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3 key Ideas that reasoned with me and why: Sara Bustos

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3 key Ideas that reasoned with me and why: Sara Bustos

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First off, the mention of the elements in quality teaching sparked a reflection about the areas that I have to yet to develop. The 5 key classroom elements are: learning environment, curriculum, assessment, instruction, class leadership and management.

The following questions are also great to self reflect as a teacher;

1. what do my students need to learn in order to be successful in a given segment of learning?,

2.Given what they should know, understand, and are able to do, what do my students know, understand, and do proficiently?

3. What can I do to maximize the growth of each learner in what they need to know, understand, and be able to do for success?

Another detail of information that was enjoyable to read about is a list of attributes of Quality Curriculum:

Plan for students engagement, High Relevance to student, Focus on understanding, Emphasis on sense making, Connective and Integrative, Developmentally appropriate, and clearly articulated leaning goals.

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Attributes of a Curriculum

Students are asked a lot about what they are learning and how they comprehend information. It is important that the teacher creates a curriculum that benefits the students and contains attributes that target their capacity as learners. Several attributes targeted engagement, connection, goals, and focusing on helping the students understand the curriculum. The fundamental part of contributing to the curriculum is allowing students to provide feedback and for teachers to value what the students are thinking.

Types of Assessments

The different types of assessment include pre-assessment, formative assessment, and summative assessment. Pre-assessment is administered before the unit begins and is used to learn what the students already know. This assessment helps teachers connect the needs of the students to KUDs. Formative Assessment is utilized throughout a unit and can be presented in several forms. Formative assessments can look like exit cards, journals, conversations, and think-and-shares. Summative assessment is used at the end of a unit and is utilized to present knowledge of a whole unit. The summative assessment is crucial to see where all students are after they have learned the material.

How Teachers Plan Instruction

Teachers use pre- and formative assessments to base their new students but also evolve and learn from their students. These effects may contribute to the change in small groups, large groups, or even how discussions are lead. The teacher may need to plan to use more scaffolding or extend the learning of a particular unit because students need more time to comprehend the materials. The teacher will base their instruction on how the students are receiving and taking the information, if the assessments are showing that students are lacking understanding, the teacher will need to pivot their instruction. However, instruction is based on both the needs of students and the teacher, the teacher may been to change the task to be more challenging if the students seem to be bored.

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Assessment and student success in a differentiated classroom

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Assessment and student success in a differentiated classroom

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The three things that resonated with me were that 1. we need to use curriculum assessment and differentiated instruction. 2. they are each important and have different things to offer in the classroom.

3. A teacher should use them all together to maximize student learning

Key things from the article that helped me find my 3 points:

the article talks about quality classroom practice and formative assessment and instruction of planning for teachers who have culturally and academically diverse classroom.

The core of teachings mission is curriculum assessment and instruction. Curriculum is what we ask of students to learn, it's what we teach, and it should be planned for student engagement, highly relevant to the students, focused on understanding, emphasis on sense making, connective an integrative, developmentally appropriate and have clearly articulated learning goals.

There are three categories of teacher created assessments, and if they are used correctly, they support the learning for the broad-spectrum of learners in contemporary classrooms. The three categories are pre-assessments, formative assessments, and summative assessments.

And pre assessment and formative assessment can be formal or informal. For more suspense are structured to gather information like pencil and paper questions, observations, journal, entries, and problem sets. Informal or unstructured assessments provide samples of students learning status, like KWL, charts, thumbs up thumbs down checks. informal formative assessments are useful for providing a sense of how to class as a whole is doing at a certain point of instruction not really for individual students. A combination of the two assessments is powerful to help Teacher teach for learning. All three forms of assessment should be used in service of student learning. Summative assessment can be described as assessment OF learning, pre-assessment and formative assessments are often described as assessments FOR learning and formative assessments in general are also opportunities to use assessments AS learning

Instead of focusing on grading, teachers should focus on finding patterns in assessment results, and give useful feedback instead of a grade. to involve students in reflecting on their work and putting on their own growth as a result.

When teachers have examined student assessment results and found patterns that suggest varied needs for instructional supports, they need to think broadly about the next instruction for the class. For whole class, small group and individual needs.

It is important to maximize student learning through curriculum, formative assessment and differentiated instruction.

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Pre Assessments - I think this is important because we need to know the level our students are at to be able to help them improve and verify that what we are teaching they are learning.

Tailoring Assessment - We know students do not learn the same so the assessment given to them should be tailored to them.

Summative assessments - by having these assessments we can evaluate the learning the student did all year. We can also evaluate our teaching to see if our students would benefit from changing the teachings and using different strategies.

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3 important points that are related to differentiated instruction 

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3 important points that are related to differentiated instruction 

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1. Pre-assessment: Understanding students' starting points is crucial as it helps in planning instruction that meets their needs. Pre-assessment data lets us teachers know where to start each child in certain areas and if we need to change our lesson altogether for all students, or just for some students, whether that be up or down a level.

2. Ongoing Assessment: Continuous assessment throughout the learning process is essential for monitoring student progress and making necessary adjustments to instruction. This helps us keep making constant changes to help benefit the kids every day. It helps us see what is working for each child and what is not. It is a constant cycle of learning and changing.

3. Summative Assessment: These final assessments help us see what we can do better next year or what worked really well that we can use for next years class for that particular unit. It also helps us see which students know what and at which level, you can also have different variations of assessments that they can choose from to further see which assessments type is the most popular, most used, and most informational.

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The first idea that I found interesting from this article was that only summative assessments should really be graded. The article made the excellent point that pre- and formative assessments are really supposed to be kickstarting the learning process, and we don't want students to feel like they're just getting started and yet their lack of knowledge is being punished. When we haven't actually guided our students through a unit of learning, how can we mark them down for not knowing something?

The second thing that resonated with me was that students should be actively participating in learning and assessment. They are the ones being educated, and so they should be able to take an active role as much as possible (and appropriate).

Lastly, I did agree with the idea that there should ideally be 3 grades given to students: one for how they're doing with the learning targets, one for their habits of mind, and one for their progress since last time/the beginning of the year/etc.

All of these are very important for differentiation in the classroom. Punishing/marking down students who are in the early stages of learning about something is bad practice. It's not taking where the students are into account.

The students being active participants is also important in a differentiated classroom because as a teacher, you are working to give each student what is right for them as individuals. I am sure that students are more willing to take an active role in their education if they are seeing their teacher(s) make an effort to do things the way that is in tune with the students abilities, gifts, and interests.

Finally, the 3 grades thing is fantastic for a differentiated classroom. It will allow students' families to see each individual area and get a better idea of how they can help their child succeed. This method will also help the teacher know what they should be supporting the student with. I think that families might be relieved that their child knows the content and just needs some help with writing, for example.

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The three main ideas that I resonated with providing feedback for the students. As educators how we explain feedback is very important because students can't be discouraged easily. One way would be to learn about the students and learn how to help them review their work and it is great used in formative assessment.

This also goes with the second main idea of teachers planning instruction based on assessment information. Lastly, the importance of pre and formative assessment is what resonated with me the most because as a future teacher, I would have to be mindful of where the students stand and how to support their learning in the classroom. The significance of differentiation in the classroom can be based on the pre-assessments to learn students' strengths and what manipulatives they connect with the most to be able to adjust the lesson plan.

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this is a great article. it has a lot of information that we can use. It also shares how we can do assessments and make connections on how to help the students

kassandra hernandez

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Assessment and student success in a differentiated classroom

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Assessment and student success in a differentiated classroom

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Differentiated assessment is an ongoing process through which teachers gather data be- fore, during, and after instruction from multiple sources to identify learners' needs and strengths. Students are differentiated in their knowledge and skills.Differentiated instruction recognizes a diverse student population; various learning styles and unique experiences influence how individual students respond to teaching. It provides an inclusive environment by using various teaching styles, allowing students to learn in the way that works best for them.teachers: Offer students options to choose from in assignments or lesson plans. Provide multiple texts and types of learning materials. Utilize a variety of personalized learning methods and student assessments.

Paw

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Article Response, "Assessment and Students Success in the Differentiated Classroom"

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Article Response, "Assessment and Students Success in the Differentiated Classroom"

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Summary: The article gives a brief explanation of the connections between curriculum, formative assessment, and differentiation and explains how these three essential classroom components maximize learning for students who, unavoidably, arrive at school with a variety of backgrounds, interests, and learning styles. Students also come from different racial and cultural backgrounds, speak different languages, and have varying economic situations.

3 things that resonated with me: I like that the passage talked about the attributes of a successful curriculum, including planning for student engagement, focus on understanding, and emphasis on sense-making. I also noticed that the article explained the categories of assessment and their purposes. Pre-assessment is used near the outset of a unit of study, formative assessments are used throughout the unit, and summative assessments are used at the end to show student knowledge. The last thing I liked was the table that gave strategies for scaffolding and extending student work. There is so much information in the article, these three things are what I resonated with.

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Assessment and Student Success in a Differentiated Classroom

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Assessment and Student Success in a Differentiated Classroom

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Topics that resonated with me: curriculum design, assessment(s), and instructional planning in students success.

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I tried to do a video response, but it told me the file was too big. I think the article was really great. It had a lot of useful information in it and I saw a lot of connections between the article and what we’ve been learning out of the textbook. Three things that really stuck out to me was making sure that students have a say and what they are learning or how they are being assessed and making them part of the process, by making sure to do assessments throughout instead of just at the end, and remembering that all of our students learn at different levels which means they will all learn and progress differently. By making sure that students are part of the assessment process they are going to do better on those assessments and really be able to show what they’ve learned. If your formative assessment is something that includes student choice, writing based, and even an oral choice, students can pick the one they are most comfortable with and have a better chance at showing what they’ve learned. Making sure to do assessments throughout the learning process so we are more likely to be able to pinpoint where students are struggling and offer support before it gets to be too much. This also allows us to adjust our teaching method to make more sense with how students are learning. That all students are different levels and can have multiple levels. We need to just keep that in mind while we are making different differentiations and adaptations in our lessons so we can support their different levels while still providing ways to go beyond what they know.

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The three main ideas that really caught my attention were:

1. Classroom Management: this one is so important when going into teaching. Creating a well managed classroom can create structure for the students and also keep you calmer as the educator. Students tend to learn better or want to learn when there is structure. Also having student participation is a good way to keep students engaged. It allows them to share their ideas especially if it are on things they may be passionate about.

2. Tailoring Assessments: This is super important because you are almost always going to have ELL learners in your class or students who may be on IEPs and all students learn and take in knowledge at a different pace. It is important to be able to have the flexibility to change assessments for each student so you are able to reach and meet all their academic needs as much as possible.

3. Ongoing Assessment: Being able to focus on formative assessments more instead of so much on summative assessments really made me think because this is a way you are able to look back and see each students growth. You can see who is where academically and it helps you as the educator to determine what each student needs so they are able to be successful.

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Assessment and Student Success in a Differentiated Classroom.😉

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Assessment and Student Success in a Differentiated Classroom.😉

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Classroom management is one of the ideas that resonated most with me in my attribute as a summary of quality curriculum and above all it would be having three key ideas:

1. It would be adaptations in assessments This is an assessment that adjusts to individual students and emphasizes the value and recognizes the learning abilities and unique style of each student ensuring that they are better evaluated and that they can have a better experience. Learning.

2. It would be continuous evaluation, this one stuck with me because it is the idea of a formative evaluation that continues independently only the summative evaluation, and can continue to guide and support the best growth of students in the learning process whether in their formative evaluation.

3. This was on student participation, this was very impactful for me because I saw how to be able to encourage students and have an idea of taking a role in an active process that can have an evaluation and understand the learning objectives that each student performs in a very effective follow-up learning towards the students.

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Reading "Assessment and Student Success in a Differentiated Classroom" by Carol Ann Tomlinson, Tonya Moon, and Marcia B. Imbeau, three key ideas stood out to me:

1. Tailoring Assessments: The importance of designing assessments that match individual student needs. This resonates because it emphasizes the value of recognizing each student's unique learning style and abilities, ensuring they are fairly evaluated.

2. Ongoing Assessment: The idea of continuous, formative assessment rather than relying solely on summative assessments. This stuck with me because it highlights how ongoing feedback can better guide and support student growth throughout the learning process.

3. Student Involvement: Encouraging students to take an active role in their own assessment process. This is crucial because it empowers students to understand their learning goals, track their progress, and take responsibility for their own learning journey.

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Three key ideas stood out to me:

1. Tailoring Assessments: The importance of designing assessments that match individual student needs. This resonates because it emphasizes the value of recognizing each student's unique learning style and abilities, ensuring they are fairly evaluated.

2. Ongoing Assessment: The idea of continuous, formative assessment rather than relying solely on summative assessments. This stuck with me because it highlights how ongoing feedback can better guide and support student growth throughout the learning process.

3. Student Involvement: Encouraging students to take an active role in their own assessment process. This is crucial because it empowers students to understand their learning goals, track their progress, and take responsibility for their own learning journey.h

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Our objective is to help educators understand how curriculum design, assessment, and instructional planning impact student performance. This article examines effective classroom practice in three categories. This resource focuses on the relationship between formative assessment and instructional preparation for instructors working in diverse classrooms. Differentiation in the classroom is an important strategy for fulfilling the various requirements of students. Differentiated education tailors lessons to each student's learning style and readiness level. Teachers may create effective lesson plans by first knowing how their students learn best and their existing skills. This is the purposeful design and organizing of educational material, learning objectives, and activities. Educators create curricula that are consistent with standards, student needs, and intended goals. An effective curriculum design ensures that learning experiences are coherent, relevant, and progressive. Assessment include evaluating students' performance, comprehension, and improvement. Effective planning results in engaging, purposeful, and student-centered education. These tactics promote teamwork, meet individual needs, and improve the overall learning experience. Significance: It accommodates varied learning styles and helps students attain mastery.

Maria C. Martinez

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One key idea that resonated with me was that an important attribute of quality curriculum should have high relevance to students. This means that the content clearly relates to students’ own lives and experiences. By ensuring the curriculum is highly relevant to students, it directly ties into their personal lives and backgrounds, making learning more engaging and meaningful. Another key idea that resonated with me was one of the attributes of quality curriculum that says it should be developmentally appropriate. This means that it makes sense for each student’s stage of growth – neurologically, psychologically and socially. The educational material and teaching methods are suited to the developmental stages of the students. By aligning the curriculum with these aspects, educators can provide a supportive learning environment. The third key idea that resonated with me was how teachers can use pre- and formative assessments to modify their teaching/learning plans and put in place instructional supports for students. Teachers can plan whole class, small group, and individual learning experiences, and then they can more effectively differentiate tasks within all of those contexts to target students’ varied needs. This ensures that all students receive the support they need to succeed, catering to their unique learning styles and interests. These strategies form a strong foundation for a differentiated classroom, where instruction is tailored to meet the diverse needs of each student and they have the opportunity to thrive. Perla Mendoza

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The three key ideas that resonated with me are different learners need different teaching and every student learns in their own way. Some students might understand concepts quickly, while others need more time or support. Differentiation means teachers adapt their teaching to fit each student's needs, so everyone can learn effectively. Students should understand their progress and it's important for students to know how they're doing in their learning. Instead of just getting grades, they should also understand what they're doing well and where they can improve, and this helps them take charge of their own learning and get better over time. Grading should focus on learning, not competition and grades should show how well students understand what they're learning, not how they compare to others and each student's progress should be measured based on clear goals, so they know what they need to work on and how they can improve. Veronica Ibarra

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Quality Curriculum:

To engage students, it is important to design activities that pique their curiosity and allow them to construct their own learning experiences. Furthermore, learning material should be highly relevant to students' personal lives and experiences. It is crucial to encourage students to truly understand the concepts they are taught, rather than simply memorize them, so that they can apply and transfer their knowledge. Sense-making is also important, as it encourages students to think critically, problem-solve, and create meaning from information. It is beneficial to help students understand how different subjects relate to one another and how they are used to make sense of the world. Lastly, it is important to ensure that the learning material is developmentally appropriate for each student's stage of growth, taking into account their neurological, psychological, and social development. Finally, clearly articulating learning goals is crucial to ensure that both teachers and students understand what students should know, understand, and be able to do as a result of their learning experiences.

Claudia Aquino

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Click the + sign to post your video, voice file recording, or other interactive opinion response to this article using the Padlet response options.  Reflect on three key ideas that resonated with you and explain why. Additionally, relate these ideas to the significance of differentiation in the classroom.

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Click the + sign to post your video, voice file recording, or other interactive opinion response to this article using the Padlet response options.  Reflect on three key ideas that resonated with you and explain why. Additionally, relate these ideas to the significance of differentiation in the classroom.

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READ THE ARTICLE BELOW AND GET READY FOR OUR DISCUSSION!

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READ THE ARTICLE BELOW AND GET READY FOR OUR DISCUSSION!