 |
| Batman: definitely a fan of education |
I often find myself coming back to the concept of Day One.
Day One can be the point where you first meet a class, or the point where you decide to start again with a class you already know. Day One is a beautiful thing because it allows you to essentially reboot; you can reboot your expectations, reboot your teaching methods, reboot the resources you use, and even reboot your opinion of the students. Day One can be therapeutic, for both the teacher and the students. Don't we all deserve a new Day One sometimes?
Day One is a time for trying new things. It doesn't matter if it all goes horribly exercise-book-ripped-in-half wrong because when you get to the end of Day One you get to make a decision: is tomorrow Day Two or will you forget and try again with another Day One?
Day Twos are good when they build on something that's worked, and it's important to remember that even the lessons we perceive as 'failures' are still useful lessons in what does and doesn't work, but if a Day One doesn't completely pan out then it's inevitably best to give everyone (yourself included) a second chance. An potentially essential part of an effective Day One is collecting data on your students to assist with their instruction in the days to come and I guess this post, in essence, is about allowing ourselves as teachers to evaluate students from scratch at multiple points throughout the year.
If, like me, you're teaching in a context where the majority of the classes are mixed ability, you'll find yourself tasked with a need to differentiate your curriculum. The idea of targeting your resources to match the strengths and needs of your students isn't a new one. It should be noted, however, that if you're starting out in teaching or just looking to stretch yourself, it won't always be clear how exactly one should identify the differing needs of a class of 20-30 students. You can lean on your Learning and Support Teacher if you have one, and they should be able to give you some helpful pointers, but at the end of the day it's up to each individual teacher to evaluate and judge the abilities of their students accordingly.
This brings us to the three modes of assessment in our current syllabuses: assessment as, of, and for learning. The qualification of assessment into this particular taxonomy is designed to make explicit the need for a teaching-and-learning cycle; that process where we teach, and then we learn, and then we use that learning to teach again (only better). Assessment for Learning is perhaps the most important factor in a healthy and innovative teaching-and-learning cycle. By assessing students at the beginning of a unit of work we can figure out the general level of the class's knowledge about the subject and, more pertinently, ascertain the full spectrum of ability amongst the students.
In the course of programming a Year 8-aimed Heroes and Villains unit built around visual literacy I wanted to have a diagnostic activity that would allow me to create ability streams in the mixed classroom.
The idea is that students would start out by designing their own superhero. They would be given a period or so to write details about an original character and drawing said character. The 'test' can be found just below.
After this the teacher takes the product the student has created and marks it in four different ways, using the analytical criteria below:
Through the use of this criteria, the student is being evaluated four separate times before starting the unit of work. These criteria are:
- Visual Representation: The teacher assesses the student's ability to use visual literacy to represent ideas. This will be seen in the image created by the student to represent their hero, and the use of symbolism and other visual techniques to show ideas related to their character.
- Textual Representation: How closely do the image and student-written content link together? Has the student taken their written ideas into account when designing the visual part? This is also where skills in creative writing can be assessed.
- Literacy: Starting out with a class always gives the teacher a chance to check on each student's ability to form sentences, write at a whole-sentence and whole-text level, use correct spelling and punctuation, and draw upon a wide vocabulary.
- Topic Knowledge: You're about to teach a unit on heroes and villains so finding the students who already have a strong background knowledge on comic book characters and the generic conventions associated with them will be invaluable in the days ahead. This means that it's incredibly useful to check this work to see which students know their stuff.
After you've used the analytical criteria to mark the students you can then began to see where their strengths are, and what areas need working on most. Students can subsequently be sorted into separate 'streams' of ability so that activities throughout the unit can be targeted towards different ability levels (IE. Differentiation).
A thing to remember with differentiation is that you won't need to do it all the time - the separation of marks into five separate streams (see below) doesn't mean that you have your class split into five groups with five different kinds of work every lesson. That would be impossible to organise. The idea is that, sometimes, you can do some group work (with three different streams - core, adjusted, and extension) and other times you can individually target students who may be extremely talented in one particular area (visual literacy) with some homework.
The analytical criteria and the stream guide is included in the activity sheet linked further up. Obviously not everyone teaches heroes and villains to their Stage 4 students but feel feel to backward map anything and adapt it accordingly to suit other units of work.
