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Block Schedule and Formative Assessments

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Block Schedule and Formative Assessments

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I believe that having more time in between class times, every other day, will allow teachers to use the formative assessments effectively to the benefit of the students. It will give us time to properly differentiate lessons to meet the needs of the students.

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Even though I continue to teach the same content for math annually, I find myself teaching things slightly different year after year. Understanding how the content may differ from student to student allows me to be flexible in my teaching style and accommodate students who may not keep up with his/her classmates. I can improve in this aspect by focusing on the types of groups, of students, I have in class. Identifying common misconceptions and specific poor math skills may allow me to fix some learning gaps in student understanding. That will be the beginning steps for me...

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By creating purposeful groups, it will help all levels of students. I place my students in groups according to writing abilities when we do Writer's Workshops. I find that not only do the struggling students get the help they need, but the advanced students really refine and fine tune their learning by allowing them the opportunity to guide others. I listen to the collaborative conversations during this activity and it informs my teaching much faster than if I had to read responses or grade a quiz. The conversations are a great way to gauge where all the students are understanding or not understanding. I can then bring back the whole class and validate what they said by saying, "I heard some of you say..."

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I am looking forward to block scheduling because it will allow more time for my students to remain at the job sites.

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Formative assessment allows me to group students on knowledge levels and plan for differentiate learning.  Awareness of learning gaps helps with grouping as students can work together to fill in each others gaps. 

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Formative assessment allows me to group students on knowledge levels and plan for differentiate learning.  Awareness of learning gaps helps with grouping as students can work together to fill in each others gaps. 

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I can use the formative assessment that occurs on a daily basis in my class to then predetermine groups that are going to be working together for the next day. The next day in class, I can have these students sit together and then have an assignment that is pre-made for each of these groups and is commensurate with the ability and knowledge level that they showed yesterday in class. All of the assignments will work towards the same final goal but will take students on a slightly different path depending on how well they showed knowledge and understanding the day before.

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In a world language setting, I like to use a variety of formative assessments, including Kahoot it! quizzes, EdPuzzle, warm-up questions in Google Classroom, and exit tickets. I also have students work on projects that require them to submit a Google Slideshow or perform a skit which they can record and submit to me electronically. I use graphic organizers to determine how well they are understanding new concept and determine whether or not I need to reteach or review those concepts. 

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In a world language setting, I like to use a variety of formative assessments, including Kahoot it! quizzes, EdPuzzle, warm-up questions in Google Classroom, and exit tickets. I also have students work on projects that require them to submit a Google Slideshow or perform a skit which they can record and submit to me electronically. I use graphic organizers to determine how well they are understanding new concept and determine whether or not I need to reteach or review those concepts. 

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I employ formative assessment by asking  students to answer higher-order questions, i.e., “why” and “how.”  Higher-order questions necessitates more in-depth thinking from the students.  To enhance this, I have them come up with their own “why” and “how” questions, then providing a context in which they ask each other the questions of their making.   I can better discern the level and extent of the students’ understanding in this manner.

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Formative assessment helps me plan ahead..., it is also valuable to adjust my instruction to meet my student's needs. I use flexible grouping where students contribute to create a graphic organizer and helps them improve their interpersonal skills as well...

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Formative assessment helps me plan ahead..., it is also valuable to adjust my instruction to meet my student's needs. I use flexible grouping where students contribute to create a graphic organizer and helps them improve their interpersonal skills as well...

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I can review work samples or observations in order to group students for further instruction or to plan differentiated learning activities for the entire group.

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I can review work samples or observations in order to group students for further instruction or to plan differentiated learning activities for the entire group.

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I found that using online apps are becoming a helpful tool to assess students understanding of content like edpuzzle or quizlet. I can change the way I use formative assessments by reviewing the data that I collect and rather than focused on reteaching the most missed questions, I can group students based on what they master. 

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I found that using online apps are becoming a helpful tool to assess students understanding of content like edpuzzle or quizlet. I can change the way I use formative assessments by reviewing the data that I collect and rather than focused on reteaching the most missed questions, I can group students based on what they master. 

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Students learn a lot from one another, and purpose driven grouping can really help them develop their own skills while helping others. Studies have show that having struggling readers read to beginning younger readers or even shelter pets helps them become better readers. Feeling as though you have something to offer to a group is important, and that's a reason to build and reassemble the groups frequently so that no one student feels like he/she is the one who is always being helped, but isn't ever the one doing the helping.

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I use formative assessments to help me guide my instruction based on the students needs. Having purposeful groups will allow students to be engaged in what they are learning and it give them the opportunity to explore and discuss problems at their concept and skill leave.

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I find that formative assessment is crucial in teaching because so much of the content is based on prior lessons. Therefore, i need to continuously assess their progress in order to carry on through the lesson.

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I find that formative assessment is crucial in teaching because so much of the content is based on prior lessons. Therefore, i need to continuously assess their progress in order to carry on through the lesson.

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I love using grouping strategies for test prep....giving students a set of problems and grouping them based on common misconceptions. I have used this strategy for math word problems and having the students discuss what may have been a mistake helps them self-diagnose and self-correct. Formative assessments are a great tool for differentiating for students but at the same time, helping them feel like they are not alone. 

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I love using grouping strategies for test prep....giving students a set of problems and grouping them based on common misconceptions. I have used this strategy for math word problems and having the students discuss what may have been a mistake helps them self-diagnose and self-correct. Formative assessments are a great tool for differentiating for students but at the same time, helping them feel like they are not alone. 

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As groups are strategically placed together they will learn from one another and build on strengths to improve weaknesses. 

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As groups are strategically placed together they will learn from one another and build on strengths to improve weaknesses. 

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Formative assessment will provide insight into students strengths and weaknesses, therefore providing the teacher with evidence to develop effective group. The formative assessment will show which students have similar needs, therefore allowing the teacher to address these needs with the group, not again to the whole class.

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Grouping ELL students with other students which are more fluent allows for the ELL students to get help from peers as well as the instructor.

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Grouping ELL students with other students which are more fluent allows for the ELL students to get help from peers as well as the instructor.

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The most simple way of formative assessment is constantly checking for understanding as instruction progresses. Short informal surveys using Forms can further assist on assessing understanding and group students for strategic instruction.

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I can use guided instruction such as Close Reading a Text to hone in on the needs of specific students, group them accordingly and design instruction specifically targeted  to address those needs in a small group lesson. 

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I can use guided instruction such as Close Reading a Text to hone in on the needs of specific students, group them accordingly and design instruction specifically targeted  to address those needs in a small group lesson. 

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It can be used to improve production and efficiency in physical education activities thus maximizing effort through proper techniques

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It can be a valuable tool to assist in improving techniques in physical activities to improve efficiency and production.

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I can use multiple performance-based assessments to group students for differentiated groups for the unit project to ensure all students are advancing.

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I can use a quiz at the beginning of the period to identify the students that have similar needs. If there are various needs, I can group and teach the groups accordingly.

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I check for understanding quite a bit in my classes. By using a combination of collaborative conversations and white boards, I can apply my teaching where it matters most.

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Using small (purposefully) group(ed) instruction following formative assessments allows for less lecturing and more students developing content knowledge. 

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Using small (purposefully) group(ed) instruction following formative assessments allows for less lecturing and more students developing content knowledge. 

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