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Mrs. Carol Rychlik and Dr. Evan [email protected]
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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
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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
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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?
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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
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Encourage dialogue among students
Monitor student problem solving Question/help one-on-one Obtain regular understanding of
student progress
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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
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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
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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
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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)
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Post pencasts and other videos
Post classroom fill-in notes
Post answers to Levels problems
Pencast FAQs
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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
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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