Dynamic Assessment For Teaching, Learning & Instruction
Stance:
I believe it is important to ensure the objective is measurable. When planning lessons I ask myself. what do the students need to know by the end of this lesson? I design lessons that are filled with interactive activities, which engage the learner to ensure the content is meaningful and students take ownership for their learning. I scaffold the work, kidwatch, (Owocki & Goodman) and work as a coach supporting their learning. Assessing students in a variety of ways, through pre-tests, observations, Exit Tickets, post tests and consider what the students have learned and what needs to be taught is important.
In this lesson:
Students used Accountable Talk to build on each others ideas
Students identified the authors point of view
Students demonstrated their understanding/ learning on Post-Its
Students learning:
Students were taught the importance of inclusion and the importance of empathy to understand how the characters feel. Using Post-It’s as an Exit Ticket was something new and exciting. Students enjoyed sharing and participating their understanding with the class.
Read alouds give students exposure to great writing, higher thinking and advanced vocabulary.
Students demonstrated their learning and were assessed through Turn and Talks (observations), Accountable Talk and Post-It’s.
Students were asked to write what they thought the author wanted us to learn on a Post-It Note.
Students used Accountable Talk sentence starters to build on each others’ ideas.
In this lesson:
Students learned two methods of subtraction: counting up and counting back
Students used number lines in order to learn how to subtract
Students learning:
After looking at the exit tickets, I noticed some students did not know when to use the count up or count back method. I used the exit ticket from the previous day to inform my instruction.
Students used manipulative:unfix cubes
Students were given more appropriate numbers to work with than the problems provided in the math book
In this lesson:
Students described two to three feelings in each of the four areas of the Mood Meter
Students demonstrated how feelings in each area look and feel
Students learning:
Students used crayons to color in the section of the Mood Meter they identified with the most
Then, students wrote a sentence that stated the word they felt and the reason they feel the way they do
This exit ticket demonstrated students understanding of the color representation and how it alines with the reason why they feel the way they do
Using technology to keep track of formative assessments is an integral part of data collection
Taking data helps track students progress and learning. Thus using technology to keep data is effective and efficient.
Instruction:
When students were responding in writing to a text, a couple of students could not infer what the author was trying to tell them or why this story was written so I conferred with the students using their Just Right Books
I shared with the students a list of reasons why writers write
Writers write to inform- to give information about someone or something
Writers write to entertain- to tell a story that is made up or from real life
Writers write to persuade-to try to get a reader to do something, buy something, or believe something
Writers write to instruct- to explain who to do something
Then I talked to students about the authors intent in their books
Readers ask, what is the author trying to tell me?
Readers ask, why was this story written?
Students learning:
Students read their books and asked themselves what was the authors reason for writing this book
Students read nonfiction books
Students told me the authors purpose was to inform
Students talked about the content (spiders, dogs, tigers)
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