For journal 7 we will be completing 2 tasks focused on Differentiation in Assessment.
Task 1:
For background information and possibly some new ideas, please follow the link and read the article:
Let’s Celebrate Personalisation: But Not Too Fast, Carol Ann Tomlinson. March 2017 Educational Leadership, Volume 74, Number 6.
et's Celebrate Personalization: But Not Too Fast - ASCDMany a teacher, student, and parent feels depleted from time spent in regimented classrooms better suited to the early industrial revolution than to an era when the hallmark is change, the survival mechanism is flexibility, and business models reflect a focus on the individual. The devotion to standASCD
Please open the attachment entitled 'Roger Taylor DI Summary'. Read the document to gain further understanding about practices associated with Differentiation.
After your reading, open the document attached "In Summary Differentiation Means..." In your journals upload or copy this document and code each of the line items using the legend at the top:
N = need to know more, E = exciting, S = suggestions, W = worrisome. Pick two statements from two different coding types, and in your journal, write a paragraph for each, describing your reaction and explaining your thinking. (e.g. why you coded it 'N' and what you need to know more about).
Task 2:
Take a previous lesson plan or unit plan which includes a description of an assessment task (it could be something you have previously used, used in your practicum, have planned but not yet taught, etc.).
In your journal, fully explain the assessment task/strategy and the tool you will use to evaluate the work. Describe how you will address these four areas of differentiation within the unit/assessment task:
Affirm identity/build self-esteem
Value prior knowledge
Scaffold learning
Extend learning
------------------------------------------------------------------------------------------------------------------------
In summary differentiation means
Part 1
N= need to know more
S= I have suggestions
E= excited
W= worrisome
Ø Affirming that students have different learning needs, strengths, styles, interests and preferences E= excited
Ø Maintaining a commitment to learning standards and goals for all students E= excited
Ø Increasing the variety in teaching, learning, and assessment in order to reach more students and respond to their preferences, styles, interests and strengths E= excited
Ø Providing high levels of challenge and active engagement in rigorous, relevant and significant learning E= excited
Ø Acknowledging what students already know and can do E= excited
Ø Recognising that students do not all need to do the same work in the same way E= excited
Ø Diagnosing student needs and prescribing tasks that create better matches between students and their learning needs, styles and/or preferences W=Worrisome
Ø Nurturing students’ ability to make appropriate choices about their learning needs E= excited
Ø Designing tiered assignments to better respond to students’ specific learning needs E= excited
Ø Using flexible instructional grouping to provide opportunities for students to learn with others who have similar needs, styles or preferences N=Needs to Know More
Ø Affirming the importance and value of all students’ work E= excited
Ø Creating fair and equitable processes for evaluating students’ learning and assigning grades/marks E= excited
My experience in TELL situations has called upon me to develop Initial assessment that act as evaluation which determines the placement of a student while recognizing their reading, writing, mathematics as well as their educational background from a cultural standpoint. When designing the initial assessment, teachers/support staff need to recognize that the rubrics in place are for students between grades 9-12 (in my experiences) which means the level of writing, and reading need to be understood through a "differentiated lens". In particular it is important to recognize that may not all students in grade 9 have developed fluent essay writing skills. Designers of initial assessments must consider the level of commands (instructions) that they use. Asking a student to write a personal statement of which they may be generally clear about due to the universial context of the task may differ from that in a task that requires a student to compose a response to literature. The important thing to note is that in both cases a description of the task may uniformly called a "long answer question", which is problematic as the tasks themselves are very different in context.
In regards to initial assessments, I would like to see an incorporation of standard questions that ELL's may experience. For myself, I want to know what is being asked of the ELL in the interview. As a teacher I don't need an ELL answer, but in a position as the ELL Lead Teacher, I need to be aware of the process, because rather than just making this feel like a serious government assessment, it is hoped that a student is asked about their personal preferences, and aspirations in their new school.
I would like to see the interview done with a translator first and then based on the student's ability to respond in English, request a meeting with the school board's psychologist. This is important for a number of reasons, one being, the student's overall background may be unclear or possibly even neglected, putting them into a classroom and then risking upsetting the student or indirectly making them feel uncomfortable, if they need to talk about their issue as it pertains to their prior experience. Essentially, having someone there from the beginning who will be working with the student throughout the course of the year/semester. I believe it reasonable to have a guidance counselor, Vice-Principal or Principal of that student's age group/level to be there during the initial assessments and what not to provide the receiving school with an expert on that student. This is imperative as teachers’ of this student will be able to get assistance with this student when needed, likewise, the school is in-turn providing the ELL with a "guardian angel" like figure that is always available to visit as some of the administrative staff should be for students.
Recognizing these aspects of initial assessment provide me with evidence as I understand it, that I can understand and appreciate “Diagnosing student needs and prescribing tasks that create better matches between students and their learning needs, styles and/or preferences”. Check out the link below to teachers pay teachers where my STEP templates are uploaded and downloadable for FREE! Read, Rate and Review! Thanks!
https://www.teacherspayteachers.com/Product/ELLELD-Placement-Initial-Assessment-Demo-By-Bono-4434797
This post is regarding that crucial topic of professional learning communities (PLC) that many teachers are always struggling with because of the amount of work needed every year to prepare. With "learning exceptionalisms" being a topic on the table of discussions, now Ontario teachers in Canada (specifically) are discussing what "De-Streaming" is going to look like for schools/boards and Universities in Canada, teachers are wondering constantly, "how can we make this work?" while students are constantly wondering, "how will this make my life eassier?"
I don't have the answers for every teacher, but here is a model I began implementing in class recently (years ago now), as I have many different ranges of personalities, cultures and students in class. Most times, students will cluster together at a given station that their friends are at, however it offers opportunities for students to see what it is their friends are doing/how their friends are learning as well as a chance for some students to discover personal strengths. Teachers can also intervene and redirect students to areas that they feel will be most beneficial for them/more appropriate to their tier. While students are in a station/tier the teacher can guide students into subtle changes that can allow them to transition to the next tier more efficiently.
One example might be in a grade 10/11 English Literature based class,
Tier one, a student can find information on the internet, copy and paste information with a reference into a document that answers some basic questions about the text. At the next tier the student can either paraphrase or directly quote from the text in an organized/structured body of writing their response to a prompt or the questions of the previous tier. As the tiers vary through levels the final tier might be something along the lines of not only discussing the text through insights of the story itself, but doing so with minimal assistive technologies, and using varied types of evidence to accomplish validation of sources (as an example), the tricky part is incorporating or ensuring that the necessary conversations and observations are documented and reinforced in the tiering process, students need to approach the tier, introduce themselves and their goal, discuss with others what they have already discussed or accessed and find someone in the next tier to provide an editing opportunity for them. Students would be publishing drafts as they progress through tiers and would eventually be told, after these two-four days (depending on the density of the task) of writing, revising and drafting, your next day is publishing. This would be what the teacher summatatively assesses.
Generally I use this model when introducing a lengthy reading text in class that may be used for a discussion/inquiry introduction.
A quick summary of how the class works (for me),
1. set up four stations and have students standing at the back of the class with their things until the instructions are over.
2. Instruct students to collect a page of the reading/text from the teacher and look at the board.
3. The teacher will introduce the four groups functions/learning environments
Self-Direction
a) One area is self directed, no technology included/cellphones/laptops/translators are left at the front and a lined page is taken with a pen to the group along with the reading, the student will read by themselves (if they would like to have music, that is up to the teacher) where they should read once without assistance, and then after calling over the teacher for a check, can collect their device and do a once over to ensure they really comprehend the text/reading. Generally this is a quiet section of the room where students can work independently.
Read-A-Loud (Teacher/Student Led)
b)The teacher or "lead" student or ALL students can read out loud and inquire through question and answer throughout the text. This is a bit more chaotic as there are sometimes many questions and some students who are there for the enjoyment of listening to the text but could actually be working independently. Cellphones are not allowed here, the teacher can assign one "fact checker" with a cellphone to guide the group questions.
Mini-Inquiry
c)Students normally migrate into a giant roundtable form of discussion in which they are reading at different paces, sometimes off topic talking to their partners/group members and are able to discuss with each other while also jumping between their own reading. No cellphone are allowed here, questions that cannot be answered by other group members, should be passed on to the teacher. Usually students start elsewhere and when finished reading, will go here for debriefing/consolidation of ideas from classmates.
Flipped Classroom (Teacher Discretion)
d) Students who have read the article beforehand can actually move into a reflection/discovery of ideas about the text at this station, they may call the teacher over for questions, they may have their cellphone, or other technology. Generally students who have read and understand the text already are moving onto an extension/further reading piece that will allow them to enrich whatever lesson they are supposed to be taking away from that class. These students will also sometimes want to start in the group inquiry and then move off to the Flipped Classroom section after as well.
4. Teachers will allow students to migrate and plant themselves after handing in their cellphones.
5. Teachers will move to the "Read-A-Loud" section (unless no students have gone there, but teachers should encourage some students to move here as needed. Teacher should check the relation of which students are arranged in the class and assist others as needed, normally this is about 20 minutes.
6. Teachers will lead the class discussion/active learning portion of the class at this time, but now every student will (or should) have a substantial knowledge base of the reading in the class.
Again, this is not perfect, but it has worked for me in a number of ways, "Running Records", "STEP identification/On-going Assessments", "Anecdotal Notations", etc.
Alternative to the method was running this in stations where students would ALL start as a round table read-a-loud and then progress through different areas as needed, this would relieve the need for the "Flipped Classroom station" as well.
Through this introspective visit of my past experiences I am confident I have demonstrated “E=Excited” for this criteria. Below are some articles and webpages to check out in regards to the need for Differentiation in the classroom.
Testimonial/Guest Blog on Change in the Classroom in the US:
Research based on Canadian School figures:
http://www.ldao.ca/introduction-to-ldsadhd/articles/about-lds/learning-disabilities-statistics/
Part 2
This lesson plan was designed for the ENG4U classroom as a culminating unit/task. The premise is that the student reads through the novels as they progress through the unit and in the end they will present an oral presentation that was planned and outlined through their essay compositions.
Looking into how this looks through the IBDP Literature and Language A) lens, the project would be worth while being integrated as the individual oral assessment wherein the students need to plan, process and present their findings through a platform of their choosing.
The assessment description is as follows,
The Novel Inquiry is a culminating, student-driven literary study designed to develop advanced critical reading, writing, research, and presentation skills in preparation for postsecondary academic work. Through the independent reading and analysis of two novels (one of which must be Canadian), students will explore thematic and stylistic connections, compose a formal comparative literary essay, and present their findings in a seminar-style oral presentation. This unit promotes deep literary engagement, self-directed learning, and higher-level communication and analysis.
Purpose:
To develop and demonstrate independent learning skills through sustained engagement with complex texts.
To practice literary analysis by identifying and interpreting key elements such as theme, character, setting, and style.
To compare and contrast texts through a clear, argumentative literary essay.
To present ideas orally using seminar-style methods, encouraging discussion and engagement.
To prepare for university-level writing and speaking, with an emphasis on personal voice, textual support, and academic rigor.
To address the 4 areas specified in regards to differentiation as experienced in the Novel Inquiry Unit, I have explored them here,
Affirm Identity / Build Self-Esteem
The unit task invites students to select novels that resonate with their cultural background, personal values, or lived experiences. By giving students choice—including diverse authors, genres, and themes—students see themselves reflected in the curriculum, helping affirm identity. Teachers can:
Encourage students to select texts that speak to their heritage, identity, or interests, especially in the Canadian novel component.
Offer space in the Reading Report and Oral Presentation to include personal reflections on how the text connects to their worldview.
Provide positive, strengths-based feedback during conferences to build confidence in students' academic voices and interpretations.
Example: A student selecting "Indian Horse" or "Persepolis" may explore intersections of cultural trauma and resilience—validating their personal, familial, or community identity.
Value Prior Knowledge
Students enter the unit with varying degrees of experience with literature, critical thinking, and academic writing. The unit structure respects and activates this prior knowledge by:
Allowing students to draw from past reading experiences (e.g., novels read in Grade 11, cultural storytelling traditions, or personal reading habits).
Using Minds-On activities to connect the ISU to real-life values, beliefs, and previous coursework (e.g., “What makes a novel worth studying?”).
Encouraging personal connections within the Reading Report, linking characters, conflicts, or themes to their own knowledge and experiences.
Example: A student who enjoys dystopian stories may bring insights from prior readings of “The Hunger Games” to their analysis of “1984” or “Brave New World.”
Scaffold Learning
The unit is carefully sequenced to move students through increasingly complex tasks with support at every stage. Teachers provide:
Templates, exemplars, and checklists for each task (Reading Report, Thesis Proposal, Essay, Presentation).
1:1 conferencing after the thesis proposal and essay outline to guide students in refining their arguments and structure.
Peer workshops and teacher mini-lessons focused on citation, transitions, or comparative analysis strategies.
Flexible novel summary handouts and guided discussions to support students during the selection phase.
Scaffolding helps a student who struggles with argument development in essays build confidence and structure through conference coaching and directional statement planning.
Extend Learning
For students seeking greater challenge, the Culminating Task offers numerous opportunities to go beyond the minimum requirements. Teachers can:
Encourage advanced students to explore intertextuality, historical context, or literary theory in their essays or presentations.
Invite creative approaches in the oral presentation: e.g., integrating multimodal media, visual art, or interdisciplinary connections.
Recommend complex or thematically rich novels (e.g., “Midnight’s Children,” “Beloved”) and encourage layered interpretations.
Example: A student who is highly engaged with global justice themes may analyze "The Motorcycle Diaries" and "The Hate U Give" through a critical lens informed by sociology or post-colonial theory.
To conclude, this unit empowers students to take ownership of their learning and build academic independence. It encourages them to investigate complex ideas, engage deeply with literature, and express their interpretations with sophistication and clarity.
No comments:
Post a Comment