The document discusses the importance of differentiation and formative assessment in teaching. It emphasizes that if students are not learning through the teacher's methods, the teacher must adapt their teaching style to how students learn best. Formative assessments should be used frequently to identify struggling students and drive intervention strategies before summative assessments. The document suggests that teachers typically respond to students who don't learn by providing additional time and support, and to students who already know the material by giving another opportunity to demonstrate learning.
3. If students can’t learn the way we teach them, we must teach them the way they learn! Facing the Fact:
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5. Learning vs Teaching As teachers you must remind yourself to focus on. . .
6. We use formative assessments frequently throughout the course to assess small portions of the course each time. How will we know when they have learned it?
7. Doug Reeves said. . . “Formative assessments are like a physical examination while summative assessments are comparable to an autopsy.”
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9. It may also be necessary to reassess a skill that was widely deficient on a previous formative assessment to determine whether or not your interventions have been effective. Frequent monitoring of student learning is an essential element of effective teaching.
10. Assess a few key concepts frequently rather than many concepts infrequently. Good formative assessments shift the focus from teaching to learning.
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15. 1 C 2 R 3 S 4 R 5 C 6 R 7 S 8 C 9 R 10 S 11 R 12 C 13 R 14 S 15 C
16. 1 C 2 r 3 S 4 R 5 c 6 R 7 S 8 C 9 R 10 s 11 R 12 C 13 R 14 S 15 c
17. 1 C, 2 r 3 S 4 R, 5 c 6 R, 7 S, 8 C 9 R, 10 s 11 R 12 C, 13 R 14 S, 15 c
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Editor's Notes
When you hammer a nail into the wood, if you keep banging after the nail has become flush with the surrounding wood, you will bruise the wood. If we consistently use the same instructional methodologies with our students, we can bruise the students.
Spend some time here discussing how this changes the paradigm of how we learned in school. When we didn’t understand something, most likely our teachers determined that we “couldn’t” or that we “wouldn’t” learn the material. Now, with brain research and educational advances in how we understand the learning process, we know there are a variety of ways that material can be presented for understanding.
HEADS TOGETHER – MEETINGS – ASSESSMENTS (sl) MORE YES – MORE FOCUSED CONVERSATION – HOW CAN WE HELP – LOUD BUZZ – MORE INFORMED – DISAGREEMENTS (fl) CONFLICT
![Differentiation ,[object Object]](https://image.slidesharecdn.com/differentiationpp-110621073826-phpapp01/85/Differentiation-pp-1-320.jpg)
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