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Previously, I associated assessment and feedback (AF) with only traditional exams and marks. However, this course has expanded my understanding that AF can take various forms.I have also gained a deeper understanding of differentiated instruction (DI), which I previously struggled with as I was unsure of how to implement it effectively to cater to the diverse abilities in class. This course has equipped me with valuable knowledge and strategies to address these challenges and enhance my professional development.

I hope to implement the various TA such as “Challenge Me” and “Pumping” to foster critical thinking amongst students and check for their understanding and continuously provide meaning feedback. I also would like to implement DI while taking into consideration the four elements of DI which are content, process, product and environment.

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Here are the 2 main takeaways of my write up
1. For Assessment and Feedback: I've learn to implement a variety of assessment methods, such as formative assessments, to gather real-time feedback on students' understanding and saw the importance of providing timely and specific feedback using rubrics, checklists, and peer-assessment activities. It was interesting to think of possibly involveling students in the assessment and feedback process through self-assessment activities to promote reflection and critical thinking skills.

2. For Differentiated Instruction: I hope to cater to diverse learning needs and abilities by modifying instruction for individual students. Foster collaboration and create a respectful learning environment.

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Summary of my reflection 2:

Assessment, feedback, and differentiation are vital components of the education system. Assessments provide valuable insights into students' learning progress, while feedback guides them towards improvement. Schools employ various assessment types, including formative and summative assessments, as well as diagnostic assessments conducted with external agencies to identify students with learning difficulties. Special Education Needs officers collaborate with teachers to support students with learning differences, utilising appropriate assessments. Differentiation ensures instruction is tailored to individual needs, promoting engagement, inclusivity, and educational equity. Although planning differentiated lessons requires effort, they empower students to thrive and reach their maximum potential.

Ace!

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I drew a pair of hands to illustrate the meaning and the points I felt important regarding what we have learnt about DI, assessment and feedback. The reason behind choosing a pair of hands is to show that although our left and right hands may differ in terms of appearance, their objective and purpose would be the same, be it writing, drawing or holding on to objects. This relates to DI, as even though the instructions that we give to students may differ based on their current ability levels, we as teachers are trying to get all students in the class to achieve the same objective. Furthermore, the fingers and palm of a hand represents the six principles of DI. Another meaning of the pair of hands would be that another purpose for a pair of hands is to guide and provide direction to another person. This can also represent how we as teachers use assessment and feedback, which is to guide out students to further improve themselves.

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Kimberly
Dewi

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I feel that we can use the knowledge of DI we have learnt to differentiate the types of assessment and feedback we give to our students. This will allow them to receive feedback which is most digestible for them and constantly improve on their work and learning attitudes.

For formative assessment, we can create portfolios for the students to monitor their learning and progress, as well as for the parents to have a good picture of what their students are learning in school.

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Melissa
Shurong
Nick Ang
Nisa
Cheryl
Faizal

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Cheryl

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1) Assessment and feedback is crucial towards the learning and development of our students. However one very crucial area as teachers we need to look at is the quality of the assessment we provide for the students that will allow beneficial feedback to flourish. In order for this to occur, the assessment we set must have very clear learning objectives so that there is an end marker or tangible goal that the students are able to visualize. The assessment must also have a degree of challenge so that there is room for students to stumble and be forced to think of solutions in order to circumnavigate the roadblocks. A teacher must be able to create an assessment that would pave the way for these roadblocks to arise so that there is learning and problem solving for the children to do.

2) Crafting assessments that allows for feedback as mentioned is useful in figuring out your students and their various learning profiles. This will in turn enable you to then follow up future formative assessments with components that are tailored according to the students’ needs. One thing I initially found daunting was the idea that differentiated instruction and catering to different student profiles meant multiplying the amount of time it took to prepare lessons and create resources. However, after going through pedagogical practices and listening to what various authors and researchers had to say, I realized that catering to individual differences has a lot to do with a change of mindset when entering the classroom rather than simply preparing resources for multiple profiles.

Edward

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Two main takeaways from Reflection 2 write-up

1. Checking for understanding is critical as it influences level of student engagement and ensures that learning gaps are not widened.

2. Self-directed learning is especially important to help our students gain independence in learning and requires intentional effort from the teacher to support students by continually assessing their readiness levels and planning for a gradual release of responsibility.

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Kimberly

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This poem is written in a twin cinema poem form whereby it can be read in three different ways – the left column alone, the right column alone or combining both poems together horizontally. Each of the method will portray a different meaning to it.

Edward

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Melissa
Nisa
Faizal
Dewi

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Edward

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Kimberly
Melissa
Shurong
Nick Ang
Nisa
Faizal
Dewi

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Reflection 2
Nick Ang
Cheryl