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I was privileged recently to work with a number of pre-service teachers here at the University of Vermont. All were eager to gain access to tools and resources to help them respond\u00a0to the variety of learners’ needs they will face in classrooms.<\/p>\n
Using the Civil War as our (broad) topic, we developed a workflow for creating a tech-rich social studies unit responsive to different learners’ needs. And using ourselves as learners, we tested out our methods.<\/p>\n
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A key element in proficiency-based learning design is creating learning environments where students receive timely, differentiated support based on their individual learning needs.<\/p>\n
In The Learning Edge: Supporting Student Success in a Competency-Based Learning Environment<\/a> Shubilla and Sturgis make this important point about creating systems of support that eradicate rather than replicate current inequalities:<\/p>\n It is essential to pause and understand the importance of timely, differentiated support. Our commitment to prepare all of our young people for college and careers demands that we be intentional in designing schools to effectively meet the needs of students of all races, classes, and cultures.<\/p>\n It also demands our vigilance in challenging inequity. There is a risk in competency education \u2014 a risk that learning at one\u2019s own pace could become the new achievement gap and that learning anywhere\/anytime could become the new opportunity gap.<\/p><\/blockquote>\n When teachers have ready access to rich, multi-modal learning resources, they can respond\u00a0to individual needs as students progress toward proficiency.<\/p>\n Today let’s look at the first two tasks on our list: finding out what learners know, and assembling resources to respond to their knowledge.<\/p>\n What strategy can double student learning gains? According to\u00a0250 empirical studies<\/a>, the answer is formative assessment<\/a>, defined by Bill Younglove as “the frequent, interactive checking of student progress and understanding in order to identify learning needs and adjust teaching appropriately.”<\/p>\n Before I launched into a number of digital apps for formative assessment, I created a group chatroom in Todays Meet<\/a>\u00a0to encourage informal text exchanges as the workshop progressed. The goals: to hear the voices of all the experts in the room. To uncover what resonated for the learners, what questions they had, and what they could contribute to the conversation.<\/p>\n In addition, I introduced this scale created by Bill Rich of Red House Learning:<\/p>\n The learning progression outlined above served as a self-assessment tool for these pre-service teachers. They clarified their current needs and future progression, and used it to provide me with formative feedback.<\/p>\n The warm-up activity included a raucous competition unpacking recall questions about the Civil War using a\u00a0Kahoot<\/a>. What a fun way for learners to be reminded of what they know, become curious about what they don’t, and engage with their peers. I modeled searching for and duplicating a review game created by other educators (three cheers for efficiency) in the Find Kahoots section of the website.<\/p>\nBuilding the toolkit<\/h2>\n
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1. Find out what learners know by using formative assessment<\/h2>\n
How we tackled formative assessment<\/h3>\n
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<\/a><\/p>\nLet the (formative assessment) games begin…<\/h3>\n
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