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ENGAGING TEACHER, CURRICULUM AND STUDENTS: CRITICAL FACTORS

Peer assessment #2

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Page 1: Peer assessment #2

ENGAGING TEACHER, CURRICULUM AND

STUDENTS: CRITICAL FACTORS

Page 2: Peer assessment #2

WHEN PLANNING A LESSON, TEACHERS MUST

KNOW THAT STUDENTS ARE NOT ALL THE

SAME – WHAT WE CALL HETEROGENEITY:

students’ cultural and socio-economic

background must be taken into consideration;

different types of learning styles;

content must be related to their own life

experiences.

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HETEROGENEITY

Requires DIFFERENTIATED CLASSROOM

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A classroom consisting of students of various races, cultures,

strengths and talents requires differentiated instruction, which

embodies the following features:

Differentiated instruction is PROACTIVE.

Teacher assumes that different learners have differing needs

and proactively plan a variety of ways to "get at" and express

learning.

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Differentiated instruction is more QUALITATIVE than

quantitative.

Differentiated instruction focuses more on understanding

concepts than on producing work. However, it does

not necessarily mean giving some students less work to do.

Rather, the emphasis is on adjusting the nature of an

assignment to match students' learning characteristics as

opposed to merely increasing the quantity of the assignment.

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Differentiated instruction provides MULTIPLE approaches

to assessment, process, and product.

Teachers offer different practices and approaches based

on how individual students learn, and how they demonstrate

what they have learned. What these different practices and

approaches must have in common, however, is that they are

crafted to encourage substantial growth in all students and are

based on high standards for all students.

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Differentiated instruction is STUDENT-CENTERED.

Learning experiences are most effective when they are

engaging, relevant, and interesting. All students will not always

find the same avenues to learning equally engaging, relevant,

and interesting. Understandings must be built on previous

understandings and not all students possess the same

background knowledge at the outset of a given investigation.

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Differentiated instruction is A BLEND of whole-class,

group, and individual instruction.

There are times in all classrooms when it is more effective or

efficient to share information or use the same activity with the

whole class. Such whole-group instruction establishes

common understandings and a sense of community for

students by sharing discussion and review.

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