“ . . . studies generally support the suggestion from cross-sectional data that academic performance is maintained or even enhanced by an increase in a student’s level of habitual physical activity, despite a reduction in curricular or free time for the study of academic material .”
Roy J. Shephard,“Curricular Physical Activity and Academic Performance”, Pediatric Exercise Science 9 (1997), p. 119.
Multiple opportunities for practice and quality feedback
General (“need more practice”) Identify what is done well, what needs improvement, and how to get there Specific, Focused Assessment for Learning: Feedback
Task: You have been hired to write a speech defending a position on a significant, current social issue.
Some of your paragraphs should be more logically organized. For example, in paragraph 2… You have a very good understanding of the facts surrounding your issue. Identify what is done well Identify what needs improvement
Review the components of a paragraph (e.g. topic sentence, supporting ideas, concluding sentence) and use them consistently throughout the speech. Tell them how…
It informs teachers about their instructional approach and next steps. Six of my students struggled with effective paragraphs. They need a mini-lesson on paragraph structure…
“ Research indicates that oral feedback is more effective than written feedback, particularly for low-achieving, at-risk students.” (James, McCormick, & William,(n.d.). Leading Math Success , p 50 )
Little or no follow-up Opportunities for students to respond to comments Assessment for Learning: Feedback
What did you learn about yourself by completing this survey?
What could you learn about your students by having them complete a similar survey?
How would these survey results impact your instructional strategies? Your assessment strategies?
How does a teacher’s own learning preference impact on instructional choices for process and product?
“ In differentiated classrooms, teachers begin [teaching] where students are, not at the front of a curriculum guide.” Teachers in differentiated classrooms are students of their students. Tomlinson , The Differentiated Classroom, 2000
Differentiated Instruction Means Recognizing Differences
There are no two students who learn at the same pace.
There are no two students who solve problems in exactly the same way.
There are no two students who have the same interests.
There are no two students who have learned the same skills.
Knowing the Whole Child – Other Kinds of Data…