Learning Tasks and Assessment
Although our planning is outlined below we are reminded of what Tomlinson and McTighe (2006) state “the best-laid plans of the best teachers are just that – plans, subject to change” (p. 13). They also remind us of the importance or teaching responsively – being attuned to the varied learners’ needs and working to facilitate approaches to learning that are the most effective for each student.
We feel that our project incorporates Universal Design and that we have planned for multiple means of engagement, representation and expression (please see link below). However, we also know that we need to be open and responsive to adjusting our plans. We see the planning of this project as being in line with UDL on that “learning cannot be characterized as as a process of absorbing factual knowledge or demonstrating skills. Rather, learning is about deepening our participation in a community of learners and thereby transforming the way we work and see ourselves as learners” (Meyer, Rose, and Gordon, 2014, p. 46).
Throughout the project we both will be looking at assessment as a photo album rather than snapshots. As evidenced in our plans, there are multiple means of assessment both summative and formative that will allow us to assess our students. Collection of evidence through observations, learning tasks, rubrics, self- reflection, and peer reflection allow the learners to show their learning in multiple ways. The importance of ‘kid language’ in the rubrics is important for all learners, but becomes even more important with the kindergarten learners.
References:
Meyer, A., Rose, D.H., & Gordon, D. (2014). Universal Design for Learning: Theory & Practice. Wakefield: CAST Publishing.
Tomlinson, C. A. & McTighe, J. (2006). Integrating differentiated instruction and understanding by design. Alexandria, VA: ASCD.
We feel that our project incorporates Universal Design and that we have planned for multiple means of engagement, representation and expression (please see link below). However, we also know that we need to be open and responsive to adjusting our plans. We see the planning of this project as being in line with UDL on that “learning cannot be characterized as as a process of absorbing factual knowledge or demonstrating skills. Rather, learning is about deepening our participation in a community of learners and thereby transforming the way we work and see ourselves as learners” (Meyer, Rose, and Gordon, 2014, p. 46).
Throughout the project we both will be looking at assessment as a photo album rather than snapshots. As evidenced in our plans, there are multiple means of assessment both summative and formative that will allow us to assess our students. Collection of evidence through observations, learning tasks, rubrics, self- reflection, and peer reflection allow the learners to show their learning in multiple ways. The importance of ‘kid language’ in the rubrics is important for all learners, but becomes even more important with the kindergarten learners.
References:
Meyer, A., Rose, D.H., & Gordon, D. (2014). Universal Design for Learning: Theory & Practice. Wakefield: CAST Publishing.
Tomlinson, C. A. & McTighe, J. (2006). Integrating differentiated instruction and understanding by design. Alexandria, VA: ASCD.
As is recommended by the Alberta Assessment Consortium (AAC) we are incorporating a variety of means of assessment for and of learning:
- Personal communication
- Focused observation
- Guided response journal
- Student self-reflection
- Peer feedback
- Peer assessment
- Exemplars
- Rubric
- Celebration of learning