Teach Now Pre-Assessment for Differentiation

Pre-Assessment for Differentiation

Subject: Learning Lab

Grade: 6th

Topic: Growth Mindset

Guiding question: How can my mindset help me be successful in school?

Pre Assesment: 

Google Classroom question. Students will fill in a Google Form related to Growth Mindset, reporting if they agree or disagree with different statements. For example “You can only be good at something if you were born with the talent” with the answer options of “strongly agree, agree, disagree, strongly disagree”. There will be 5 statements in order to keep it short. 

After the Pre-Assessment, students will work individually on their organization routine while the teacher categorizes the answers and creates the groups to differentiate activities. 

These were the results:

5 students showed a high understanding of Growth Mindset.

12 students showed some understanding of the basics of Growth Mindset, however, they need to work on its application in real life.

5 students who appear to have limited knowledge about the topic, of which 3 are struggling with language and are at different reading levels (this information was shared by the Learning Center) and 2 students who have little to no comprehension of the topic and need to be tested further based on their progress.

Based on these results, three groups were created: 

(check out a flowchart HERE)

Jedi Masters for a day: students will research current best practices related to Growth Mindset and create a shared document with the findings. With this information, they will create a guide to survive Middle School based on Growth Mindset principles and find an engaging way to present it (PowToon, video, infographic, etc). The final product will be shared in the following 5th-grade assembly or posted on the walls in the case of paper-based products. 

Little Oprahs: There will be two mini groups in this activity. All the participants will what a video about Growth Mindset and testimonies from students. After watching the videos, their goal is to come up with challenging real-life situations, for example, having to re-take a summative evaluation. Each group will take turns to present the situation (a play, a comic strip, narrating it, etc) and the other group will possible solutions using a Growth Mindset. After this, they will come up with a creative way to present the information to their peers in MS, for example, creating posters for the hallway with problems and options. 

Detectives: This group will watch a video about what Growth Mindset is, with many visuals and straight forward vocabulary (this will help students who struggle to understand and use the language). They will create a graphic organizer with important information. They will have the opportunity to use an organizer created for the teacher or create one themselves. This will help the student who is below the rest to know what concent is key and to catch up with the rest of the group. Finally, they will come up with a fun way to present the basics of Growth Mindset to 5th grades and the rest of M.S, for example, a video, poster or PowToon. 

Teach Now Project Based Learning

Project Based Learning

Hello! Today I will be writing about Project Based Learning. As you already know, I am the teacher of a 6th-grade class called Learning Lab. In this class, we study and practice Executive Functions to help students survive and enjoy school. 

During the year, students practice skills such as planning, being ready to work, following caring instructions, time management, group work, and organization. We use rubrics to have clear expectations and to include their self-assessment in the educational process.

It sounds nice and pretty, right? However, these kids tend to be reluctant to go to my class because they feel that it highlights their needs and challenges, and schedule-wise, if they have Learning Lab, they can not take an elective (music, French, art, photography, etc). 

Some of them refuse to work completely and others do work "just to get rid of it". Motivation is a big issue! I really wanted to do projects that motivated my students and that would let them practice these skills in real life so they could see the relevance of the lessons. 

After having a discussion with them, we decided to have a Cooking Project as an end of year activity. 

Driving Question: how can I use my executive function skills in real life situations?

Project Objective: use executive functions in real life situations, understand the importance of executive functions in real life.

Project Description: in this project, you will become you will choose a recipe that you like, plan the steps and materials needed, bring them and prepare the meal in school. You will work with your peers to organize dishes that combine and complement each other (on a Google Doc) and will work together in the school's kitchen. We will have a "dinner" party and invite teachers to try your food. This will also be our end of the year celebration! 

Rubric: the magic map! Make sure to check it regularly to see if you are on the right track. We will discuss the rubric as a class and go back to it constantly. 

	4	3	2	1
Planning	I make a document with ingredients, utensils, and steps independently.	I make a document with ingredients, utensils, and steps with 1 or 2 prompts.	I make a document with ingredients, utensils, and steps with 3 prompts.	I make a document with ingredients, utensils, and steps with more than 3 prompts.
Bring Materials	I bring all the materials needed independently.	I bring all the materials needed with 1 or 2 prompts.	I bring all the materials needed with 3 prompts.	I bring all the materials needed with more than 3 prompts.
Follow Instructions	I read instructions, highlight action words and follow the steps in order independently.	I read instructions, highlight action words and follow the steps in order with 1 or 2 prompts.	I read instructions, highlight action words and follow the steps in order with 3 prompts.	I read instructions, highlight action words and follow the steps in order with more than 3 prompts.
Time Management	I use time wisely, avoiding distractions. I finish the recipe on time independently.	I use time wisely, avoiding distractions. I finish the recipe on time with 1 or 2 prompts.	I use time wisely, avoiding distractions. I finish the recipe on time with 3 prompts.	I use time wisely, avoiding distractions. I finish the recipe on time with more than 3 prompts.
Safety	I am careful while using utensils and equipment (knives, stove, etc) and when moving around the kitchen (not pushing or running). independently.	I am careful while using utensils and equipment (knives, stove, etc) and when moving around the kitchen (not pushing or running) with 1 or 2 prompts.	I am careful while using utensils and equipment (knives, stove, etc) and when moving around the kitchen (not pushing or running) with 3 prompts.	I am careful while using utensils and equipment (knives, stove, etc) and when moving around the kitchen (not pushing or running) with more than 3 prompts.
Cleaning	I wash my hands, utensils, and vegetables. I clean up after I am done independently.	I wash my hands, utensils, and vegetables. I clean up after I am done with 1 or 2 prompts.	I wash my hands, utensils, and vegetables. I clean up after I am done with 3 prompts.	I wash my hands, utensils, and vegetables. I clean up after I am done with more than 3 prompts.
Group Work	I am respectful, helpful and patient with my peers independently.	I am respectful, helpful and patient with my peers with 1 or 2 prompts.	I am respectful, helpful and patient with my peers with 3 prompts.	I am respectful, helpful and patient with my peers with more than 3 prompts.

This is an example of the shared document where they collaborated to plan the dinner party. In one single doc, each student created a chart like this and planned their meal. Some of them worked together in one dish. 

Chocolate Chips Cookies (Rachel) cookies no chopped nuts by the way
Ingredient	Quantity	Utensils
1. chocolate chips	1 package	bowl
2 .flour	2 ¼ cup	teaspoons
3 .salt	½ teaspoon	Cup measurements
4.sugar	¾ cup	Wisk
5.butter	1 cup	Mabey a spoon
6.vanilla	1 teaspoon	Cookie sheets
7.eggs	1 egg	rounded tablespoonfuls
8.Baking soda	1 teaspoon
Steps
Heat oven to 375ºF. Mix sugars, butter, vanilla and egg in large bowl. Stir in flour, baking soda and salt (dough will be stiff). Stir in chocolate chips. Drop dough by rounded tablespoonfuls about 2 inches apart onto ungreased cookie sheet. Bake 8 to 10 minutes or until light brown (centers will be soft). Cool slightly; remove from cookie sheet. Cool on wire rack

This document was very helpful to give immediate feedback. I could comment and suggest right in the document and kids could share ideas and give feedback to each other (and I would have access to it, even if they deleted it).

Also, we maintained constant discussions about the evolution of the project and what skills were being used. Students identified the types and help that they needed to be successful, such as set reminders on the phone to bring ingredients and break down directions into smaller steps.

During the cooking part, I gave immediate feedback on the skills practiced (for example, organization and group work) instead of concentrating on their "cooking skills". This is very important! The goal is not to become an expert chef so the final product should not be graded. It is all about the process! 

Next time I do this project, I would spend more time understanding the rubric, and I would even build it with the students to make it more meaningful. 

"Have students either (a) practice using the rubric several times or (b) co-create a rubric and then practice using it." (Larmer, 2013).

Larmer, 2013, suggests that we can present examples of performance (on video or imaginary situations) and ask students to assess them using the rubric, to practice before their big day. 

Here you will find some pictures. I had to cover their faces but I let their smiles out for you to see=)

References

Larmer, J. (2019). How to Get High-Quality Student Work in PBL. [online] Edutopia. Available at: https://www.edutopia.org/blog/high-quality-student-work-pbl-john-larmer [Accessed 13 Jan. 2019].

Meneses Nathalia M5U1A3 Formative Assessment Blog

FORMATIVE ASSESSMENT 

I just LOVED this analogy! I think everything is easier to understand when food is involved, so let's imagine we are in our favorite restaurant kitchen.

The Chef (in my visualization, the Chef is the talented and handsome Akis Petretzikis, winner of MasterChef Greece) is creating a new dessert for Thanks Giving. He will start working on it months in advance and will taste it many times before presenting it to the clients. Additionally, the sous chef will taste it and give his opinion on what needs to be changed. After making all the adjustments, the Chef will serve it in Thanks Giving and will receive the comments from the customers. 

This is a formative assessment! Giving it a try before the final day to make changes and improvements. 

When doing my research, I found this fun video about feedback. It highlights the importance of asking these three questions:

• Where is the learner going? Setting a clear goal with students (this is important because we are not school dictators! students must be involved in the process, they need to lead their own learning).
• Where is the learner right now? Gathering evidence of the learning process (this can be done by the teacher, student and peers). It is important to have a combination of the three to ensure accuracy (for example, a discussion with the teacher, a self-evaluation and peers comments on a Google Doc).  
• How does the learner get there? Creating a plan to achieve the goals, based on the ongoing information we gather. Making adaptations (accommodations and modifications) for students with Special Needs or that belong in the ESL (English as a Second Language) program. 

At CNG (my school) there is a whole school policy about grading and feedback, to make sure that students and parents are involved and informed about the learning process (it would make no sense to do all of this and leave it on a drawer). 

Teachers post formative grades on Skyward (online platform) constantly (even though they are not taken into account for the final grade). In order to re-take a Summative, the student needs to complete all formatives, make a self-evaluation and go to Opportunity Day to get feedback and re-teaching. 

This is also a pretty fancy way of making sure that parents will not come to us complaining about "not knowing" that the student was struggling. 

In addition, we can use Google Classroom (also shared with parents!) to give feedback about students' work. For example, in my 8th grade Co-Taught Science class, Mr. A (he is the best BTW!) uses Google Classroom and Google Drive to comment and suggest on students' work, and then, asks them to review the feedback and make necessary changes. He also uses Classroom to do warm-ups and start class with a debate. 

Finally, I want to highlight the importance of collaboration. When you meet with your team and take the time to plan and discuss assessments, you will be able to get new ideas, add to the ones you already have and get feedback from your practices. Ask them to go and observe your class, ask your students to give you feedback (use Google Form and male it anonymous) and keep a visual track of your students' performance before, during and after the lesson, to see if you are having the impact that you want on the learning process. 

Reference List

AITSL. (2017, April 18). Effective feedback animation. Retrieved from https://www.youtube.com/watch?v=LjCzbSLyIwICI Learn. (n.d.). 

Formative and Summative Assessment. Retrieved January 6, 2019, from https://csuci.instructure.com/courses/33/pages/formative-and-summative-assessment

"The Golden Age of Chocolate"

A pesar de haber practicado por más de una semana, sentí esas incómodas pero emocionantes cosquillitas en la barriga minutos antes de la audición. Mi mente empezó a divagar y a considerar todo lo que podía salir mal: ir fuera de tiempo, tropezar, olvidar la letra de la canción... 

Por algún motivo que desconozco me vuelto extremadamente creativa cuando a predicciones fatalistas se refiere. 

Luego de explicar la obra y lo que esperaban en la audición, las profesoras hicieron salir a todos para que uno por uno entrara a cantar. Tuve el primer turno. Mientras subía los escalones del escenario sentí mis manos sudar y las limpié con mi pantalón con la esperanza de que nadie lo notara. No lo podía negar: ¡Estaba muerta del miedo! 

Caminé hasta el centro del escenario y tardé unos segundos en ajustarme a la brillante luz. Una de las profesoras dijo el título de la canción "The Golden Age of Chocolate" y la música empezó a sonar. Respiré profundo y deseándote la mejor de las suertes bajé de la tarima. 

Lo hiciste genial. Cantaste con el alma y el corazón, recordaste la letra y no te saliste del tiempo. Las profesoras estaban encantadas con tu carisma y te felicitaron por tu audición. Bajaste feliz del escenario y me preguntaste: "¿Cómo lo hice?". Y yo llena de orgullo te abracé y te dije: "lo hiciste perfecto". 

Qué alegría me da que tengas la oportunidad de vivir tantos momentos de felicidad y que cada día estés más cerca de cumplir tus sueños. 

Mi motivo para sonreír

Amo dormir, más que comer, más que bailar. Dormir es un tesoro preciado para mí. Sin embargo, con frecuencia olvido mi amor por el descanso y me acuesto tarde en la noche. Pocas horas después, me despierta esa necia alarma gritando que debo dejar de soñar.

Con pereza me estiro y lentamente abro los ojos, todavía enojada por ese sonido que me interrumpió el sueño y deseando dormir un poco  más. En ese momento me acuerdo de ti, mi motivo para sonreír. Recuerdo que tengo el trabajo más divertido con el chico más divertido, y me lleno de alegría y expectativa sobre qué sorpresa nos traerá hoy el día. No todos tienen mi fortuna: tocar la vida de otro. No todos tienen mi fortuna: que día tras día tú toques la mía. 

Tiene, no es.

Estos últimos dos años he vivido el poder destructivo y antagónicamente creador que pueden tener las palabras. La manera en que nos referimos a un ser humano puede definir el curso de su vida.

Al decir que un niño es autista lo estamos limitando a un diagnóstico, a un conjunto de características y déficits que describen sus dificultades para vivir la vida de manera funcional. Le estamos cerrando las puertas a un sinfín de oportunidades en las cuales se desarrollaría como individuo; lo estamos encasillando en una palabra.

Hace dos años pensé que conocí a un niño autista, ¡pero me equivoqué! Conocí a un niño feliz, enérgico, organizado, puntual, divertido, con una gran creatividad y un corazón de oro. Él no es autista, él tiene autismo, y es capaz de lograr todo lo que sueñe y más.