Chapter 5 spoke about the necessity of diagnostic assessment as a precursor to presenting new curriculum to students. It spoke of differentiation, something that is necessary when encountering students with varying preparedness for new material and skill development. How to go about differentiation, providing students with a level of challenge that is productive, not frustrating or uninteresting, yet maintaining assessment based on rubrics. Not altering the rubric, instead altering what the rubric is addressing. For example if teaching a grade 6 class and a student is not prepared to read books meant for the grade 6 level, then the teacher would present the student with grade 5 reading until their proficient improved enough to reach the next level.
The chapters also referenced a variety of teaching, engagement and classroom management techniques that involved each student. Through self-assessment, peer- assessment, working together in small groups, and presenting findings to the class, stimulating critical conversation and analysis instead of engaging in fact regurgitating activities. The text speaks of a variety of tasks that are being implemented in our classrooms in this program. “Turn and talk”, plenty of group work, and working together to present findings. The text also speaks of techniques a teacher can use to give feedback to individuals and small groups whilst keeping the class, at large engaged.
I’d like to see the research on the “Cloze Procedure” with regards to its performance determining reading levels. It’s an interesting idea, but I’m a little skeptical. I think a variety of variables can impact performance on such a procedure. I’d like to see it in action.
Chapter 6 is about assessment for learning. Which is basically, practice assessments. To determine how a student is doing, who they can improve and so on. It states that routinely sharing the learning goals is an important practice, which I think is definitely true. I think presenting the learning objectives enables students to gain understanding on why they are doing certain exercises and activities and by presenting the broad objectives, students may be able to determine how said objectives apply to their lives, enticing them to be more engaged.
Self and peer assessment is an encouraged practice. I think the traffic light example was an interesting one. It seems as if it would be an effective technique of keeping the entire class involved. Asking those who put up green signs to explain in there own words what a principle or term, or process is, which not only proves their knowledge and engages their communication skills, but also provides the information to the class, in terms they may find more relatable.