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Instructional & Assessment Strategies for Diverse Learners

Instructional & Assessment Strategies for Diverse Learners. By Shay McNeil. Summary of Lesson:. Initial Lesson on Probability: Casino Night Goal of the lesson was to determine the number of outcomes related to a given event and understand the basic laws of probability.

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Instructional & Assessment Strategies for Diverse Learners

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  1. Instructional & Assessment Strategies for Diverse Learners By Shay McNeil

  2. Summary of Lesson: Initial Lesson on Probability: Casino Night Goal of the lesson was to determine the number of outcomes related to a given event and understand the basic laws of probability. Essential Question: How do I solve for simple and compound independent events?

  3. What Pre-assessment Data Revealed • More formative assessments needed. This area can be addressed with warm ups, check points or exits slips. This way, corrections can be made and feedback can be timely. • Method of delivery may need to change. • All learning needs are not being met. • More feedback needed to find and make corrections.

  4. Assessment tool prior to teaching the lesson: Simon spins a 9 sectioned spinner numbered 1-9. What is the probability he spins the spinner and lands on an even number? a. 5/9 c. 1/2 b. 4/9 d. 2/9 Maggie reaches into a bag of marbles and pulls out a color at random. What is the probability the marble is green? Use the information below to answer the question: a. 8/13 c. 8/11 b. 4/15 d. 8/15 Color Quantity red 4 Green 8 Blue 3 The word “P-R-O-B-A-B-I-L-I-T-Y” IS cut into individual letters and placed in a bag. What is the probability of randomly selecting the letter “B”? a. 2/11 c. 2/10 b. 1/11 d. 4/11

  5. Assessment tools during teaching : • Numerous checkpoint exercises to see if students get correct responses. • Reciting information learned to peers. “Late feedback is better than no feedback.” -Anonymous

  6. I would change the lesson for remediation to: Include differentiation techniques • Conversions of decimals and percents practices would be provided. • Calculators would be provided for accommodations for SWDs to solve addition and multiplication of fractions. • Focus more on mastering the standard than tedious details.

  7. I would change the lesson for enrichment and introduce: Open ended responses Compound Dependent Events • Incorporate more open ended questions that are based on Bloom’s Taxonomy at each station. • Questions that make predictions (synthesis) before visiting stations or ask of other possible outcomes (analysis) will be intertwined at each table. • See what students conclude when they remove items they draw or pull on the first round. (application)

  8. Activities for high level learners include: • Incorporating learning task for enrichment. Allowing advanced students the opportunities to make presentations, discuss findings, or participate in more hands on activities.

  9. Activities for SWDs modifications Services for students with IEPs • 5 students of the 15 had IEPs; they were all allowed the use of calculators to assist in computations. • Manipulatives introduced. • Small group instruction provided at tables per paraprofessional or coteacher. • Allowing extended time for completion at stations • Modified assignments to meet their instructional level is needed as well.

  10. Post test for mastery changes Allowing students to demonstrate mastery A need for earlier intervention strategies • When students are at the tables, walking around with a list of names on a clipboard and marking correct responses as a method of evaluation can be a different way to allow them to demonstrate mastery. • Incorporate quicker ways to show daily progression and give feedback. “Formative assessments linked to the targets of daily instruction provide continuous information (Chappuis 2008)”.

  11. Assessment tools after teaching the lesson: • Provide a choice board for assessments that suits the needs of various learners. Grade the student based on their areas of expertise.

  12. Why were these changes necessary? Changes were needed: • To actively incorporate both formative and summative assessments. • To provide more timely feedback to students. • To allow students the opportunity to be responsible learners.

  13. References Chappuis, Stephen. Finding Balance: Assessment in the Middle School Classroom. October 2008. Retrieved on January 18, 2010 from www.nmsa.org/Publications/Middle Ground/Articles/October2008/Article1/tabid/1755 /Default.aspx. Herrera, Terese. Middle School Portal/Math Assessments. March 2009. Retrieved on January 15, 2010 from http:://wiki.nsdl.org/index.php/MSP:MiddleSchoolPortal/Math_Assessment. Slater, Slater Timothy F. 2010. Performance Assessment.Retrieved on December 20, 2010 from http://www.flaguide.org/extra/download/cat/perfass/pss.p df

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