Individualize instruction based on the newest data in your Campus Grade Book
I don’t even know how many ways I tried to use formative data in my classes in a timely way. It was so hard because it took so much time. Even if my assessment
was short and easy to score, sorting those scores and analyzing the results piece by piece to look for gaps in understanding took time. Sometimes I would only get through one or two periods worth before I had to get myself home, make supper, and go to bed. Then I’d need to be in my classroom at 6 a.m. to try to finish the rest or hope I could whip through them during my prep, provided I didn’t need to cover another teacher’s class. Sometimes I would just apply the weaknesses of first hour to the sections later in the day, foregoing the idea of individualization for hoping I was meeting the needs of most. Continue reading “Use Student Data with Score Analysis”
Standards-based grading makes a lot of sense. So why does it end up being so hard? It seems so simple. You have a set of standards to teach and you want to ensure that every student has multiple opportunities to learn, practice, show growth and ultimately show proficiency for each standard. Not all students will learn in the same way or need the same amount of practice so you want to be flexible and patient, but also creative because you need to keep the students who show proficiency engaged in extending their understanding or moving them on to the next thing.
I want this blog to be about you, the teachers. I taught for 13 years. I know there isn’t one best way to do things and that teaching styles and learning styles vary. So if there is an idea posted here that you know can be adapted to reach more students, by all means, use it as you see fit. I want this to be a place for teachers to share what they know and learn from each other.