Planning & Assessing

Planning

      We continually talk about the importance of purposeful and intentional planning because, when effective, it provides structure throughout the lesson, it ensures the teaching-learning progression is taking place, and it allows for learning to be maximized. 
         From my years of experience (15 and counting), I've come to the conclusion that creating an outline of the TEKS is the best way to begin planning as it will assist the teacher in covering all the skills and in designing instruction so that it incrementally builds on the previous learning. It also allows the teacher to pinpoint when to assess student learning. And, as it is not set in stone. We can use it to re-adapt our planning by reflecting and making changes and improvements when necessary. 
         Now, planning should not be an overwhelming process if we are focused on the end goal, the objective, which defines the learning expectation, and how the objective will be measured, the assessment(s), which will determine mastery of the skills, and in the case of formative assessments, it will also determine the need for adjustments. 
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          What do you need to make planning a smooth process?​
            ~ The essential components (designed to support and facilitate standards) including:
                   *TEKS- based on curriculum and progression (YAG)
                   *Content Objective- for students to understand what they will learn. Specific and TEKS aligned. 
                   *Language Objective- how students will demonstrate mastery of the objective through communication skills: language domains (listening, speaking, reading, writing).
                   *Tier II, Tier III Vocabulary- to increase student achievement as it enhances comprehension
                   *Lesson- coherent, tied to objective, with scaffolded activities designed to reach learning outcome, and with instructional strategies that will reinforce the objectives and prepare students for the assessments 
                    *Questions- to develop critical thinking skills, and to assess acquisition of knowledge and skills
                    *Resources/materials- appropriate, meant to facilitate learning and meet objective, differentiated
                    *Formal/informal assessments- to determine progress, course of action, and mastery of skills
                    *Accommodations-a change in the way a teacher presents information, assesses students, and how students practice skills

            ~Consider:
                     *Relevancy-interests, real-world application
                     *Rigor-developing critical, creative, and problem solving skills
                     *Best Practices-research based effective pedagogical practices
                     *Learning Styles- how a student processes and learns new information and skills
                     *Questions- Blooms, DOK, stem questions

Assessing

          To ensure mastery of knowledge and skills, students should be assessed consistently and in multiple ways through formative assessments. By conducting these formative assessments throughout the beginning, middle, and end of a lesson cycle and right before the summative assessment, the teacher will be able to gather reliable data on students' progress, provide immediate feedback, clear misconceptions, and adjust instruction. Formative assessments are the evidence of students' learning in progress.
           Formative assessments come in many forms, and I hope to provide a plethora of examples here, but the most important aspect of it should be that it is aligned to the objective and it measures the skill or knowledge being taught. Only then, will the grades reflect the learning and vice-versa.

 EXAMPLES of Formative assessments

54 Examples of Formative Assessments

70 Formative Assessments

55 Digital Tools for Formative Assessments

60 Formative Assessments

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