https://www.youtube.com/watch?v=UZcCyCWG70Q

Many experts will tell you that the average length of a child's attention can be calculated by this simple formula:

1. Age × 2-5 minutes = Average Attention Span

https://ascd.org/el/articles/seven-keys-to-effective-feedback

Accommodations:

1.        Allow to write assessments in native language

2.        More time

3.        Different setting

4.        Written/Oral assessments

Differentiation:

1.        Small sided-games

2.        Game play with like-ability

3.        Competitive/ Social

4.        Vocabulary

5.        Reflections (written and oral)

6.        Multiple modalities of learning: modeling, videos, documents, aural, oral

with Kids and Teens

1. Differentiation Through a Flipped Classroom

• Pre-Lesson Work: Students access learning materials (videos, interactive PDFs, or apps) before class, allowing them to learn at their own pace.

• Class Time Focus: Use class time for active problem-solving, discussions, and clarifying concepts, shifting the teacher’s role to a facilitator.

• Benefits: This method enables personalized pacing and engages students in critical thinking, problem-solving, and inquiry.

2. Tiered Activities

• Scaffold Learning: Provide tasks of varying difficulty levels during class, enabling students to choose based on their confidence and readiness.

• Progression: Students are encouraged to take on progressively challenging activities to foster growth.

3. Collaborative Grouping

• Mixed-Ability Teams: Group students with partial homogeneity based on their chosen activities to encourage peer learning.

• Role Assignment: Advanced learners mentor peers, while the teacher focuses on students needing additional support.

4. Technology Integration

• Interactive Resources: Use diverse formats, such as simulations, e-quizzes, and apps, to appeal to different learning preferences.

• Accessibility: Leverage common tools like smartphones to make learning resources easily available and engaging.

5. Focus on Individual Goals

• Personalized Learning Benchmarks: Help students set and work towards individual learning goals aligned with their skill levels.

• Continuous Feedback: Provide tailored feedback to guide their development.

6. Student Ownership and Responsibility

• Engagement in Learning Process: Students prepare in advance, fostering accountability for their progress.

• Reflection and Inquiry: Build metacognitive skills through self-assessment and reflective practices.

Criterion A: Investigating

Differentiation: Choosing from 3 sets of artists (research)

Using Panofsky's text on Iconography as a model for deciphering a work of art. AI can be used to make the text accessible for three different levels (language proficiency). We can choose artists from different contexts (historical, cultural, geographical)

Criterion B: Developing

Creating tutorials with subtitles. Breaking down process into identifiable, measurable stages. Students can advance at their own pace.

Criterion C: Students are creating artworks based on selections of their own personal data. They choose how to represent and graph the data. Disparity of skill level can be minimised through the provision of a template which can serve as the starting point for the physical realisation of their work. In some cases, this can be augmented by the use of a laser cutter.

Assessing personal bias;

Recognize and avoid stereotypes-empower students to be unique;

Dismantle a system that was created in a unequal way.

To second guess every perspective you have about culture.

How to group students:

By date: when did you last eat ice cream?

By birthdays/foods/cards/similar shoes

Writing strategies:

Start from group writing, read a sample, analyze the article together, do corrections, then go to work on their own writing.

How to memorize vocabulary:

Storify it: coherent, narrative story

Gamify it: active processing, attention

Strategies for students with sensory processing challenges

We will try to create permanent resources that are on display for students to return to throughout a unit.

Use a clock/timer and set restriction e.g. 15 minute to help organisation. We can draw on a clock to show the time rather than a stressful countdown.

• Choice of Formats: Offer multiple formats for assessments, such as video presentations, written reports, or creative projects, allowing students to choose how they demonstrate learning.

• Flexible Timelines: Provide extended deadlines or time adjustments for students who need them, while encouraging advanced learners to manage tighter schedules for additional challenges.

• Contextual Relevance: Use real-world scenarios relevant to students' cultural, social, or personal interests to make assessments more engaging.

• Scaffolded Tasks: Break larger projects into smaller, manageable steps, providing checkpoints to guide beginners while allowing advanced learners to skip scaffolds.

• Collaboration Options: Allow students to work individually or in groups, depending on their preferred style of learning and task complexity.

2. Intellectual Design Features

• Varying Cognitive Demands: Differentiate tasks to align with Bloom’s Taxonomy, from simple recall for beginners to analysis and creation for advanced learners.

• Open-Ended Questions: Incorporate tasks that allow multiple solutions or interpretations, enabling differentiation by student creativity and critical thinking level.

• Student-Driven Inquiry: Encourage students to select their own topics or questions within a broad framework, fostering autonomy and deeper engagement.

• Interdisciplinary Connections: Include cross-disciplinary elements for students who excel in applying skills in broader contexts.

• Reflection Opportunities: Integrate reflective components for students to assess their learning process and outcomes, supporting metacognitive development.

3. Grading & Scoring

• Rubric-Based Assessment: Use detailed rubrics with clear criteria for each level of performance, allowing transparency and guidance for improvement.

• Individualized Feedback: Provide personalized feedback tailored to the learner’s current skill level and growth potential.

• Self and Peer Assessment: Include self-assessment or peer review components, where students learn to critically evaluate their work and others'.

• Weight Adjustments: Adjust the weighting of rubric criteria to prioritize areas where students need more practice or challenge.

• Growth Over Time: Implement a system that values progress and improvement rather than just a final score.

4. Fairness of Access

• Accommodations: Provide reasonable accommodations, such as assistive technology or alternative formats, to meet diverse learning needs.

• Bias Mitigation: Ensure assessments are free of cultural, linguistic, or gender bias by including diverse perspectives and contexts.

• Transparency in Expectations: Clearly communicate goals, criteria, and success measures to students before starting the assessment.

• Equal Opportunities: Ensure all students have access to necessary resources (e.g., research materials, technology) to complete their tasks.

• Flexible Demonstration: Allow multiple methods of demonstrating the same competency to accommodate varied learning styles and strengths.

Different ways to learn (self-directed learning vs teacher-directed learning

Different people to learn with - a buddy from a different class.

Different teachers to ask questions from

Considering ideas about "additional/alternative demonstrations of assessments" - some kids take longer to learn the same content as others, so shouldn't they take the assessment at that point. Unit length (number of lessons) is decided on the basic of how fast "most" students (or an average student) will learn the content. But we know some are faster and slower. Big sky thinking: students take the unit assessment when they are ready (i.e. at different times) . If we have a bank of different assessments ready to go (e.g. 3 for each unit/criteria)