Johanna's Use of Assessments and Data
Assessment and data play a crucial role in a blended teacher’s classroom. Blended learning gives teachers an opportunity to assess consistently throughout a class, in a way that drives instruction, impacts grouping, and assignments. Blended educators have to develop capacity to sift through multiple sources of data and synthesizes quickly into action. Check out how Johanna utilizes Assessment and Data here.
While I often use a Google Form survey or an opening conversation to start class and set the tone, there is also tremendous value in having students write their individual thoughts in their Writer's Notebooks. Ours is a mostly paperless classroom despite the fact that it is an English class, so these pen-to-paper moments are significant ones. Students understand that these journal entries are silent reflections meant to put them in the frame of mind needed for the day's lessons.
Peer to Peer Scoring is a feedback strategy I use regularly to ensure that my students become comfortable with and skillful at giving and receiving feedback about their academic work. In most cases, I develop rubrics to assess a particular skill and I ask the students to use the rubrics to score their peers' work on a given assignment. This strategy creates a common understanding of high-quality academic performance and the standards we use to assess that quality. Peer to Peer Scoring affords my students multiple opportunities to explain clearly their reasons for coming to a particular assessment of their peers' work, thereby helping each student to internalize what rigorous intellectual work consists of. Peer to Peer Scoring is also an effective scaffolding strategy to prepare my students for their Senior Research Projects, a rigorous graduation requirement at our school that culminates in seniors getting feedback from community members.
Just the Facts asks one to two students to summarize quickly the reading that will be used in the day's discussion. We follow a simple protocol of "Who + What"--citing which characters from the text did what significant actions in order to move the plot forward. When the initial student is finished sharing key facts from the reading, another student might be asked to fill in any other details. If there are plot details that are incorrect, it is an opportunity for other students to correct the errors. These "police report" type of summaries can be audio or video recorded, quickly edited, and then posted on to the class website as a more engaging way for students to review significant plot points from our class texts. Although there is an ideal reading pace at which I want students to move, some will be ahead of the reading calendar and some will be behind. Also, many students are anxious or reluctant to share out loud when it comes to analysis of the reading. Given that the Just the Facts reports the text's plot and simply the facts, more students are enthusiastic about sharing because the strategy allows different students to be the experts in relaying facts.