"All this means is that we don't
wait until the 'unit' is over to determine how well the students and we
as educators are doing!"
This was the largest lesson I have had to learn in my career. In the beginning, I remember feeling so confident and elated when I knew I had delivered an awesome lesson. Especially when I had thoroughly covered all angles of the concept only to discover in the end it had gone completely over my students heads. That is the beauty of differentiated assessment. And no longer are the days of long lectures with a quiz or test at the end. We are now at a time when as teachers we know that dropping in on the students, questioning during discussion and allowing for short spurts of "show me how" are so extremely helpful. This way we know before its to late if further clarification is needed or even a reteach.
Kristi Martin
Pitler, H., Hubbell, E., Kuhn, M., & Malenoski, K. (2007). Using technology with classroom instruction that works. Alexandria, VA: Association for Supervision and Curriculum Development, 155-164.
This was the largest lesson I have had to learn in my career. In the beginning, I remember feeling so confident and elated when I knew I had delivered an awesome lesson. Especially when I had thoroughly covered all angles of the concept only to discover in the end it had gone completely over my students heads. That is the beauty of differentiated assessment. And no longer are the days of long lectures with a quiz or test at the end. We are now at a time when as teachers we know that dropping in on the students, questioning during discussion and allowing for short spurts of "show me how" are so extremely helpful. This way we know before its to late if further clarification is needed or even a reteach.
Kristi Martin
Pitler, H., Hubbell, E., Kuhn, M., & Malenoski, K. (2007). Using technology with classroom instruction that works. Alexandria, VA: Association for Supervision and Curriculum Development, 155-164.
No comments:
Post a Comment