Reflection on Alignment and Assessment
Reflection Assignment: Reflection on Alignment and Assessment National University Nicole R. Moreno MAT 674 Dr. Connie Wallace 08/15/2010
Abstract This assignment is a reflection on Alignment and Assessment with examination of a color coded Benchmark Test. This paper examines methods to differentiate instruction in the classroom. In addition this paper suggests technological resources that can help target the skills on Benchmark assessments?
Reflection on Alignment and Assessment
After reviewing the Benchmark 1 Test results, I focused on the three areas that demonstrated the lowest scores. Differentiated instruction methods of brain-based instruction and-tiered lessons can help the students to reach their goals. In addition the use of technology is a must for the twenty first century classroom and can be a companion a way to differentiate instruction. The yellow which was assigned a value of 1 indicates that the student is below basic. The student answered one of three questions. The red which was assigned a value of zero indicated that the student is far below basic .The student has answered zero questions correctly. The three areas with the lowest overall scores were: WLC Proper English Usage WLC 1.1 Identify and Use Clauses WS. 2.1 Write Biographies When I look at these three areas as a unit see that they are all deeply related to one another. It would be interesting to have a student that was able to effectively write a biography without a grasp of English usage and strength in identification and use of clauses. Some effective ways to differentiate instruction are to consider the learning styles of the lowest performing students. Knowing which of the multiple intelligence will allow me to tailor lessons with specific classroom lessons, a unit design template/overview, follow-up activities, alternative assignments and assessments Modifying testing should not interfere with the integrity of the assessment.,Modifications Tests read, Verbal tests, Literal levels of questioning,More frequent tests, Extended time for test completion, IEP goal achievement as a basis of testing, Development of an instructional packet with a variety of activities to demonstrate knowledge
Strickland particularly insightful. Of the numerous teaching strategies mentioned I believe that modeling, multilevel instruction, and scaffolding will be the most useful in the diverse classrooms in my future.
I always knew that modeling would be an important aspect of classroom behavior management but through watching this video I realize that modeling has powerful applications in the diverse classroom. In particular, modeling respect of other cultures can help to “create a sense of community” in the classroom. When possible I plan to create curriculum that is of cultural interest and that helps students to see the cultures of each other through their own lens in a respectful way. Through that I hope to apply to a different aspect of student learning. Modeling respect can also be done with linguistically diverse students. Taking the time to learn words in the native language of the students can show that I have a genuine interest in them and hopefully I can use it with the class as a whole. As long as I am careful not to single out a specific student it should be able to create the sense of community. Multilevel instruction was my favorite teaching strategies that I learned. All students will not all be at the same level of ability or understanding. I can be sure that my students are engaged in learning activities that allow them to function at their level of ability while still being challenged at their zone of proximal development to continue growing and learning. One teacher mentioned that she intentionally uses vocabulary that may be challenging for the students. Dr. Strickland states that often low ability level student benefit from higher level instruction rather than remediation. They often they “rise” to the challenge. In authentic multi-level teaching,
teachers are supposed to seek to involve all students in higher order thinking, in complex learning and projects at the higher end of Bloomâ€™s taxonomy. Higher orders of thinking can be approached at a wide range of abilities. The goal for me should be to make tasks and activities designed around higher levels of thinking. Lastly, a correct use of Scaffolding will appeal to the diverse learning levels of the class. I plan to give students support and assistance to move from their present level of functioning to the next level. Students are explicitly and systematically taught to help, support, and challenge one another as part of building community in their classroom. It seems that this works best as seen in the video with the help of teacher aides that assist students and the general education teacher in not only in design of multi-level lessons but also provide specific one on one and small group skill instruction, support, and assistance. The video states that the teacher aide can help with â€œtime on taskâ€? and helps to increase all students learning on a metacognitive level. I have learned that although differentiated instruction is necessary for effective teaching in a diverse classroom, that differentiated instruction also helps create diverse thinkers. Using modeling, multilevel instruction and scaffolding helps address the needs of many but allows the learner choice in how they will or want to learn. I my opinion this ultimately helps to create better critical thinkers.