FIAE+Chapter+3+Block+1

[|Synthesis FIAE C3 B1]

We cannot teach in a vacuum! We must understand that students enter the classroom with preconceived notions and biased about our subjects and the curriculum we are going to cover. It is extremely important to know exactly what you expect the students to know before you begin teaching them. It may be a good idea to even let the students know what you expect them to get out of the unit. When assigning tasks and projects, giving clear guidelines and examples of what you expect increases the student’s motivation, because they have less of a risk spending time doing something that was incorrect or not what the teacher wanted. Seeing a finished product before they begin equips them with the tools they need to succeed in your classroom. Using pre-assessments can give the teacher an idea of where the students currently are on a mastery level, and foreshadow the assignments and experiences that the teacher can use during the unit to get them to where they need to be. Using tools like quizzes and mid-unit assessments along the way can show both the student and the teacher where they are compared to where they are suppose to be. Steering the ship a little bit early is far more effective than steering a lot late. I connected with this chapter significantly more than the last chapter. I think that giving low weight quizzes on important ideas and concepts on a weekly or daily basis will allow you to get an accurate sampling of where each student stands with respect to the rest of the class and the goals the teacher has set for the unit. Formative assessment allows the teacher to make adjustments mid-unit that will save time, increase learning, and in the end, make them better teachers. This is where the chameleon style of teaching is extremely successful. During my field experience, I would grade tests of one section of students, and then teach towards to recurring problems to the next session. The grades in the second session were always much better, sometimes on the order of twenty percent. I think that this is important, but I question the fairness, and worry about defending a grading scale towards the end of the semester. This chapter had to deal with effective assessment in the classroom that uses differentiated instruction. Students come to teachers with their own ideas on how the world works in almost every subject that is presented in school. Assessment is supposed to be a coaching tool, but it is mostly used to see how many students are not up to task or failing. Assessment for a differentiated classroom should always be clearly understood and appropriate for mastery. Students tend to do better when they know what is expected of them. These assessments should be focused on essential and enduring knowledge (EEK). This is also known as Know, Understand, able to Do (KUD). //Know// is what students have learned. //Understand// is the concepts, relationships, and connections students understand as a result of the unit. //Do// are the specific skills that students can demonstrate. There are three different types of assessments that should be used in a differentiated classroom: pre-assessments, formative assessments, and summative assessments. We also have to make sure that these assessments are effective This is interesting because assessing is such a big part of teaching. There are many teachers who only use one way of assessing and it usually does not show if the student understands the subject or not. Many teachers also just use assessment to rank the class according to grade, which is something that I hated when I was in high school. The students who were the better students seemed to get special privileges. Those who did not were left in the dark to struggle. A student’s potential should not be measured by grades; it is not accurate. This chapter talks about how to correctly assess in a classroom that uses DI. Assessment should always be completely expected, without twists and turns. If an assessment is used as a form of trickery, then it is not being used to evaluate. Students cannot prove their knowledge when they constantly fear being tricked. It states that the best way is to give students an example of the test at the beginning of the unit, so each student can see what they need to know by the end in order to do well on the test. The chapter talked about how to get ideas from colleagues in order to further the progress and freshness of the classroom as far as lessons go. Finally, the idea of continuing quizzes and such throughout each unit allowed each student to check his/her own progress throughout. This chapter was helpful for a couple of reasons. First, it showed that there are different ways to assess, and surprises are not among the list. This just scares students, and doesn’t give them freedom. Second, it helped me get ideas regarding the fact that colleagues not only hold the answers to questions, but will also need my help to answer their own questions. I will need to remember that I don’t hold all of the answers regarding lessons, and neither do my colleagues.
 * **Names** || **Abstract** || **Reflection** ||
 * Archambault Michael ||  ||
 * Audy Melissa || The third chapter of Fair Isn’t Always Equal goes over how to properly assess work within a differentiated classroom. It begins by describing the idea that many students enter the classroom full of paradigms, many or which are wrong or “incomplete.” The chapter builds off of this by asking how it is appropriate to change the perspective of those who think differently, and how to better prepare them for the assessment that lies ahead. An example given states that giving a blank copy of the unit test on the first day of school may help students search for the information that they know they will be assessed on eventually. By showing the students how they will later be assessed, the students are more likely to see the validity and importance in completing homework. The chapter later describes three types of assessments that are helpful to determine progress: pre-assessment, formative assessment, and summative assessment. Pre-assessment gives students as well as a teachers a better idea of where there assessed student stands in regard to what they are to be taught. Formative assessments can show the students how far they have come, as well as how far they have to go. Summative assessments are the final assessments that determine mastery. The chapter continues, describing the timing of assessment, as well as the proper way to assess work in a substantial manner. || Assessment is always a topic that is debated within the world of educators. It is often difficult to come up with a fair away to assess a group of students who are all learning at different rates and in different ways. Sometimes, as in the case of the common assessment, all students are held to the same standards and expected to show mastery by meeting certain criteria that does not differ from person to person. This chapter depicts more how awareness of assessment can help a student succeed, more so than addressing how exactly to assess such varied learners—though it does touch upon it, I was left slightly confused. However, I do agree it is far more beneficial to be aware of the assessment before creating a product as opposed to simply being graded and unaware of how. As an educator, I will always let my students know exactly what they will be assessed on, by implementing analytical grading sheets, which will list specifically what I am looking for, and how many points each component will be worth. ||
 * Boulter Elizabeth || This chapter is all about assessment in the differentiated classroom. Assessment should never be a mystery to students, they shouldn’t be surprised at the end result. The expectations should, at all times, be in full light and clearly presented to the class. They suggested starting out with the end of the unit test, saying that this in fact did not make it easier, but rather made the students aware of what they needed to learn. This way, students would pay more attention in class and absorb more of the material now that they knew what was going to be expected of them. Another part of this chapter was discussing new teachers and how they determined what was essential to a unit- they suggested getting ideas from colleagues, tests from other teachers, professional journals, and curriculum guides. Next, they discussed designing the different kinds of assessments and when to use each type. They concluded that ongoing assessment throughout the unit was needed and beneficiary to the student as well as the teacher. || I definitely agree with this chapter! It was really helpful as a beginning teacher because I wouldn’t know where to look for ideas on how to decide what is “essential” for my lessons. I can use a lot of this information in my lesson planning this semester! I think they made a good point when they were talking about how effective it is for students to have the expectations and goals clearly defined at the beginning of the unit. I think it is an old-school practice to wait for assessment at the end…when in reality assessment in multiple forms (including self-assessment) along the way is the best measurement of understanding. ||
 * Brown Ryanne || In chapter 3 the author is beginning to examine the different types of assessment and how they should be used in the classroom. The chapter instructs the reader to begin with the end results in mind, or in other words, know the purpose or goals of every lesson. The book points out that by doing this; the assessments can shape to the end goals, and ultimately give the students a more full and productive unit or lesson. The chapter also begins to outline the use of essential questions and other tools that guide lesson planning into the correct testing. From these sorts of tools teachers can build helpful pieces such as pre-assessments, formative assessments, and summative assessments to help find where the students stand in the beginning of the lesson, and in the end. The actual assessments should advance the learning rather than just testing it. These types of efforts should not just be grades, but deciding learning experience. || I find this chapter really helpful and informative in understanding the need for testing and the best ways to use it effectively. If teachers can correctly utilize these methods of testing, the students will increasingly have better and more efficient learning experiences. The idea of pre-testing seems to work well for my mentor teacher in the classroom and the students seem to end up with a better grasp for the information. Analyzing the main goals of the lesson and then determining testing afterwards, certainly creates a more sound sequence that gives teachers a solid plan. Doing this sort of planning also helps the visualization of progress in the students. ||
 * DePue Margaux || Chapter 3 of //Fair Isn’t Always Equal// discusses effective assessment when working with a differentiated class. Students come into classrooms with a preconceived idea of what is “truth,” carrying biases of their own about many ideas and topics. Educators must be aware of this and understand how to communicate the truth to their students. All lessons should have very clear objectives so that educators know what end results they want from their students. The chapter also explains the importance of the Essential and Enduring Knowledge (EEK) or Know, Understand and Able to Do (KUD), meaning that students have gained vital knowledge, understand how this knowledge fits into certain ideas and concepts and can perform specialized skills related to this subject. In order to find out where students are in their learning and what material should be taught, pre-assessments are key. Formative assessments serving as checkpoints in student learning can also be used, as well as summative assessments, which are given after the entire learning experience. || I admire how the author is stressing the importance of substance in teaching lessons, as well as the importance of relating these lessons to real life. I would hope to see my students not just knowing a certain amount of knowledge, but using a set of skills they have learned along with it. Students should be using what they have learned in their daily routines, not just in the classroom, and that is a major way of assessing whether or not a student has learned something substantial in a class. Avoiding “fluff” in assessments is also a key idea that I agree whole-heartedly with. Students should not have to do a ridiculous assignment without any substance be excused from learning an important lesson just because it is difficult. ||
 * Dunne Kaisha || This chapter is about assessment and how to apply it in a differentiated classroom. In a differentiated classroom, assessment guides us, because our instruction is based on not only what we know about the curriculum, but also what we know about our students. EEK and KUD take a big role in here as well because it checks base on what students ‘know’. They also go through and discuss essential questions that should be asked to determine the students knowledge level of what they have retained from that unit. The chapter also goes into the same thing that chapter 5 in UbDI discusses about the type os design (pre-assessment, formative assessment, and summative assessment), but in further detail. In order for assessment to be valid it must be varied and done over time. It was interesting to find out that a lot of teachers, even though they say their going to try something new, go back to their regular ways of assessing. || This chapter was a great expansion into the assessment pieces that chapter 5 in UbDI talks about. I find it interesting that we should vary the assessments throughout the course; I never thought of that. I guess I would change with maybe projects and try different styles with papers and major things, but let students know first and walk them through it so that its clear. I wouldn't vary it too much from my origonal style so that the students aren't thrown off too much, because their used to cetain teachers being a certain way. ||
 * Hudson Kimberly ||  ||
 * Korn Shauna || This chapter is about the one-sidedness that students harbor and how we as teachers can help to break this one perspective and get them to see things in our way. The book starts off talking about this painting and how when a group of students looks at it they see a young women. When the second group comes in they see an older women in the same picture with minor shading added. Then both groups together become upset that the other could not see what they felt was completely obvious to them.(20) This shows us as teacher the different perspectives that students have and the different ways that they learn. Everyone is different and in order to learn sometimes students need to know what will be expected of them before they get into the subject deep. This is where backwards learning comes into play. If you tell the students what you expect out of them then they can prepare themselves and focus on the important things that they need to learn, this way they are not so overwhelmed by all the content that they will be going over. || I feel that this chapter focused on information on how to really reach your students which I think is extremely important. Having students learn the information that you want them to is a lot easier if you give them the outline of what they will need to know. I also think that knowing how students thin is all about getting into their heads, seeing how they learn, and then taking that information and making them learn in that way. I feel that this is good because while everyone has their own style the teacher can still take some charge and combine a lesson that breaks everything down, making it easier for each student no matter what their learning style to learn. ||
 * LaRose Rebecca ||  ||
 * Murphy Amber || Chapter three in Fair Isn’t Always Equal focuses on assessment. Assessment should always be known to the students they should never be surprised or confused on the material which they are being assessed. This chapter went over how to use differentiated instruction when it comes to assessing the students. There are three different kinds of assessments which include pre-assessment, summative assessment, and formative assessment. Pre-assessment is gathering information on your student’s prior knowledge which came from prior classes. This is information which the students already know and it is important to pre assess students because it helps to know where to begin teaching and explains information which the students already attain. Summative assessment is after the lessons are taught gathering information which students learned. This information gives an over view of the information which is taken from the class and brought with the students in the future. The final form of assessment is formative assessment which helps teachers to evaluate their teaching and gives room for improvement in future lessons. It allows insight upon the knowledge of the students and how to improve lessons and units which will increase the amount of material the students take from the lessons. These three different types of assessments help to maintain and focus on the students in the classroom. Assessment throughout the entire unit benefits both the students and the teacher. || I believe that all three types of assessment are crucial for classroom success. It is important to pre-assess your students so you aren’t wasting time teaching them material which they have already mastered. Students get board and will loose focus if they already know the material inside and out. The summative assessment is important so teachers are aware of what material sticks out to students and what material they are able to obtain throughout the units and classes. Lastly in order to be a productive teacher it is important to look back on the positives and negatives of the unit and clearly know how to improve your teaching skills. Teaching children is constantly changing and teachers need to be able to step back and evaluate their teaching skills to help to maintain and improve their skills within the classroom. All three types of assessment are important and when teachers are able to perform all three types of assessment it sets them up for positive feed back in the classroom. ||
 * Nieuwkerk Hannah || The objective of a lesson is not meant to be a cryptic message, the goal of teachers should be to explain everything clearly for students so they can learn the material and learn it well. Students will learn more and do more work if they know exactly what is expected of them and what they need to do. Very good assessments focus on essential and enduring knowledge (EEK); this is the ‘mastery’ part, again. To have EEK, a pretest is given out and often times, the first lesson plan isn’t even made until the pretests come back. When designing the assessments, the summative assessment is first, then pre-assessment, and then the formative assessment. Meanwhile, the teacher has to constantly give the students feedback, because this is what really helps them learn. And finally, when designing projects or homework, stay away from the ‘fluff’ because students don’t like doing it and it degrades the teacher; as a teacher, try to make it more of a discussion question, not just busy work. || I found it interesting that when making up the three assessments that they didn’t go in order of when they are being handed out, but once I read the explanation, it made perfect sense. I liked the EEK idea and how it is information that will stay with the student for a long time and hopefully it is useful knowledge that he/she will use in the future. I liked the summary part at the end that summed everything up and said exactly what is a good way of assessing. I am also grateful that the book is teaching us to avoid the ‘fluff’ because I always hated those dumb assignments that just wasted my time and class time and I knew that the teacher didn’t really grade them, just looked at them and checked them off in the grade book. And I never learned anything useful with those dumb worksheets; it was just something that would keep us quiet until the bell rang. ||
 * Scheffler Erich || This chapter was about how we can know if we are successfully using differentiated instruction in our classroom. The first part of the chapter talked about how we can set up differentiated instruction in our classroom. The the chapter talked about how we can actually see if we have successfully integrated differentiated instruction into our classroom. Three ways we can do this are: pre-assessment, formative assessment, and summative assessment. Pre-assessment is given before the lesson, to see where students are in terms of knowledge of the subject. Formative assessment is giving test and other assessments over the course of the lesson plan, to see if students are learning what they should be. Summative assessment is and assessment give to the students at the end of the lesson, like a post-test, to see what they have learned. The chapter then discussed authentic assessment, which is the real world application of a lesson, and assessing whether students can use this knowledge in the real world. Also, the chapter talked about “fluff” assignments, which are assignments that don’t really teach kids anything, versus substantive assignments, which actually teach children something. || I thought this chapter was very important, although there were times when I was a little confused when I was reading it. I didn’t really understand the part about the pre-assessment, formative assessment, and summative assessment until I read that part over a second and third time. But now that I understand the information in the chapter, I realize that it is very important, because we may think we are being successful teachers, but we may be giving ourselves more credit than we deserve and may not be as successful as we think. So it was good to learn ways we can find out if we are being successful. ||
 * Simoneau Andrea ||  ||   ||
 * Stevens Newcomb || Assessment may be the main theme in this chapter; however, the real meaning of this chapter is rather the building blocks of assessment. It is crucial to know the key questions in a unit in order to put together a proper assessment: this demonstrates mastery because the students must answer these key questions in order to understand. There are building blocks that need to be assembled to make the main theme of the curriculum. If the small, working parts are put together, any challenging lesson is also teachable to inexperienced teachers. The essential questions will serve as a guideline to the teacher and student in order to get them to the bigger picture. || I believe in using smaller parts to explain larger concepts: this is the more mathematical approach. It only makes sense because one must crawl before they can walk. This is also how a curriculum should be structured because there are lessons that need to be learned first before the task can be done. If done this way, Students know what questions to answer and the reasons why the big picture of the lesson is so important. Then, when the small pieces are all put together and the big picture is drawn, the students will have mastered the unit. ||