Mrs. Carol Rychlik and Dr. Evan Glazeremglazer@fcps.edu

25%F to B-

50%B, B+, A-

25%A

Pacing is too fast

Pace is just right Pacing is too slow

Class is too

difficult

Class is appropriately challenging

Class is too easy

Support students transition to a learning environment with higher expectations

Engage students in inquiry and problem solving activities

Help students develop metacognitive skills

Foster self-directed and time management skills

What do we want students to know and be able to do?

How will we know they have achieved these objectives?

What will we do if students don’t achieve the objectives with our pacing?

What will do for students if they achieve objectives faster than our pacing?

Education to the masses – “spray and pray”

Heavy emphasis helping the struggling students or the eager students rather than all students

Little one-on-one time Limited formative

assessment Challenging work given

at night

Encourage dialogue among students

Monitor student problem solving Question/help one-on-one Obtain regular understanding of

student progress

Grouping based on readiness

Fill in Notes Review homework Progressively

challenging problems or inquiry based explorations

Check for understanding at end of block lessons

1

3

3

2

2

2

Level Challenge Description

One Basic the starting point for confused students

Two Intermediate

the starting point for most students

Three Mastery the optional starting point for “A” students

Four Expert very high challenge/proof

*Alternate approach = Complete an inquiry-based lab

Students are not expected to complete any specific level

Classwork submitted at the end of period

Grade based on effort (2 for class, 1 for HW)

Students realize assessments tend to be Level 2/3

Encouraged more time at Levels 1 and 2

Invited parents for conversations (below B-)

Used preassessment data Asked students to reflect

on metacognitive strategies (particularly checking their work)

Post pencasts and other videos

Post classroom fill-in notes

Post answers to Levels problems

Pencast FAQs

What’s worked for usWhat’s challenging for students

Developed capacity to challenge all students

Learning environment is student-centered

Assessing and feedback regularly

Students have access to materials if they forget or are absent

Providing supplementary resources

Viewing pencasts Not asking questions

from home Notetaking Discomfort with

uncertainty Pacing – some too fast

and some too slow

Positives Negatives

Spend time with struggling students while providing enrichment for advanced learners

Talk with students about problem solving

Student awareness

Some students really enjoy direct instruction

Lots of resource development for teacher

Some students “get by,” doing the least amount necessary