In my case, a lot of my students have undergone formal assessments to help us determine how to best develop their IEP. One of the "informal" pre-assessments that I have used in the past, especially in Language Arts, is a K-W-L chart. I have used these when undertaking a non-fiction book study. I find that the chart helps them make connections and help with the comprehension of the book.
One type of assessment that I have never used but would like to start this year is math journals. I will have a small group of grade 7 and 8 students who I will be teaching math (some on IEP, some just receiving some extra support). I would like for these students (most of whom do not struggle in reading or writing) to reflect on their learning and attitudes toward math by writing in these journals. My plan is to provide writing prompts each day and have this activity help them self-evaluate their learning as well as give me insight into their level of comprehension and their attitude towards math. I do not plan to be fussy about sentence structure or the quality of writing since this is not a language arts class. In fact, I would be quite thrilled to see illustrations to demonstrate their knowledge. I am hoping that the journals will be another way to help measure content mastery and to chart progress.
Chapter four also talks about authentic tasks and assessment for final grades. I have two students who I will be teaching again next year for Language Arts. I feel like we have been doing the same reading comprehension activities for the past two years. Needless to say they aren't the most thrilling activities. I am hoping to allow some student choice in demonstrating that they understand the reading. As I reflect on this chapter as well as what we have discussed in class I want to use more novels as opposed to readers and create (or have the students create) meaningful activities from them as opposed to depending as much on student reading comprehension workbooks. Baby steps. One unit at a time. Of course, I will need to pass this by my co-SERT--but I think that she will be excited as well.
Chapter five is about adjusting, compacting and grouping. I am always adjusting assignments every day. Of course, I have the luxury of having very few students at a time. It is much easier for me to give individualized attention to my students than it would be for a classroom teacher. I am assessing students work daily and adjusting or compacting almost immediately. This is part of what I love about Special Education. It excites me to think that regular classroom teachers may also be doing this for all of their students.
I must admit that I was not really a fan of group work as a student. I often felt that I could work better on my own (unless we were allowed to pick our own partners). As a teacher I had a love-hate relationship with group work. Ideally, it teaches students inter-personal skills that are valuable and it allows for curiosity and creativity in a way that seat-work often does not. However, it can lead to misbehaviour and can be very difficult for a student that already struggles socially. One of the keys to successful group work has got to be clear expectations: expectations of what needs to happen; how much time will be spent on the activity; and how to work in a group. I saw this demonstrated in class and outlined in chapter five. Seeing it done both in class and on the video really helped me see how it can be done well. I will end my post with a quote from p. 84:
Groups need
- Ample space to work
- Clear directions and procedures
- Rules and guidelines established
- Individual roles assigned for on-task work
- To tap into all members' strengths
Good to remember.
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