In order to create effective instruction regular formative and summative assessments need to be both of and for learning so adjustments can be given in a timely matter. I learned this firsthand in a 1st grade classroom where it took me a while to get on top of grading, and I realized quickly that there was a drop in formative math scores and summative spelling scores shortly after I took over the class. It took me a day or two after catching up on grading to realize that the reason behind the drop had more to do with how I was giving the test than what the kids knew. I had just come from a 3rd grade classroom where reading questions and directions to students happens less. In 1st grade, I realized that in order for each student to have the best chance to show what they knew they needed to have the tests read to them. This, along with other adjustments to my instruction, really helped contribute to an increase in test scores and in the academic success of the kids in my class.
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In order to have equitable instruction it is necessary to adjust how you accommodate the needs of students within the classroom. I learned this first hand when teaching a 1st grade student who immigrated from Mexico in November of last year. It took me a little while to remember to read questions aloud for her during assessments in order to give her a fair opportunity to do well in our classroom. She is such a bright student, and able to grasp concepts very well, but the language barrier would certainly keep her from doing well unless the appropriate accommodations are provided for her. This assessment was a great reminder to me to be sure that she had the questions and directions read aloud to her, in order for her to effectively complete an accurate assessment of her knowledge of this concept.
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An important part of instruction is teaching children behavioral expectations for the many different things that happen within a classroom and school. This is an image that I used for a 1st grade class to discuss expectations of how students would line up and follow me throughout the school for assemblies, recess, and the all-important bathroom breaks. I was strongly encouraged by my adviser from The College of Idaho to remember to include more visuals to help students be able to see expectations as opposed to using words to try and get them to line up appropriately. When discussing this image with the students, I really tried to highlight that I shouldn't have to look at the students to be sure there were in a straight line and quiet line, but that they should choose for themselves to behave that way so we don't disturb others. I have even turned around and encouraged the students to line up so quietly that I don't even know they're there. This is still a work in progress for this very friendly and chatty group of kids, but this visual is referenced often by the students to help each other remember how they should be lining up.
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