We increase the number of learners who can have a chance at success in school when we base achievement on worthy criteria, chart each personal progress along a student’s continuum that specifies those criteria, and provide each habits of learning as student’s part of reporting procedures. A far larger range of learners will likely persist with the (Tomlinson & McTighe, enormous effort necessary for academic and intellectual growth 2006). Framework for Differentiation Learner Needs Readiness and understanding) (Students’ skills Interest (Curiosity or passion) Learning Profile (Ways students learn best) Curriculum Components Content (what teachers teach and want learners to learn) Process (activities that lead to a more complex level of understanding) Product (long-term or culminating assignments requiring students to apply knowledge) Grading Principles Reporting based on specified goals and performance standards Evidence used for grading must be valid Grading based on established criteria not arbitrary norms – Not everything should be included in grades Avoid grading based on (mean) averages Focus on achievement report other factors separately – Three Reporting Factors: Grades for Achievement of goals Grades for Progress toward goals Grades for Work habits (completing work on time, asking questions for clarification, persisting when faced with challenging material, listening to feedback)
We increase the number of learners who can have a chance at success in school when we base achievement on worthy criteria, chart each student’s personal progress along a continuum that specifies those criteria, and provide each student’s habits of learning as part of reporting procedures. A far larger range of learners will likely persist with the enormous effort necessary for academic and intellectual growth (Tomlinson & McTighe, 2006). Framework for Differentiation Learner Needs Readiness (Students’ skills and understanding) Interest (Curiosity or passion) Learning Profile (Ways students learn best) Curriculum Components Content (what teachers teach and want learners to learn) Process (activities that lead to a more complex level of understanding) Product (long-term or culminating assignments requiring students to apply knowledge) Grading Principles Reporting based on specified goals and performance standards Evidence used for grading must be valid Grading based on established criteria – not arbitrary norms Not everything should be included in grades Avoid grading based on (mean) averages Focus on achievement – report other factors separately Three Reporting Factors: Grades for Achievement of goals Grades for Progress toward goals Grades for Work habits (completing work on time, asking questions for clarification, persisting when faced with challenging material, listening to feedback)
606_reflect_ubd.docx