A classroom is indeed much more than just the physical room where teaching happens. It’s a dynamic environment shaped by the interactions, emotions, and experiences of everyone involved. The classroom should be a space of growth, curiosity, safety, challenge, and connection.

The classroom extends beyond four walls to include the culture, values, and individualization of each student and adult within it. It’s influenced by how inclusive, supportive, and engaging the learning environment is. It changes each year based on the make-up of who is in the classroom, and can fluctuate within the year depending on the needs of the classroom.

• Assessment of Learning:  It is meant to be an indicator of how well they know a subject. It is final, meaning any reflection they do would not be used as a way to refine and improve, but instead a benchmark for where they are at in their understanding of a topic. 

  
  

  Assessment as Learning: Refers to a student assessment being done while the learning is happening. This type of assessment is used to connect students with their learning, and asks them to actively reflect on where they might be.

  
  

  Assessment for Learning: This might happen at the end of in the middle of a unit or Module, and is used to inform the teacher of where to go next.

This Module had me thinking and brainstorming all the different ways I could ask my students to show their learning. I want to offer my students variety in assessment and teach them how to show their learning in many different ways.

It was interesting to see how many programs are offered at no cost to families. Although encouraging I know that there are always needs that are not being met and barriers to accessing these programs.

Technology is such a powerful tool in the classroom, and helps students access their learning in many ways. It is essential for equity and inclusion within the classroom.

My takeaways from this Module were many, and I have bookmarked and saved many resources to explore as the year progresses.

I really liked the strategy; (even for myself in this course) 'Get Ready, Do, Done- and will be using this in the Fall.

I loved diving into the world of Math games, and flexing my UDL brain muscle. I am excited to try out real life problem solving with math, and then take that mathematical learning off of the page and into the real world.

Adaptions:

Grading for students who have been provided with adaptations should be in relation to the outcomes of the curriculum. If the learning outcomes that a student is working toward are from the curriculum of a grade level lower than the current grade placement, this should be indicated in the IEP or learning plan and in the body of the student’s progress report. Further information on this subject is available in the Ministry document: Reporting Student Progress: Policy and Practice:http://www.bced.gov.bc.ca/reportcards/09_report_student_prog.pdf

Modifications:

Progress reports to parents for students who are working toward individualized outcomes or goals in an IEP rather than the outcomes of the curriculum for that subject or course may be done using structured written comments or letter grades.

I am entering my first classroom role in the Fall after having taught music for many years, and feel prepared (with many new tools and resources) to dive into this challenge.

I would like to explore using visual scheduling from a UDL approach; and putting together routines using programs like Widget.

I would like to dive deeper into classroom literacy and numeracy programs. I am hoping to pick one for the Fall to implement and try out in my class. This course has given me many ideas for this, and I look forward to it.

Furthermore, I would like to practice collaborating and effectively communicating with the people that help make inclusion happen; SSAs, Student Support Teacher ect. This will come in a school setting when advocating and supporting our students. I am excited!

Reading Rockets

Reading Recovery

University of Florida Literacy Institute: Routine Literacy Program that can be tailored to students needs.

Inadequate funding; Leading to students not getting the support they need, or it being inadequately distributed.

Insufficient staffing; leading to students with additional needs to getting the same opportunities as others.