Reflection: Backwards Planning Forces and Motion Assessment Review - Section 1: Engage


This diagram shows the "continuous cycle of student learning". While the steps of this cycle represent best practice, they also represent a high level of teacher effectiveness. As teachers, this cycle suggests we not only need to translate our standards and design effective instructional strategies differentiated for all students, but we need to actively assess our students' understanding and then ACT on the data. This step that asks us to consider, "What do we do when students are not learning as expected?" It is also, for me, where this cycle starts to break down. Several factors help make this step more manageable:

1) Promote a culture of continuous learning.

2) Provide time and opportunity for students to practice continuous learning.

3) Require self-assessment as a part of assessment, so students begin to recognize strengths and challenges. Students need practice realizing what they know and don't know.

4) Embrace failure as a necessary part of learning.

5) Find systems such as Mastery Learning to help the relearn and re-assessment process.

  Backwards Planning: Teaching and Learning Cycle
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Forces and Motion Assessment Review

Unit 5: Forces and Motion
Lesson 1 of 18

Objective: SWBAT use self and peer assessment to review summative assessments and make a plan for re-learning and re-assessment.

Big Idea: Assessment is a snapshot of what students know now. What happens if the picture is out of focus?

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