Effective Assessment (Ch.8)

Abstract:
The basis of this chapter is how to create an assessment that the students can use as a tool for promoting their learning, rather than just seeing what they know. The assessment should further the work they have already done, yet show how far they have come and demonstrate their learning. The suggestions that the chapter makes for the things to include to make the assessment effective are defining clear goals for the student, an activity that is rigorous and motivating, something that focuses on essential knowledge from the unit, it should use multiple disciplines, it should indicate the students' knowledge, should be a source of reliable information, use various formats, and best of all it should be easy to grade. The chapter explains the importance of each of these elements and gives a lot of encouragement on how to make this assignment worthwhile for the teacher and the student.

Reflection:
I really enjoyed this chapter because something I have sort of feared as a teacher is having assignments for the students that I simply wouldn't want to review and grade. This chapter encourages the use of many different kinds of assessments and the many ways that it can be made worth while. It is so important to assign something that the students are willing to engage themselves and their time in, or else the best work will not be put forth. The suggestions in the chapter were really helpful as far as the different things to include within the assignment and how to set things up grading wise for such a multidimensional assignment. It is so important to me to look at the success of the students in these ways rather than in the forms of tests and quizzes. I want to always know that students can truly apply and access the information that we are looking at.

Differentiated Instruction - Fitting the Lesson to the Learner (Ch. 7)

Abstract:
This chapter focuses on the importance of differentiated instruction in the classroom. Differentiated instruction is basically teaching all students at all levels in ways accommodated to that particular student so that they can successfully process and learn the information provided. The chapter gives a few characteristics of a teacher that are helpful in implementing differentiated instruction. Some of those are, being organized, staying flexible, being resourceful, having empathy, and being able to collaborate. These qualities are really important in teaching, especially for differentiated instruction. Incorporating every students' learning needs into lessons to bring everyone to the same level of understanding is a very difficult task. The chapter explains that it can be done and learning the skill early on will prevent any instances of looking back and knowing if you had used differentiated instruction for a certain student it would have made a huge difference.

Reflection:
This chapter really brought me back to the practicum days of examining all different ways I could access learners. It is so much work to do this in any lesson, but in the end it is worth while because the chances of having to go back and revisit information are far less. If the subject can be taught in a way that students will understand and really take in then it is worth the extra mile for creating another angle on the lesson. This is one of the most important, but most difficult parts of teaching in my opinion and it is something I think I will have to work very hard with to get the hang of. It is something that I also feel is to be learned on the basis of experience, the more practice I have, the easier it will be implement.

Accountability for High Standards (Ch. 6)

Abstract:
This chapter is about the accountability of teachers and students in the classroom. The main focus is encouraging teachers to help students be held accountable for their work and effort in positive ways, but the chapter also talks about teachers being held accountable for updated/new information and also being sure that the students are developing into lifelong learners and not just "learning" for a test or assignment. The chapter suggests some ways to help hold students accountable are showing examples of good work to help students understand the expectations, avoiding any type of reward, allowing them to display their work publicly so they will work a little harder, allowing for corrections on their work rather than giving definitive grades, and even setting up the rubric so that it is perfectly clear what they are expected to do. Because the chapter is suggesting that teachers should be held accountable also, some suggestions for that are to be sure that all of the material is relevant and useful, be sure you're not teaching to any test, giving formative assessments to track progress, constantly thinking outside the box, and even just the basic idea of making sure students understand before moving on. The chapter helps demonstrate the importance of these practices and shows how both the teacher and student play a role in support one another.

Reflection:
This chapter was really a wonderful reminder of one of the many ways that teachers and students depend on each other for success. The teachers need to be held accountable because it is their job to get the students to where they need to be academically, which is why the students need to be held equally accountable. I had always loved the idea of students taking control of their education, but this chapter is a solid reminder that no matter what, I will never be out of a job, because the students need us, just as we need them to move us forward in our own learning and teaching. It was a cool chapter to read, with all of the idea intertwining and showing a very deep and important connection between the teaching and learning that occurs in a classroom.

Parents As Partners in Twenty-First-Century Learning (Ch.15)

Abstract:
This chapter focuses on using technology to open the communication lines between teachers and parents in really effective and innovative ways. It suggests using programs that can log assignments and grades as access points for teachers, students, and parents. The chapter explains that this sort of site not only helps the parents stay informed and connected to the child's education, but it also keeps the students even more accountable for their own work and aware of the assignments due, coming up, and how they have done on them. The chapter touches on the idea of also using email and other digital communications to make connections and touch base with parents. Although all of these things can be incredibly useful and step up the levels of communication all around, the chapter encourages us to consider the fact that not all families will have computer access. This concept needs to be understood and worked around. Even with digital communication, the importance of face to face communication in meetings and conferences will always be significant and should be used continuously regardless of other types of communications.

Reflection:
I think this chapter was really helpful in remembering the importance of keeping the parents on the same page as the student and the teacher. The three sides make the whole triangle. Each person is a huge piece of the education that the child is working to receive and so each should be a part of big decisions, goal setting, hitting benchmarks, and working hard. The communication digitally is such a cool resource that we have now and I think it should be utilized. For me, one on one conversations and communications will still be very important, but communicating via email and school website will help me stay as connected the with parents (and students) as I would really like to be. In an ideal situation, each family would have computer/internet access and I would make honest efforts to stay connected in that way when conferences and meetings were not possible. In reality, the luxury of those things is not in every home, which I was happy the chapter reminded me of. There are many ways to stay connected and this chapter helped me remember the relevance of that.