DIFFERENTIATE:
As mentioned in the previous section, learning targets and scales return in the “differentiate” section of SBL. As a teacher, we must remember that the goal is for all students to reach the same target, but it is unlikely that all students will reach the target at the same time, nor that they will reach it in the same way. This is why the “differentiate” portion of SBL is so crucial in a successful SBL classroom. If we return to the road trip analogy, it can be thought of as students taking different paths to the same destination. They know where to go and how to get there, but they take different routes and go at different speeds, so they may arrive at different times. And, along the way, they stop to read the map and make sure they haven’t gotten off track.
In order to differentiate effectively, teachers must provide many opportunities to practice. These are called formative assessments, and they provide both the student and the teacher with information about how close the student is to the learning target. The wonderful thing about these assessments is that they are low risk. They don’t significantly impact a student’s grade. They also are excellent for teachers because they help the teacher know where to focus the instruction for the next class period. Teachers will know which students have “got it,” which ones are “almost there,” and which ones “are still working on it,” so they can plan instruction to meet those needs.
Because all students are expected to reach the same learning target, the summative assessment should be the same for all students. The summative assessment comes at the end of the unit of study and assesses the learning targets addressed during the unit. It really shouldn’t be a surprise to anyone because the students have practiced so many times, they know exactly what they should expect. Teachers also shouldn’t be surprised at the results because they have provided so many opportunities for practice and given so much feedback, that they really already know how students are going to do.
As mentioned in the previous section, learning targets and scales return in the “differentiate” section of SBL. As a teacher, we must remember that the goal is for all students to reach the same target, but it is unlikely that all students will reach the target at the same time, nor that they will reach it in the same way. This is why the “differentiate” portion of SBL is so crucial in a successful SBL classroom. If we return to the road trip analogy, it can be thought of as students taking different paths to the same destination. They know where to go and how to get there, but they take different routes and go at different speeds, so they may arrive at different times. And, along the way, they stop to read the map and make sure they haven’t gotten off track.
In order to differentiate effectively, teachers must provide many opportunities to practice. These are called formative assessments, and they provide both the student and the teacher with information about how close the student is to the learning target. The wonderful thing about these assessments is that they are low risk. They don’t significantly impact a student’s grade. They also are excellent for teachers because they help the teacher know where to focus the instruction for the next class period. Teachers will know which students have “got it,” which ones are “almost there,” and which ones “are still working on it,” so they can plan instruction to meet those needs.
Because all students are expected to reach the same learning target, the summative assessment should be the same for all students. The summative assessment comes at the end of the unit of study and assesses the learning targets addressed during the unit. It really shouldn’t be a surprise to anyone because the students have practiced so many times, they know exactly what they should expect. Teachers also shouldn’t be surprised at the results because they have provided so many opportunities for practice and given so much feedback, that they really already know how students are going to do.
Area Models-Formative #1
This is an example of a formative assessment given to the student with backed out targets outside of class time. The purpose of the assessment was to determine where she fell on the backed out learning targets, as well as determine her background knowledge in area. It is clear from this assessment that the basic concept of area is understood. She was able to create area models when given integers. She needed guidance when asked to do area models using simple polynomials, but it was helpful to use her knowledge of area to work towards the next level on the targets. This particular assessment, done one on one with the student really helped me figure out how to best instruct the student and move her along in the targets. |
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Area Models-Formative #2
This is an example of a formative assessment we gave to the entire class. It was the first formative we gave to the class that addressed this learning target, but was the second one for the student with the modified learning target. It is clear here that the student has a clear understanding on how to make an area model when given dimensions in simple algebraic forms (a 3 on the modified learning targets), but is still struggling with creating area models when the dimensions are given in more complex algebraic forms. When we designed this assessment, we included a mix of simple and more complex area models on purpose because we wanted to get a sense of where all students fell on the targets and where we needed to focus instruction next.
Area Models-Formative #3
This is another example of a formative done one on one with the student who has modified learning targets. Here we were working on developing her understanding of area models with dimensions written in algebraic form, a concept she was clearly still struggling with on the last formative. We also wanted to stress the fact that area can be represented in two ways: by multiplying the dimensions of the figure and by adding up the sum of its parts. To get this concept across, I back up a bit an used integers again. This can be seen with the example (4 +3) (2 +3). Then we applied this same concept to problems such as (x +2) (x+2). This was a guided formative assessment, so it isn't an excellent measure of what the student can do independently. Thus, we continued collecting data in the following formatives.
Area Models-Formative #4
This is a formative assessment we gave to the entire class. When analyzing this student's work, it seems clear that she understands how to construct a model when given the dimensions in algebraic form. However, she does not appear to remember how to construct an area model when given the dimensions in simple algebraic forms, as seen with her difficulty with 5(n+2). It is also apparent that she hasn't mastered the concept that area can be represented in two ways. She didn't recognize that 5n +2 was the sum of the figure's parts. The work on the first problem also shows this lack of understanding. This is a skill we continue to develop throughout the rest of the unit, but this concept was not one identified in the modified learning targets, so we are not overly concern about this lack of understanding.
This is an example of a formative assessment we gave to the entire class. It was the first formative we gave to the class that addressed this learning target, but was the second one for the student with the modified learning target. It is clear here that the student has a clear understanding on how to make an area model when given dimensions in simple algebraic forms (a 3 on the modified learning targets), but is still struggling with creating area models when the dimensions are given in more complex algebraic forms. When we designed this assessment, we included a mix of simple and more complex area models on purpose because we wanted to get a sense of where all students fell on the targets and where we needed to focus instruction next.
Area Models-Formative #3
This is another example of a formative done one on one with the student who has modified learning targets. Here we were working on developing her understanding of area models with dimensions written in algebraic form, a concept she was clearly still struggling with on the last formative. We also wanted to stress the fact that area can be represented in two ways: by multiplying the dimensions of the figure and by adding up the sum of its parts. To get this concept across, I back up a bit an used integers again. This can be seen with the example (4 +3) (2 +3). Then we applied this same concept to problems such as (x +2) (x+2). This was a guided formative assessment, so it isn't an excellent measure of what the student can do independently. Thus, we continued collecting data in the following formatives.
Area Models-Formative #4
This is a formative assessment we gave to the entire class. When analyzing this student's work, it seems clear that she understands how to construct a model when given the dimensions in algebraic form. However, she does not appear to remember how to construct an area model when given the dimensions in simple algebraic forms, as seen with her difficulty with 5(n+2). It is also apparent that she hasn't mastered the concept that area can be represented in two ways. She didn't recognize that 5n +2 was the sum of the figure's parts. The work on the first problem also shows this lack of understanding. This is a skill we continue to develop throughout the rest of the unit, but this concept was not one identified in the modified learning targets, so we are not overly concern about this lack of understanding.
Area Models Portion of Summative
I thought it was important to show the area model portion of this student’s summative because it demonstrates that learning did occur while at the same time shows that the student still lacks some understanding. The student met her own modified target because she was able to construct a model when the dimensions were given in simple algebraic form. She was also able to do a more complex model as demonstrated with the dimensions of (n+4) (n+2). She was not able to construct an area model with the dimensions on the first problem although she did recognize the dimensions and label them as such. It is clear she isn’t able to determine which equations represent the sum of the figure’s parts yet.
I thought it was important to show the area model portion of this student’s summative because it demonstrates that learning did occur while at the same time shows that the student still lacks some understanding. The student met her own modified target because she was able to construct a model when the dimensions were given in simple algebraic form. She was also able to do a more complex model as demonstrated with the dimensions of (n+4) (n+2). She was not able to construct an area model with the dimensions on the first problem although she did recognize the dimensions and label them as such. It is clear she isn’t able to determine which equations represent the sum of the figure’s parts yet.
Throughout the unit, we provide feedback to all the students in the class. This is done in several ways. Occasionally, we meet with students one on one and discuss how they are progressing towards the learning targets and how their habits or learning may positively or negatively be impacted this progress. We also process formative assessments as a class. We share student work, and have the student talk about his/her approach to solving the problem. This is a good opportunity for us to explain our expectations and provide models of student's near or at the learning target.
At the end of the unit, I specifically am responsible for providing feedback to students who have relevant IEP goals. This sample reporting document is an example of an IEP progress report I send out at the end of the unit.
At the end of the unit, I specifically am responsible for providing feedback to students who have relevant IEP goals. This sample reporting document is an example of an IEP progress report I send out at the end of the unit.