daily assessment strategies to determine if students have mastered content areas by asking them to identify which concept best describes the topic being taught. For example, when teaching vocabulary, teachers might ask students to choose between synonyms, antonyms, homophones, and polysemes.

In addition, teachers often use MCQs to assess whether students have learned key terms related to specific topics such as science, history, math, etc. When using this type of task it is important to make sure that all items on the test are relevant to your course material. If you do not want to give students practice at answering questions outside of class then you will need to create new ones specifically for testing purposes. It is recommended that you write out each item before giving it to students so that you can ensure that they fully comprehend its meaning. You can find many examples of MCQs online including those created by Khan Academy.

Short Answer Questions Short answer questions require students to respond to a prompt with either a single word or phrase. There are two main advantages to using this form of questioning. First, because students cannot guess wrong, they tend to think more carefully about their responses than in other forms of assessment. Second, since students are required to explain why they chose certain words or phrases, they learn to express themselves clearly.

However, like any form of assessment, short answer questions can be misused. Some instructors use them simply to see who has memorized the most facts. Others use them to gauge students' ability to synthesize knowledge into coherent explanations. To avoid misuse, it's essential to teach students how to constructively analyze written work.

Whichever daily assessment strategy you choose to use it's important to make it engaging for your class. A good summative assessment should be fun and where possible, have a game-like quality.

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Using feedback effectively

Classroom feedback is a very important part of the teaching process. It can be used to help students understand their strengths and weaknesses, as well as provide them with information about how they are doing in class. Feedback also helps teachers identify areas where instruction needs improvement or revision.

Task-focused feedback provides specific suggestions for improving student performance on assignments, tests, projects, etc., while formative assessment focuses more directly on what students know and don't know at any given time. In this chapter we will discuss ways that you can use classroom feedback to improve your teaching practice.

The following sections describe different types of feedback:

* Classroom feedback forms

* Student response systems

* Peer review

* Self-assessment tools

* Formative assessments

* Summative evaluations

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Formative and summitted assessments

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Understanding different types of task focused feedback

Feedback has been defined by many sources as "the act of providing an evaluation of someone's work". The term may refer specifically to written comments from others who have observed the person performing some task; it may include verbal comments made during discussions or meetings; or it may simply mean giving a grade to a paper or test score. Regardless of its source, feedback should always be positive. If negative, corrective action must follow immediately so that the situation does not continue to deteriorate.

There are several reasons why feedback is necessary. First, if people do not receive feedback when they make mistakes, then they cannot learn from those errors. Second, without feedback, there would be no way to evaluate whether individuals were meeting expectations. Third, feedback allows us to see our own progress over time. Fourth, feedback enables us to compare ourselves against other people. Finally, feedback gives us insight into how effective our methods are working.

There are two basic kinds of feedback: summative and formative. Evaluative feedback tells us something about the quality of a product or service. For example, after reading a book, I might give myself a rating based on my overall impression of the text. This type of evaluative feedback is called summative because it summarizes all aspects of the experience. On the other hand, formative feedback indicates only one aspect of the experience for instance, the level of understandin g demonstrated by a particular group member. Such feedback is usually provided verbally rather than through writing.

Summative Feedback as an assessment for learning strategy

A summary evaluation is often referred to as a final exam or report card. It includes grades, scores, percentages, rankings, and/or ratings. These results indicate whether the individual met his or her goals or exceeded them. They tell us nothing about the process used to reach these conclusions.

However, summative evaluation is useful for comparing groups of learners within a single course or across courses. An important distinction between summative and formative evaluation is that the former involves evaluating outcomes whereas the latter evaluates processes.

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Using assessment for learning strategies for making improvements to learner outcomes

A total of 576 learners completed questionnaires before and after participating in the course. Results indicated significant increases in all four areas measured by the questionnaire: knowledge about the subject matter; confidence in understanding concepts related to the subject matter; ability to apply what they have learned; and interest in pursuing further studies in the area.

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Embracing technology to enhance assessment for learning

Technology has revolutionized the teaching process by providing teachers with various tools to enhance learning outcomes. Using technology to enhance assessment for learning is a good opportunity for teachers to promote student learning outcomes.

By incorporating technology into their assessment process, teachers can use the feedback loop to provide detailed feedback to students. Feedback is a critical form of feedback that provides students with the necessary information to improve their learning. Using technology allows teachers to provide descriptive feedback that answers students' questions and provides them with evidence of their learning.

For example, teachers can use mini whiteboards or polling apps to assess student learning and provide immediate feedback. These tools can be used to assess student understanding of concepts, answer exam questions, and provide a form of feedback that supports the learning process.

Technology allows for creativity in assessment, which can help students engage in the assessment process, rather than viewing it as a separate task.

Overall, using technology to enhance assessment for learning can be an effective way for teachers to promote student learning outcomes. By providing students with detailed feedback and utilizing creative forms of assessment, teachers can support students in their learning journey and provide them with the tools necessary to succeed.

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Evidencing Learning

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What learning theory is AFL based upon?

AFL improves learner outcomes by providing a framework for the design of instruction and assessment. Learning theories are used to guide instructional decisions, such as how much time should be spent on each topic in an educational program or what type of questions will best assess student knowledge.

If you are interested in learning more about research and practice please do subscribe to our weekly newsletter.

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Strategies for Assessment for Learning: All the research and techniques you need for making AFL happen in the classroom.

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Assessment in the classroom allows educators to ask and answer vital questions: Are students actually learning what they were intended to learn? Are they making progress? How can teachers adapt their instructional tools and methods in order to improve the learning experience and academic outcomes for all students?

Methods for gauging student progress and learning can range from brief in-person teacher observation to sophisticated software programs that measure a multitude of data points.

Along this continuum, a variety of assessment strategies can be applied, including interim, benchmark, diagnostic, and screening assessments. At each end of the assessment spectrum lie two often-used types of assessments: formative and summative.

Many educators are likely familiar with these terms, but may sometimes feel lost in the terminology. How do they differ? How are they applied? And what are the purposes of these two different types of assessment? In this article, we'll define formative and summative assessment in the classroom, explore the differences between them, and share a few examples of each.

What Is Formative Assessment?

In a nutshell, formative assessment can be thought of as checkups to monitor and evaluate students' progress during the course of their learning. The word "during" is key, as this type of assessment gives teachers feedback to help them improve student learning outcomes in real time. With formative assessment, teachers have constant opportunities to shift and adapt their instruction.

"Formative assessments guide instruction and are, arguably, the most powerful assessment tool an educator has at their disposal," writes Peter McLaren, executive director of Next Gen Education and Into Scienceauthor. "Similar to a GPS device in an automobile, the teacher can use formative assessment to 'recalculate' and move the students back on the right road."

Formative assessment can take many forms, among them quizzes, class games, on-the-spot evaluations, teacher observation, and exit tickets. For example, a science teacher might design an exit ticket for a lesson on states of matter by handing out an informal end-of-class query asking students to name an example of a solid, liquid, and gas. These "mini quizzes" can give the teacher a quick overview of students' overall understanding of the concepts taught.

Formative assessment presents an opportunity for the teacher to personalize instruction to the unique needs of each student. Insights gleaned from ongoing formative assessment can guide the teacher to adapt lesson plans and offer alternative methods of instruction. For example, a student who is failing to grasp a concept after completing a worksheet might benefit from a class game that practices the same skills and concepts.

Formative assessment tends to be qualitative; teachers often use them to just get a "quick read" on how well a student is progressing. Even observing students as they work and jotting down notes can be a type of formative assessment.

While formative assessment is often informal, it can still be rigorous. We consider this in our own HMH programs; for example, by using data from Waggle to give highly targeted suggestions for practice and instruction, or by being strategic and specific in teacher-facing formative assessment suggestions in the teacher's edition of our core offerings such as Go Math or Into Reading.

What Is Summative Assessment?

Summative assessments occur "after the fact," in that they measure how much a student has learned, retained, and mastered over the course of study, instructional unit, or lesson. Did the students actually learn what they were expected to learn?

Summative assessments can take a variety of forms, including state tests, final exams, reports, presentations, and projects that demonstrate the cumulative knowledge a student has gained over the course of study or during a specific lesson or unit. They are usually aligned with specified and standard criteria, benchmarks, and rubrics, and tend to use quantitative data that delivers results in the form of a scale score, percentage, or grade.

Small-scale summative assessments, such as chapter tests, can guide future lesson planning. Large-scale summative assessment, such as final exams and statewide tests, can be more far-reaching and affect student class placement and district-wide curriculum planning.

Of course, not all assessments fall into the strict categories of formative or summative; interim and benchmark assessments, for example, help educators monitor student progress along the way.

What Is the Difference Between Formative and Summative Assessment?

If formative assessment measures how a student is learning during a course of study, summative assessment is designed to measure "how much" a student has learned after a unit or course has reached its completion. One way in which the two are commonly distinguished is that formative is considered assessment for learning while summative is considered assessment of learning. Formative assessment can happen as frequently as a teacher needs, and the information gleaned can impact one's teaching in real time.

Summative assessment provides teachers with an overview of what students have learned throughout a particular unit of study-a semester, a full year, or, in the case of the SAT, all the cumulative knowledge and skills that they have gained over a long span of time. Summative assessment can also help teachers determine if their students are ready to proceed to the next level. Have they gained the necessary knowledge and skills to graduate to the next course or grade?

Because summative assessment can carry high stakes, such as program admission or final grades, it is important to have the assessment be valid and reliable. Multiple-choice items should be written carefully, and written and oral responses should have clear rubrics and consistent evaluation in order to give accurate, reliable measures of student achievement.

Lower stakes does not mean less importance, however. "Although formative assessments have lower stakes, they are really changing the learning trajectory for students," says David Bain, SVP, Innovation and Analytics at HMH. "They are more important because they change the student's learning path. Teachers make instructional and programmatic decisions based on these assessments."

Both forms of assessment have effective uses but can leave gaps in our overall understanding if not used wisely and in conjunction with one another.

"With formative assessment you stand a much better chance of getting a clear picture of what the students learned that day or week, but you won't be able to determine what they will retain over the course of time from that particular assessment," says Robert A. Southworth, Jr., EdD, president of The SchoolWorks Lab. "With summative assessment, you can see what they retained, but at that point it is too late to change your teaching and correct the past. Ideally, both forms of assessment should be combined into an integrated system that can deliver learning data all along the way."

Similarities Between Formative and Summative Assessment

Formative and summative assessment in the classroom can often take the same shape. An essay demonstrating knowledge of the American Revolution, for example, could be assigned in the middle of a unit to give a teacher a clear read on what a student has learned thus far. Or it could be assigned at the end of the semester as a summative wrap-up of everything the student has learned during the unit.

So while similarities exist in the methods used to measure student understanding and progress, we should consider formative and summative assessments in the light of how we intend to use the results. Will the assessment deliver insights that can be used immediately to change a student's learning experience? Or might the insights be used more broadly; e.g., to look back over an entire course of study or evaluate a student population as a whole?

"The distinction between formative and summative assessment is primarily related to the ways in which assessment results are used, as many assessments developed for formative purposes can be used for summative purposes and vice versa," according to UC Berkeley education professors Dante D. Dixson and Frank C. Worrell.

Formative vs. Summative Assessment Comparison Chart

Formative Assessment

Summative Assessment

Occurs frequently throughout instruction (e.g., during a unit of study)

Occurs after the instruction is complete (e.g., at the end of a unit of study)

Focuses on assessment for learning

Focuses on assessment of learning

Informs ongoing instruction to improve student learning outcomes in real time

Evaluates how well the instruction worked in the past

Usually covers discrete content (e.g., one skill or concept)

Covers larger instructional units of study such as a full semester or a year

Often uses qualitative (descriptive) data to evaluate a current state based on informal measurement

Often uses quantitative (numerical) data to apply formal measurement and evaluation techniques to determine outcomes

Examples of Formative and Summative Assessments

Formative assessment can be used to guide instruction on an ongoing basis. Some common types of formative assessment include:

Exit tickets

KWL charts

In-class discussions, coupled with teacher observation and note-taking

Quizzes

Games

Polls during a lesson

Class projects

Summative assessments can take different forms, but are generally used to "provide information about students' achievement of academic content standards following a longer period of instruction, such as a full semester or school year," according to WestEd.org. For example, many students must take certain state-mandated achievement tests to measure progress towards grade-level performance expectations.

Other forms of summative assessment can include:

Multiple-choice exams

End-of-unit tests

Final class essays that demonstrate cumulative knowledge

Assessment as Insight into the Future

One final way to think about formative versus summative assessment might be to use the analogy of students in an art class, each painting a picture. As they apply paint to the canvas, the art teacher formatively assesses their use of shading, perspective, color, and so on, giving helpful feedback along the way. The student responds to the feedback and may adjust their painting accordingly.

Summative assessment happens once the painting is complete. The work is done. All that remains is for the teacher to give it a definitive and final grade-one that reflects all the work and artistic progress the student made along the way. While the opportunity to go back and improve the painting is now in the past, the final assessment it receives can still offer valuable insights for the future.

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Learn more about how The views expressed in this article are those of the author and do not necessarily represent those of HMH. Waggle, the award-winning personalized learning program, addresses formative assessment for all students in Grades K-8.

Jennifer Corujo
Shaped Editor

Teresa Meredith
Teacher

Dr. Karen Ostlund
Assistant Professor of Instruction, Emerita, UTeach, College of Natural Sciences, The University of Texas at Austin

Jennifer Corujo
Shaped Editor

Teresa Meredith
Teacher

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The Difference Between Formative and Summative Assessment

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Learn the difference between formative assessment vs. summative assessment and find examples of the different types of assessment.

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If you didn't answer "all of the above," then: A. You haven't been paying attention, or B. You work for a testing software company.

develop a thorough analysis in an essay; conduct a laboratory investigation; curate a portfolio of student work; or complete an original research paper.

PBA allows students to demonstrate knowledge and skill through critical-thinking, problem-solving, collaboration, and the application of knowledge to real-world situations. In other words, it helps students prepare for college, career, and life.

And when they share with the class, that helps reinforces everyone's learning, she explains. None of this is possible in an individual test.

PBA also removes bias and creates more equity. For example, Holland recalls a state standardized test question about decomposition for eighth-grade science: "The question asked about grass clippings after mowing the lawn, and students got hung up on 'grass clippings,'" she says. "Some had no idea what they were because they either lived in apartments and had no lawns, or they had lawns but didn't mow them because they had landscapers."

Stronger Relationships with Students

"Students always say that working together was the best part," he says. That's the best part for the teachers, too, because it helps them build stronger relationships with students.

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Standardized Testing is Still Failing Students | NEA

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Educators have long known that standardized tests are an inaccurate and unfair measure of student progress. There's a better way to assess students.

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Student Progress Monitoring: What This Means for Your Child

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Progress monitoring can give you and your child's teacher information that can help your child learn more and learn faster, and help you make better decisions about the type of instruction that will work best with your child.

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Make children a portfolio of their work, make copies of there  tests when taken home, scan them 

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Make children a portfolio of their work, make copies of there  tests when taken home, scan them 

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Schools & Social Inequality: Crash Course Sociology #41

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Welcome to the Sociology & Education program
The sociological examination of education has a long tradition at Teachers College, a graduate school with a strong commitment to social justice. Our Sociology and Education program, one of the oldest and most revered such programs in the nation, provides a curriculum that supports students in developing and fostering their "sociological imagination" - or an understanding of the relationship between micro-level day-to-day experiences and the larger, macro-level structures in which we all live, between our biography and the arc of history. Many students come to our program after having experienced first-hand the impact of inequality in their lives and/or the lives of students they teach. They seek answers to their questions about the larger educational system, the policies that perpetuate inequality, and the disparate impact on students across place, race and gender identity, and socio-economic status. They want to know how things came to be the way they are today. Through this micro-macro lens, our program enables students to understand educational and social inequality through the careful analysis of evidence. Our coursework and the research opportunities prepare change agents to challenge the inequality within our schools through a deep understanding of its social, political and economic causes. Our curriculum features a set of Core Requirements in the Foundation of Social Analysis of Education, Education and Social Inequality, Education and Social Organization, and Education and Social Change. The program also requires students to learn both quantitative and qualitative research methods for all of our degree programs. Our students can also opt to complete the Policy Concentration requirements. Our Master's students choose between taking a Comprehensive Exam or completing an Integrative Project, or a Master's Thesis, as their Culminating Experience. Doctoral students will complete a Certification Exam and research and write a dissertation.
The curriculum emphasizes the social context of schools in both cities and suburbs; the organization and structure of schooling; and the intersection of race, ethnicity, social class and gender with educational policies and practices. Students are trained in both quantitative and qualitative research methods. Hands-on research opportunities are available on a wide range of projects, including those examining racial segregation, urban gentrification, conditions of New York City Public Schools, suburban demographic change and its impact on schools, and school organization.

The program faculty for the Sociology and Education program includes sociologists from several other programs at the College as well as other nearby academic institutions. Faculty strengths are in sociology of education generally, but also in organizational studies, the sociology of teachers and teaching, stratification, racial inequality, critical race theory and urban sociology. They are actively engaged in the analysis and evaluation of educational policies and programs designed to serve educationally disadvantaged populations.
The program in Sociology and Education also offers an optional Policy Concentration that overlaps with many of our degree requirements. For more information on this concentration, which is open to students throughout Teachers College, please contact Professor Aaron Pallas.
Sociology and Education Virtual Information Session

Fall 2023 webinar for prospective students that p remiered on Tuesday, November 14, 2023 at 7:00 pm. Come hear about our program from faculty, students, and staff!

Choose Your Degree
The graduate program in Sociology and Education offers four degree programs: the M.A., the Ed.M., the Ed.D., and the Ph.D. Each program is designed to meet the needs of students with a particular combination of prior experience and career objectives. The M.A., Ed.M., and Ed.D. programs may be completed on a part-time basis, and most of our classes are offered in the evening hours. The Ph.D. program requires full-time study. Although students from all of the degree programs in sociology and education are prepared to assume positions in education institutions, the program does not offer professional certification for teaching or school/district leadership. Certification programs are available in other departments at Teachers College.

M.A. degree in the Program of Sociology and Education - minimum of 33 points.
The Master of Arts program in Sociology and Education provides an introduction to the application of sociological perspectives to contemporary education issues. The program provides coverage of the core principles and methods of sociology as they are applied to research and analysis. An optional Policy Concentration enables students to focus more closely on the design and effects of education policies. Students completing this program are prepared to assume positions as general analysts in a variety of organizations devoted to applied educational research, policy making, advocacy, consulting, and direct educational service.

Ed.M. Degree in the Program in Sociology and Education - minimum of 60 points
The Master of Education in Sociology and Education is an advanced master's degree typically pursued by students who already possess a master's degree in a substantive area of education or by students without a prior master's degree who want an opportunity to combine study in sociology and education with another area in education. The program involves study of sociological perspectives and methods in the context of contemporary education issues. Through an optional Policy Concentration , students can examine a variety of education policy questions in more depth. Current substantive areas that can be combined with study in sociology and policy include evaluation and institutional analysis, human development, technology, curriculum, administration, and foundations. Students completing this program are prepared to assume positions as specialists in a variety of organizations devoted to applied educational research, policy making, advocacy, consulting, and management of educational activities.

The coursework for the Ed.D., which totals a minimum of 90 points, has seven components: basic social research design and methods, advanced social research design and methods, social theory, core coursework in the sociology of education, seminars and colloquia, coursework in the social context of teaching and learning, and elective courses. Beginning in the 2024-2025 academic year, the Ed.D. degree required credit load for this program will change from 90 to 75 credits. Up to 30 credits from prior graduate studies may be transferred, subject to advisor approval. Prospective new students who apply for spring, summer or fall 2024 terms and are successfully admitted will follow the new reduced Ed.D. credit requirements.
The Doctor of Education (Ed.D.) program in Sociology and Education is designed to provide broad training in the social sciences, education, and education policy. The program prepares students for positions in teaching, research, and policy through interdisciplinary study grounded in the sociological perspective. All coursework is available at Teachers College, and both part-time and full-time study is possible. Students completing this program are prepared to assume positions in college and university programs in education as well as leadership positions in a variety of organizations devoted to applied education research, policy making, advocacy, consulting, and management of educational activities.

The coursework for the Ph.D., which totals a minimum of 75 points, has seven components: social theory, basic social research design and methods, advanced social research design and methods, foundational coursework in sociology, core coursework in the sociology of education, seminars and colloquia, and elective courses.
The Doctor of Philosophy in Education (Ph.D.) program in Sociology and Education is designed for students with a strong background and interest in the discipline of sociology and its application to education. The Ph.D. is a highly specialized degree that requires full-time study and substantial coursework to be done at Teachers College, Graduate School of Arts and Sciences at Columbia University, or through the Inter-University Doctoral Consortium , which provides for cross-registration among member institutions, including NYU, CUNY Graduate Center, and Princeton University. Students completing this program are prepared to assume positions in college and university programs focused on sociological research in the field of education.

Ph.D. candidate in the Sociology and Education program

Yeonsoo Choi is a Ph.D. student in Sociology and Education at Teachers College, Columbia University. She earned her B.A. and M.A. in Education from Yonsei University, South Korea. Her research interests include the sociology of elite education, globalization and education policy, school choice, and critical policy analysis. Yeonsoo is interested in better understanding how broader social discourses shape education policies and students' educational experiences. Prior to coming to Teachers College, she worked as a research assistant for education policy research projects funded by the Ministry of Education, South Korea, and the Seoul Metropolitan Office of Education.

Previous Education:

B.A. in Education, Yonsei University and M.A. in Education with concentration in Curriculum and Instruction, Yonsei University

Ph.D. candidate in the Sociology and Education program

Jose Luis Vilson is a doctoral student in Sociology and Education at Teachers College, Columbia University. Prior to starting his doctoral program, he was a math teacher in New York City public schools for 15 years. He is the author of the best-selling This Is Not A Test: A New Narrative on Race, Class, and Education, and executive director of EduColor, an organization dedicated to race and social justice issues in education. He is primarily interested in how the nexus of policy, practice, and research proliferate or inhibit the recruitment and retention of educators of color. He earned a BS in Computer Science from Syracuse University and a MA in Mathematics Education from City College of New York.

Previous Education:

Syracuse University, B.S. in Computer Science

City College of New York, M.A. in Mathematics Education

Ed.M. candidate in the Sociology and Education program

Sophia Vazquez is an Ed.M. candidate in the Sociology and Education program, a research assistant for The Public Good Project, and a coordinator for Reimagining Education Summer Institute (RESI): Teaching, Learning, and Leading for A Racially Just Society at Teachers College, Columbia University. She earned a Bachelor of Arts in Sociology with a Minor in Hispanic Studies from The University of Tennessee, Knoxville as well as a Master of Arts in Teaching in Childhood Education (K-6) from Relay Graduate School of Education. Prior to Teachers College, Sophia spent 4 years teaching Fourth and Fifth grade in Brooklyn, NY. She quickly learned and fell in love with the power of student relationships and prioritizing the humanization and professionalization of teachers.

In her time teaching, Sophia consistently considered the intersection of the sociological perspective and education as a system, which is what led her to this program at Teachers College. Her academic interests are concerned with all levels of analysis - macro, meso, and micro. More specifically, how history and federal policies have created the realities of teaching and education that exist today. On a micro level, she is interested in supporting teachers in implementing culturally sustaining and affirming pedagogies, as well as examining and affirming identity of self.

In addition to her academic loves, Sophia is greatly concerned with living a balanced life. She prioritizes self care in the forms of Sunday's with her family and making time for yoga and hiking.

Admissions Information

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Application Requirements

Advanced Certificate

Master of Arts

Master of Education

Doctor of Education

Doctor of Philosophy

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Sociology and Education | Education Policy & Social Analysis | Teachers College, Columbia University

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Our graduate programs in Sociology and Education train aspiring researchers, policy makers, school leaders, and teachers to use sociological theories and research findings. Learn more and apply.

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The Importance of Diversity & Multicultural Awareness in Education

Drexel University School of Education

Cultural diversity in the classroom is on the rise. In 2014, U.S. public schools hit a minority majority milestone with Latino, African-American, and Asian students having surpassed the number of white students. In 2044, the U.S. Census predicts that over half of the nation's population will be people of color, so this trend will likely continue.

In our increasingly diverse and multicultural society, it's more important than ever for teachers to incorporate culturally responsive instruction in the classroom -- whether teaching elementary school, middle school or high school students. And the increase of diversity doesn't only relate to race and ethnicity; it can include students of different religion, economic status, sexual orientation, gender identity, and language background.

Interested in becoming a teacher? Learn more about Drexel's Teacher Certification program.

Why is it Important to Encourage Diversity in Schools and Workplaces?

Fostering inclusion and awareness around multicultural education and taking a culturally responsive approach to teaching benefits all students. Not only does creating greater multicultural awareness and inclusion help students with different backgrounds and needs succeed, but it encourages acceptance and helps prepare students to thrive in an exponentially diverse world. Our Social, Emotional, and Behavioral Wellness Certificate Program is a great opportunity for teachers to learn how to create positive classroom environments and can serve as a foundation for understanding how to promote diversity in your classroom.

Diversity in and out of the classroom will continue to grow, so it's essential we prepare students to adapt to an evolving world and embrace those different from themselves. Learn more how the programs at the Drexel School of Education are helping to prepare more culturally-responsive educators today.

Types of Cultural Diversity in the Classroom

Every student is unique. In order to properly understand and promote cultural awareness, teachers need to understand all the different types of diversity they may encounter in their classrooms including:

Race

A person's skin color can have a great impact on their experience in society. It can also impact how they view themselves and others when engaging in classroom activities.

Ethnicity

Ethnicity relates to a person's culture and nationality. Ethnicity is sometimes confused with race, but it is important to recognize that while some people may have the same skin color, they may come from different places and have vastly different cultural beliefs and views of the world.

Religion

It is important to understand that people have different religious belief or no religious beliefs, and it may impact their participation in the classroom. Students may react differently to lessons based on their religion or may not be able to be present on certain religious holidays.

Language

While English is commonly used in American classrooms, for some students, it is not the language they speak at home. Accommodations should be made to help students for whom English is a second language.

Socioeconomic Status

A student's socioeconomic status can affect their ability to participate in the classroom without some type of accommodation. For instance, access to a computer at home or reliable internet access is not a given for some children. Teachers should be aware of this and the stress it may cause students who may struggle due to a lack of resources.

Sexual Orientation

A student's sexual orientation can have a great impact on how they are experiencing the world. Teachers should understand the struggles that exist and ensure that the lessons taught in their classroom are inclusive.

Gender Identity

Similar to sexual orientation, it is important to understand each student's gender identity and how they would prefer to be recognized. Teachers should respect their student's identity and use preferred pronouns when interacting with their students.

How can you Promote Diversity and Multiculturalism in the Classroom?

There are several ways teachers and administrators, such as principals and coaches, can ensure that both the classroom environment and curriculum are responsive to the increasing cultural diversity of our society. These strategies will encourage all students' cultural awareness, enhancing each student's sense of identity, and foster inclusion in the classroom community.

1. Get to Know Your Students Ensuring that cultural awareness is promoted in the classroom starts with the teacher understanding each individual student. Take the time to learn about each student's cultural background, hobbies, learning styles, and what makes them unique. Demonstrating a genuine interest in learning about each student and their culture will help establish trust and allow you to form a bond with them so they feel valued. If students feel appreciated by and comfortable with the teacher, there's a better chance they'll feel comfortable talking with and respect their peers in the class - and communication is the core to a culturally aware and inclusive classroom.

2. Maintain Consistent Communication Aside from getting to know your students, teachers should also continue to maintain ongoing communication throughout the semester or school year. Scheduling 1-on-1 meetings with students to "check in" every so often will allow you to consistently improve how accessible the classroom is to everyone. Students can talk about whether they felt included in the classroom culture. This can help identify issues or ways to improve the overall experience. It's also an opportunity to discuss their progress in the class and offer guidance on how they can improve, based on their individual needs as a student.

3. Acknowledge and Respect Every Student It's also important for students to celebrate and respect their own diverse backgrounds, as well as each other's. When appropriate, teachers should encourage students to research and learn about their own ethnic and cultural backgrounds. This allows them to better understand their own culture as well as the differences and nuances with their peers. As a bonus, this can be a great ice breaker assignment, allowing students to give presentations about their family traditions and culture to help expose the class to concepts outside of their own familiar comfort zone. Acknowledging these differences and creating a safe space for discussion helps promote understanding in the classroom and beyond. Also, as you encourage students to learn about their diverse backgrounds, remember to take the time to highlight what's offensive and the distinction between cultural celebration and appropriation. Learning how to talk about other cultures in a respectful, mature way is essential for success in life outside the classroom.

4. Practice Cultural Sensitivity While it's important to keep an open dialogue amongst students, it's equally as important to make sure you're being sensitive to everyone's culture, beliefs, and language concerns. Take the time to understand each student's cultural nuances - from learning styles to the language they use - and use these insights to design your lesson plans. For example, provide English language learners with appropriate and relevant resources that help them improve their English comprehension skills. Rather than teach with a traditional lecture style, create learning experiences that are more interactive and require collaboration. These considerations will help ensure that every student feels included, is given the space to learn in their own way and is given a chance to succeed.

5. Incorporate Diversity in the Lesson Plan The classroom environment is important for fostering cultural awareness, but you also should ensure diversity is represented in your actual lesson plan. For example, broaden history lessons so that they encompass the world beyond United States history and culture. Or, use references and analogies to other cultures in your lessons and assignments to help students with diverse backgrounds personally connect. Another great strategy is bringing in diverse speakers to add varying points of view and real-life context to different subjects.There are several ways you can ingrain cultural awareness and diversity into your lesson plan, and it will vary depending on the cultures represented in your classroom and the course you're teaching. Regardless of the subject, always try to present and connect lessons to real-world issues. It's easier to promote cultural awareness within your lessons when there's a real example for students to relate to.

6. Give Students Freedom and Flexibility Teachers often feel like they need to take on a strict, authoritative approach when it comes to managing their classroom. The most valuable lessons are often learned through a student's own experiences, so giving them some freedom in the course encourages more connection to the curriculum. Allow students to read and present their own materials that relate to the fundamental lesson so they can approach the topic from their own perspective. As a teacher, you can act as a facilitator and encourage conversation and healthy debate between diverse opinions. Group assignments are also a great way to expose students to diverse perspectives, allowing them to work together to explore and solve a problem. This will also help prepare them for a diverse workforce where they'll have to partner with a range of people to accomplish their professional goals.

Why is it Multicultural Education Important to Students?

It is important to remind ourselves why diversity and cultural awareness is so crucial in the classroom and the benefits it can have on students now and in the long-term. Teaching diversity exposes students to various cultural and social groups, preparing students to become better citizens in their communities. These culturally responsive teaching strategies will help you to promote diversity in the classroom.

With these culturally responsive teaching strategies in mind, it's important to remind ourselves why diversity and cultural awareness is so crucial in the classroom and the benefits it can have on students now and in the long-term.

Students Become More Empathetic

Promoting awareness and creating a personal connection with diverse cultures in the classroom can prevent students from developing prejudices later in life. It allows them to empathize with people different from themselves since they're more aware of the experiences someone of a different race or cultural group may face.

Students Gain a Better Understanding of Lessons and People

When working and learning with people from a variety of backgrounds and cultures present in the classroom, students gain a more comprehensive understanding of the subject matter. It also teaches students how to use their own strengths and points of view to contribute in a diverse working environment.

Students Become More Open-Minded

Naturally, by exposing students to a diverse range of opinions, thoughts, and cultural backgrounds, you're encouraging them to be more open-minded later in life. This will make them open to new ideas and be able to attain a greater comprehension on a topic by taking in different points of view.

Students Feel More Confident and Safe

Students who learn about different cultures during their education feel more comfortable and safe with these differences later in life. This allows them to interact in a wider range of social groups and feel more confident in themselves as well as in their interactions with others.

Students Are Better Prepared for a Diverse Workplace

With the rise of globalization, it's more important to be able to work with people from different cultures and social groups. If students are exposed to diversity and learn cultural awareness in the classroom, it sets them up to flourish in the workforce.

Learn More About Cultural Diversity in Education

There are additional resources available to help educators grow their knowledge of cultural diversity and apply it to their classrooms. Here are a few sites where you can find more information:

Additionally, Drexel offers programs that can help broaden a teacher's expertise in multicultural education including our online Teaching English as a Second Language and Social Emotional and Behavioral Wellness certification programs. You can also contact us to request more information.

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The Importance of Multicultural Education - School of Education

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As classrooms become more diverse, it's crucial for students to learn about other cultures. Discover how students benefit from classroom diversity with Drexel.

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Throughout the years, the term, “Social Emotional Learning” or SEL, has gained significant traction in various educational institutions and school climates. But what exactly is this concept? Throughout this blog, we will define what SEL is, discuss the benefits of SEL, and provide tips on how to implement this type of teaching into your classroom.

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Back to school. Finally! In Belgium, school starts on the 1st of September, after a summer break of two months. Other countries have already begun the new school year, others still have a few weeks to go.

There's one thing we all have in common: the first day of school. A special day for students and teachers. A day full of emotions. Stress, fear, relief, happiness, joy, ...

How can you make sure those first-day-of-school emotions are good emotions? I'm betting on creative back-to-school lesson ideas students will find a fun thing to do.

So here they are!

15 fun back to school classroom activities

First day of school activities are based upon one goal: to get to know each other. Most first day of school activities are for elementary, but I included a few as well for middle school students and high school students. Some can be used for all ages too.

First day of school activities for elementary students

1. All about the bag

Hand out a paper bag to all your students the first day of school and put a little note on it:

Directions:

Fill this bag with 4 things or objects that tell something about yourself. (only 4 things, no more, no less)

All your objects have to fit in this bag.

Decorate the bag if you wish!

Bring the bag back tomorrow and be ready to share with the class.

2. Figure me out

In fourth grade, students have already learned arithmetics. You could let them create a profile of themselves, describing some fun facts using arithmetics. Take a look at the image below for an example.

Students have to figure out the person by calculating the facts. Then they have to guess who that person is.

3. Beach ball game

A classroom game to get to know each other better. All you need for this first day of school activity is a beach ball and a marker. Write down several questions on the beach ball in a random order.

Examples of questions:

What are you most proud of?

What's the most heroic thing you did?

What's your favorite animal?

What color is your toothbrush?

I am thankful for _____

What's your favorite movie?

What's your favorite sport?

How many siblings do you have?

What's your favorite dessert?

What do you like to do after school?

When's your birthday?

And so on.

Now form a circle and throw the beach ball to a student. Wherever the student's left thumb lands, is the question he has to answer. After answering that question, he can throw the ball to another student.

4. Create a time capsule

You probably already know the concept of a time capsule. If you have ideas of your own, go with it. If you don't, here's something you could do with a time capsule on the first day of school.

Let your students write down their wishes and hopes for the following school year. What do they want to learn this school year? Then put everything in the time capsule and bury is somewhere safe beneath the ground. You could also put a fun class picture in it.

At the end of the school year, you dig up the time capsule and let your students reflect on what they've learned and if their wishes at the beginning of the school year came true. You can also try to make the exact same class picture. It's fun to see who has changed in one year and who didn't.

You could do this first day of school activity in college as well! If your students are much older, like college students, you could let them write down the profession they want to practice at the end of their studies. A lot of them will have changed along the way, but it's fun to see how their dreams and expectations change in time. It's also fun to just include a bucket list of each student. These are things they want to do during their time as a college student.

5. Nice mnm'ing you

Everyone loves mnm's. Besides eating them, you could also use them for a fun back to school lesson. Divide the mnm's over a few cups and share them with your students. Students have to pick out a mnm blindfolded and tell a story or answer the question. Every color represents its own story.

Tell us

Red: something about yesterday

Orange: something you do well

Yellow: something about your childhood

Blue: something you learned last week

Brown: something you can't live without

Green: something you watch or listen to

Oh, one more thing... Of course students may eat the mnm's after finishing the question. Guess who's going to be the most popular teacher this year? 😉

6. Randomness

The Randomness widget from BookWidgets is handy for creating a variety of back-to-school games. Spin the wheel to generate a student and ask them to talk about a randomly selected topic. Alternatively, you can give a specific topic and spin the wheel to see which student is chosen.

Topics you can include:

What would you do with 1 million euro?

What is your favorite place on earth?

What is your biggest dream?

Click here to start creating your own back to school randomness activity with BookWidgets.

7. Would you rather

To get to know your students you could ask them crazy choice questions. Make fun cards and let them pick one. They have to answer the question "would you rather...?".

Here are some examples:

Would you rather have to eat raisins every day or eat peas?

Would you rather walk around with a hole in your pants or with a broken zipper?

Would you rather eat a salad or liver?

Would you take a bath or a shower?

Would you rather have lunch with the president or a famous singer?

Would you rather wear gloves or a hat in the winter?

Would you rather eat chocolate or skittles if it's all you had to eat on a hike?

Would you rather adopt a cat or a dog?

Would you rather go snowboarding or skiing?

Would you rather wear flip flops or sneakers?

Would you rather have an in ground pool or a horse?

Would you rather live in Hawaii or in Italy?

Would you rather get in trouble with your parents or your teacher?

Would you rather ride on an elephant or a giraffe?

And so on.

8. Snowball fight

Let each student take out a sheet of paper and write down 3 interesting, but not widely known, facts about him or herself. There can't be any names on the papers!

Let students crumple up their papers into balls and have a paper "snowball" fight. After a few minutes, all the paper snowballs will be all over the classroom. Now, students have to find a snowball, and unfold the paper. Each student must try to find the student whose snowball he or she retrieved.

9. Fit in puzzle

Create a giant blank puzzle and hand out a blank piece of the puzzle to every student. They have to decorate the puzzle piece with drawings that say something about themselves. After, you collect the puzzle pieces and complete it again with the help of your students. Now you have something to put on your empty classroom wall!

First day of school activities for middle school students

10. Tell it with emojis

Let your students summarize what they did during their summer break using only emojis! If you have new students, you can also let them introduce themselves using emojis.

For example:

11. Bingo

The back to School Bingo is a fantastic icebreaker activity for middle school children as it will help them to get to know their classmates. Create a Bingo Card in BookWidgets and in each square, write a brief description, such as:

Challenge your students to go around the room, asking classmates some questions. When they have a match, they are allowed to tick off that square.

Click here to start creating your own back to school bingo activity with BookWidgets.

12. Art-phone

Social media and smartphones are going to be omnipresent during this school year. This fun classroom activity for the first day of school is a nice reminder of that fact. Let's get crafty and create an art-phone like the one in the image. Create an Instagram wall, a chat session and a social profile.

For more details, take a look at this Pinterest pin.

13. (B)all about me

It's kind of the same as the creative Instagram activity above this one, but still a little bit different.

Students have to decorate their paper ball with drawings of themselves. Check out what I mean by clicking on this Pinterest link. The result is beautiful!

First day of school activities for high school students

14. Get on that chair

For this classroom icebreaker, students need to be flexible and balanced. For every student, the teacher places a chair. All the chairs should be lined up in a single line. Every student has to stand on a chair. Then, the teacher asks them to go stand in a certain order. For example: "I want you to organize yourselves from young to old." The students now have to change places without touching the ground.

With this 1st day of school activity, the students get to know each other better in an interactive way. The teacher can give other orders like: "from tall to small." or "from A to Z." Every time the students have to change their positions without pushing someone off the chairs. If you want to make it more challenging, you can set a time limit.

15. Lie to me

This first day of school activity is a fun way to get to know your students better. Not just the basics, like where they live or if they have a brother, but real stories and anecdotes.

The students have to tell 3 facts about their life. Something that happened to them. Two of them should be true, and one should be a lie. The other students have to find out which one is the lie. You'll be surprised what kind of crazy things can actually happen! (Or how good your students can lie!)

Wrap up

I hope you now know what to do during your first day of school. If this is not the case and you would like other creative lesson ideas, click here. Share this with your teacher colleages to give them some inspiration. Here comes the new school year! 🎉

Other get-to-know you games are also welcome, of course! Share them in our Teaching with BookWidgets Facebook group and don't forget to follow us on Twitter.

Oh one more tip: here, you can find student introduction games and fun student energizers.

Say hi 👋 to me on LinkedIn

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15 creative lesson ideas for the first day of school

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Back to school. Finally! In Belgium, school starts on the 1st of September, after a summer break of two months. Other countries have already begun the new school year, others still have a few weeks to go. There's one thing we all have in common: the first day of school.