Sheltered Instruction is Forever! Sheltered Instruction courses are modified content courses e. One can trace Sheltered Instruction back to the landmark case of Lau v. On the other hand, the Office for Civil Rights Memorandum:
Where are you trying to go? Where are you now? How can you get there? Having posed these questions as a guide, it is important to note that no one blueprint or single best model exists for using assessment as a tool that, first and foremost, supports and facilitates student learning.
Each teacher needs to develop a system that works for him or her.
By making explicit desirable features of assessment, these three critical questions provide a framework for achieving powerful classroom assessment. The questions and the obtained responses are tightly interconnected and interdependent and they are not new.
Based on experience, many teachers both intuitively and purposefully consider these questions every day. Attention to them is part of good teaching. Through the vignettes and discussion that follow, we hope to make features of formative assessment more explicit and, in doing so, highlight how intimately they are connected to teaching.
K's science class are working on long-term research projects investigating their local watershed. In addition to class discussions, laboratory activities, and field trips, small groups of students are exploring various areas of particular interest and importance.
One group is surveying local industrial, agricultural, and residential areas to locate general and point sources of pollutants. Another group is examining water quality. A third group is focusing on how the local ecosystem influences water quality.
During project work-time, Ms. K conducts conferences with groups of students about their projects. In these small groups, the students share the details of their project; from content to process, Ms.
K keeps herself informed on the working status of the different groups. Information she gathers from these conferences feeds into her decisions about allotment of work time, possible resource suggestions, and areas where she can identify additional learning opportunities.
She also is able to note progress that occurs throughout the project, as well as from the last time she engaged in a similar activity with students.
For example, after one of the discussions, she realized that the students in one group were not connecting algal blooms to possible sources of pollutants.
She asked questions that encouraged them to explore possible causes of the burst in algal blooms, and together they devised an experiment that had the potential of providing them with some useful, additional information.
Page 27 Share Cite Suggested Citation: The National Academies Press. K collects the journals weekly. The journal reflections inform her about the progress of the groups and the difficulties they are having, and so serve as a springboard for class discussion.
From reading student responses and listening to discussion, Ms. K knows that some of her students are making deeper connections, and many are making different connections. Painting the broad landscape for the entire class will give those who are struggling to find a broader context for their work and sustain their inquiries, so she decides to create an opportunity to do so.
When she is not in discussions with students, she mills around the areas where her students work, moving from group to group, sometimes asking questions, sometimes just listening and observing before she joins the next group.
She carries a clipboard on which she jots down notes, quotes, and questions that she will want to come back to with a particular student or the entire group. Through the journals, her observations, the discussions, and other assessment activities, Ms. K stays connected to the sense her students are making of their work as it unfolds.
At the very beginning of the project, Ms. K and her students started conversations about how their projects would be assessed.
As a class, they cycle back through the criteria that were established, deepening understanding by highlighting exemplars from past projects and just talking through what constitutes quality work. They share examples of visual display boards, written reports, and models from other projects. K wants to make sure that each student understands the standards that they are expected to meet.
Students chose many of the criteria by which they wish their peers to evaluate them, and, with Ms. K's help, they developed an evaluation rubric that will be ready on presentation day—now just 2 weeks away.
At that time, they will be making public reports to peers, parents, and community members.In this article, we discuss strategies for improving your concentration. From time to time, we can all struggle to focus on our work. In this article, we discuss strategies for improving your concentration.
Improve Your Concentration Achieving Focus Amid Distractions Focus on one task at a time – It can be much harder to focus if you.
Improving Staﬀ Satisfaction: What Nursing Home Leaders Are Doing (1) Improving Staff Satisfaction: What Nursing Home Leaders are Doing Know one thing about each staff person that you can talk about when you meet—perhaps something you share in common with them.
3. Demonstrating that Management Works to Reduce Stress. My writing shows the main purpose of my writing using some features of the type of writing I am doing.
I try to write in the correct style for the purpose of my writing, even if it is not always successful. Decide which writing skill or strategy your students need to learn based on observations and an analysis of student writing. If it is the beginning of the year, you may want to conduct minilessons on how to brainstorm a list of possible topics, select one to write about, and focus the topic.
Student participation becomes a key component of successful assessment strategies at every step: clarifying the target and purpose of assessment, discussing the assessment methods, deliberating about standards for quality work, reflecting on the work. Narrative Writing Unit Contents Introduction 3 Framework objectives 6 The assessment focuses in the mark scheme are drawn together under strands: sentence Narrative Writing Unit The National Literacy Strategy 5 Resource Purpose sheets 1 Lesson notes for days 1 and 2.