priority. Building this base prior to the content being presented allows students to develop a greater understanding. For example, if students are preparing to read an article or story about the Iditarod, it would be helpful for them to have background knowledge about location, climate, terrain, weather, and participants. A brief assignment can be given as a way to build understanding (see figure 1.6). In order to make a good use of time, the assignment can be done collaboratively as a group, or perhaps each student in the group can research and report on only one of the questions. Throughout the school year, topics are introduced for which students have varying degrees of understanding. In fact, students in the same classroom often have vastly different experiences. Consider using a similar system to develop a common level of understanding prior to addressing a new topic or unit of study.
Figure 1.6: Building background knowledge—the Iditarod.
This example shows the responses of a student who looked at the assignment as diagnostic work rather than a set of questions that build background knowledge. The main difference is that in the case of diagnostic work we rely on the information a student knows without doing any other investigating. Clarity is important so that the student knows in the case of building background knowledge, he or she uses the resources available to complete the template accurately, showing that he or she is ready to proceed with the story. The template is no longer about opinion, but fact. The student needs to describe the location of Alaska, look it up on a map, find out about whiteout and wind chill and apply them to the state, and so on.
Using Flipped Teaching
Likely the most current example of introductory work is the concept of flipped teaching, also called flipped classroom. Flipped teaching allows the teacher to be with students while they are completing tasks that are usually completed outside of the classroom when the student does not have the benefit of a teacher present. Assignments are often a video of the students’ actual teacher providing the information needed. This method allows the “lecture” to take place outside of class time and the “homework” to be done in the classroom with the resources necessary to experience greater success. The lessons are organized and focused on the standards addressed and the content being taught. Students view the lessons in preparation for the next unit of study or class so that time during the class period can be spent applying the knowledge gained to tasks that will increase understanding (Bergmann & Sams, 2012).
The flipped teaching approach increases the time a teacher has to spend with students during the class and supports and promotes the students in becoming responsible for their own learning. The approach is also intended to increase student engagement during actual class, as students use class time to apply their newfound knowledge and skills and to demonstrate their understanding. Educators using flipped teaching should encourage conversations wherein students explain procedures while sharing and evaluating information.
Although the approach is an interesting and effective twist on traditional classroom instruction, consideration should be given to a few points. Flipped teaching requires students to have computer and Internet access outside of the classroom. If the work is to be done at home, thought should be given to the amount of time students need computer access compared to the number of children in the home who require the same access. This should not deter use of the flipped teaching approach but instead set the expectation that teachers be proactive and gather information about the needs of students prior to implementation. Is Internet access available within the home? What structures will be developed for those students who are not able to access the content in their homes? What devices are available in the home to access the content? Are the students allowed to use the devices?
Figure 1.7 (page 12) provides an example of a simple template to follow when designing flipped lessons. The template is intended to focus on the content and assist students in understanding the purpose of the lesson. In addition, it is designed so that students and teachers recognize their responsibilities when successfully using this approach.
Figure 1.7: Flipped teaching planning template.
Visit go.solution-tree.com/assessment for a reproducible version of this figure.
Figure 1.8 provides a brief look at some of the differences between traditional teaching and flipped teaching.
Figure 1.8 Comparison of traditional teaching and flipped teaching.
Visit go.solution-tree.com/assessment for a reproducible version of this figure.
Formative Work
Formative assessment by definition is “intimately tied to formal and informal processes in classrooms” (Marzano, 2010, p. 8). The formative assessment process includes collecting evidence of students’ knowledge and performance level, evaluating the outcome of that evidence, and responding to the data in order to meet student needs. Formative assessment can include dozens of possibilities from practice work to exit slips to fist-to-five. Exit slips often include one to three specific questions for the students to answer so that teachers can determine lesson effectiveness and student understanding. The questions are intended to get at the heart of the day’s lesson—for example, “What is one key thing you learned in class today? Provide an example or brief explanation of why it is important. What is one question that you have about the lesson?” The informal feedback procedure fist-to-five asks students to use their hands as a feedback tool—the more fingers raised, the higher the confidence level of the student.
For the purposes of this book, formative work refers to the assignments students are given to demonstrate initial understanding or apply new concepts and skills. Formative work is traditionally thought of as homework and is likely the most prevalent of all types of work given to students. It provides students with the opportunity to practice skills or processes they are learning but have not yet mastered. Teachers and students evaluate results of the work to determine next steps in the learning process, and teachers use the results of the analysis to design the instruction and learning paths needed to master content and processes. Formative work is a meaningful part of the formative assessment cycle, which is illustrated in figure 1.9 (page 14).
Students also have a responsibility in the formative assessment cycle. Self-reflection will assist students in evaluating the steps they need to take to improve their performance and increase understanding. Students often know how they learn best, and they are in control of the effort exuded. To support the formative process, teachers should ask the learners what they can do to increase their understanding and what help is needed from the teacher. Figure 1.10 (page 14) provides an example.
The student identified an area in which to improve and provided specific examples. This would be a perfect opportunity for the student to become acquainted with a thesaurus. Instead of working with her current vocabulary, the student would have a way to research and use both familiar and unfamiliar words. Optionally, the student may be asked to use her reflection
