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__Part 1 - Summary of Training on 12.22.09 with Christine Cutler, BOCES Staff Development Specialist__

__Introductions and Questions__ How do I do this w/o reinventing the wheel? How address kids asking why they are doing different things? __CC – Fair isn’t always equal__, Challenge means motivate and engage. Difficult does not mean challenging but is instead frustrating>

How do I plan, select strategies, implement, assess, and grade when appropriate? How manage all groups and management in general? Product or Process? When do you know you need DI? How to implement and new strategies within DI?

How do I reach my first grade class that spans essentially "several grades" because some can read others don't know letters/numbers? How do you meet the needs? How get it started? How do I handle the ones who always finish early? __CC: Learning Contracts__ – Let kids access the information – they have to be independently motivated to fulfill the contract and be able to read it and do it

When is it efficient and how do you narrow the gap to help struggling students catch up?

__CC: Identify the Skills, Understandings, and Knowledge to get them to the middle at a minimum.__ They need high expectations, but you have to focus on the learning, you differentiate their entry point, their process, and possibly their product etc.

__CC: Reading Example__ – did you move them from where they were even if it was not to the average level? This is a gain. ______________________________________________________________________________________________ ↑ ↑ ↑ ↑ Low Learner Average Learner Low Learner Gain Average Learner Gain Fall 2009 Fall 2009 Spring 2010 Spring 2010

They both had equal movement, indicating that both the average and the lower level learner actually made gains and learned. No movement on the part of the Low Learner would be an issue.

How do you measure learning? Assessment, Assessment, Assessment - in a variety of forms and lengths, not just tests and quizzes, but checks for understanding that are frequent, meaningful, and formative as well as summative at times.