Different types of content can be provided by learning stations in which groups of students can rotate, students can rotate between stations that involve:

To help students process the content after they've been through the stations, you can hold a class discussion or assign questions to answer

Answering task cards can also be part of a small-group activity, different questions are based on their different levels, and pair the students to rotate through the questions. 

Collect information about learning and studying styles by asking your students can help you pinpoint the kinds of content that will meet your class’s needs.

Ask about:

Use the results to identify and determine the methods of instructions that suit their abilities. 

A lesson should have variable activities to target visual, tactile, auditory and kinesthetic senses, instead of only one. Different learning styles 

Free study time will generally benefit students who prefer to learn individually, but can be slightly altered to also help their classmates process your lessons. Divide the class into solo and group activities, and consider the visual, auditory, kinesthetic learning styles, 

This can be done by dividing your class into clearly-sectioned solo and team activities. Provide a variety of audio books, a station for games related to the lesson, a quiet space to complete work


Assign Open-Ended Projects

give students a list of projects to find one that lets them effectively demonstrate their knowledge.

Include a clear rubric or have their students co-create the rubric to work and learn at their own paces, engage actively with content they must understand, demonstrate their knowledge as effectively as possible, as well as benefiting students, this differentiated instruction strategy will clearly showcase distinct work and learning styles.
^{20 differentiated instruction strategies and examples [+ Downloadable list]. (n.d.). https://www.prodigygame.com/main-en/blog/differentiated-instruction-strategies-examples-download/}

“The student-centered assessment focuses on learning and growth. That means it does more than measure and report student learning or the lack thereof—although it does those things as well. Student-centered assessment promotes learning and growth by providing useful feedback to the students themselves, their teachers, and others about what the students need in order to progress toward the learning target. This quality of student-centered assessment echoes modern conceptions of formative assessment in that assessment is a moment of learning, not just grading, ranking, or sorting”

Ministry of Education “Student-Centered Classroom Assessment” 2016.

One keyway to creating a more student-centered classroom is by assessing students for their passions and interests. We can use a variety of assessment tools like one-on-one conversations, journals, and graphic organizers to learn more about our students and what drives them to learn. Tools like learning profile cards can allow us to differentiate appropriately, leverage our students' strengths, and push them to learn in different ways. Assess learners in areas that are more than simply content knowledge or skills but rather assessing the 21st-century/success Skills.

Teachers can use rubrics and other assessment tools to let students know what these success skills look, sound, and feel like. In addition, they can use these assessment tools for self, teacher, and expert assessment. While some students may really know math content, for example, they may need support in building their grit, and we can make the classroom meet their needs in a targeted way.

Formative Assessment of Content and Skills that I used in class:

Those kinds of assessments are conducted to learn more about the level of the students. It is only for the teachers to know where the students are, and which areas need more support. The students should not be stressed out by knowing that this is something like an exam rather they should complete it casually and stress-free. In our school, we conduct benchmarking twice a year. Once at the beginning and once at the end of the school year. Those bench markings help us learn about the students’ level in reading, and writing. Spelling, and math. The teacher then will compare the students’ levels and the difference between their results at the beginning and at the end of the year to see the amount of progress they made. Another kind of assessment that I used in the classroom is google forms through which I introduced a survey and put questions related to the unit to check for understanding.

Another example of a student-centred assessment that I use in class is reflection. After every field trip, students are asked to write a reflection about how the field trip was and what they have learned. 

Examples of assessments that I haven’t used yet: 

 Seesaw: Students can keep a record of their work. It is easy for teachers to see student work and comments. Free for basic use but has a fee for more advanced programming 

Wheel decider: you can use this app to randomly call on students. What I like about this app is that you can pick a student to be “randomly” selected by the app so that you have a say in who gets a chance in case you really want to hear from a particular student. Also, students can use it in small groups to assess each other and learn from each other’s answers. (Georgia)

References:

https://docs.google.com/document/d/1Jwx6JiFNc5los27ZOYq221s-0v9UFpr5mFZZPrLxs9M/edit 

https://www.moe.edu.kw/teacher/Documents/%D8%A7%D9%84%D9%84%D8%BA%D8%A9%20%D8%A7%D9%84%D8%A7%D9%86%D8%AC%D9%84%D9%8A%D8%B2%D9%8A%D8%A9/learner%20centered%20teaching/5-Assessment%20in%20LCT%20.pdf 

Assessing for Instruction

The instruction assessment is driven primarily by the formative assessment. A well-planned formative assessment leads the instructions and creates learning activities to meet the students’ needs. This way, we can find out whether the students need a think-aloud model, or if they are ready for independent practice and implementation. Instruction assessment also indicates whether the students need more collaborative learning. Another advantage of instruction assessment is that it is changeable, and we use it to make an immediate decision for instruction and use it to develop future instructions. Therefore, spot-on instruction could increase students’ engagement in a student-centered classroom. 

Assessment can be an effective technique for understanding our students and creating a classroom that can meet their needs. Assessment is not used only for the content and skills, but also for knowing the student’s passions, interests, and success skills, and helps to give the right instruction at the right time. 

End of the unit assessment 

Assessment in the IB system is conducted at the end of each inquiry unit. The teacher gives the students task to finish. Throughout this task, the students complete an assignment or a project. It could be any type of activity. The students start by reading a story and recording themselves reading the story and uploading it on the class dojo. 

Self-assessment

This assessment allows the students to evaluate their own understanding of the unit by asking them to answer survey questions and ticking the answers to whether they understood or not the concept they have learned. 

References:

https://www.edutopia.org/blog/assessment-create-student-centered-learning-andrew-miller 

https://www.moe.edu.kw/teacher/Documents/%D8%A7%D9%84%D9%84%D8%BA%D8%A9%20%D8%A7%D9%84%D8%A7%D9%86%D8%AC%D9%84%D9%8A%D8%B2%D9%8A%D8%A9/learner%20centered%20teaching/5-Assessment%20in%20LCT%20.pdf 

Choral Reading:
Students either read in pairs or as a class. They read aloud following the pace and matching the pronunciation set by the teacher. 

Self-Fluency Assessment

The benefits of differentiation in the classroom are often accompanied by the drawback of an ever-increasing workload. Here are a few factors to keep in mind:

https://www.readingrockets.org/article/what-differentiated-instruction

 

 

 

 

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