Independent Performance Task
Students rarely have the opportunity to show in an authentic what way what they have learned and what they can do with the knowledge they have obtained. To this end, it has been my philosophy to provide students with a task that requires a deeper depth of knowledge rather than traditional paper-pencil assessment. Performance task data that reflects a deeper understanding of content and tasks students to transfer their knowledge to novel situations matters most. As a school community, the transition to a competency based learning model has signaled a change in the way teachers deliver content and the way students are assessed. Independent Performance Tasks measure student learning when they are ready to assess. Similarly, leveraging the power of technology has been instrumental to making the assessment process a positive experience for students.
Like It-Love It-Gotta Have It is a strategy I use to differentiate assignments within my micro-groups in a Live Investigation. The three names are, in my opinion, a better way of saying high, medium and low. The kids really love the names. In a Live Investigation, there is usually varying levels of abillity or knowledge in that particular skill. By making a high, medium, and low activity, students have the ability to challenge themselves at their own level. I assign different parts of the room for each activity so I can physically see where the students are. Most of the time, I let the students self-assess and they move throughout the room according to which level they are. They are free to move (up or down) from one section to the next. Most of the activites I assign here are digital. I really like using Khan Academy here, as I can track students physically as well as digitally. With this strategy, I can also target the students at the Like It level and allow the Gotta Have it students to fly a bit on their own.
Daily common planning has been an essential part of the transition from a traditional to a blended classroom. In my model, I essentially co-teach with six other teachers in the large classroom, so we have valued the daily meeting very much for the first three years. We are considering scaling back on the meetings in the future. We use this time to plan logistics, review student data and lesson study.
Once a day twice during a two-week unit, students will come back from their individualized assignments and group as cohort. This gives them opportunity to take their assessments as a class as well participate in full class discussions, mentoring, study sessions, and peer to peer advisory.