Assignment:
Part 1
Guided Response: Respond to at least two classmates' posts and provide specific feedback regarding their analysis and ideas for differentiation, student reflection, and reassessment.
1. How you will identify particular areas of need/misunderstanding (what will you look for? See from Ward, Fischer, Frey, & Lapp).
2. How you will address and re-teach with differentiation, so students meet the learning objective?
3. How you will employ students in the process of self-reflection and identifying areas of misunderstanding?
4. How you will reassess for the learning objective?
5. How will these instructional adjustments better prepare them for the impending summative assessment?
References
James-Ward, C., Douglas, F., Frey, N., & Lapp, D. (2013). Using data to focus instructional improvement. Alexandria, VA: Association for Supervision & Curriculum Development.
One Kids. (2015, September 05).
O'Block, T. (2015, July 29). Differentiated Alphabet & Handwriting Practice for Kindergarten & Pre-K.
Part 2
In my lesson, the students are asked to go through a theme, plot, and setting PowerPoint as a group, read a story as a group and identify theme, plot, and setting and then play a game of Kahoot! in order to show that they have learned the information. If my students were having trouble with the Kahoot! game, I would identify particular areas of need/misunderstanding by using the data collected from the questions they got wrong and analyze them to know what I need to focus in on throughout the rest of my lesson (Ward, Fischer, Frey, and Lapp, 2013).
In order to address and reteach with differentiation, I would create a learning path in our learning platform, Its Learning. It allows students to work at their own pace in individual lessons on theme, plot, and setting while I work with the ones who really need my help in one or more of any of these areas. For these higher need students, I would work in small groups and read stories and work with the students to find the theme, plot, and setting of our stories.
For this lesson, I would use journaling for the self-reflection process and to identify areas of misunderstanding. When the students are asked what they understand or do not understand in a private forum, they are more willing to open up about any confusions they have. After we have retaught through Its Learning, small groups, and journaling, the next step would be for us to reassess our learning objective. I would have the students use a "Diagramming a Story" worksheet to dissect a short story. They would have to identify the theme, plot, and setting of a few different stories so I can grasp whether they are understanding the information or not.
These instructional adjustments will better prepare my students for the impending summative assessment because it will allow each student an equitable opportunity to learn the information. By focusing on the higher need students, they have gotten what they need, and by allowing the lower need students to work at their own pace, they can obtain the information needed for the summative and then be enriched with information that could help them in the future. Each student is given multiple opportunities to be successful.
James-Ward, C., Douglas, F., Frey, N., & Lapp, D. (2013). Using data to focus instructional improvement. Alexandria, VA: Association for Supervision & Curriculum Development.