DRAFT: This module has unpublished changes.

Standard A, Indicator 2: Draws on results of formal and informal assessments as well as knowledge of human development to identify teaching strategies and learning activities appropriate to the specific discipline, age, level of English language proficiency, and range of cognitive levels being taught.

 

For every one of the classes that I teach, I have a "DO NOW" excercise (also known as an "entrance ticket") posted on the board before they start their work. The DO NOW always corresponds to the day's (or previous day's) curriculum. Each week, students receive a DO NOW sheet where they record their thoughts for each day of the week. At the end of the week, students receive a score based on whether or not the question was answered and how much detail was provided.

 

If I am planning for a comprehensive end-of-unit summative assessment, I will use the daily DO NOW as a resource to determine the level of students' understanding. For example, students recently learned how to write an effective open response and were going to have a test on a writing one in reference to a particular writing prompt. For the DO NOW, I asked that students write the five steps required for writing an effective open response, and what each step needed them to do. I used this DO NOW assignment to guage what I needed to review and what the students knew well.

 

For the classes that are academically advanced, the DO NOW assignment requires them to write longer responses consiting of five or more complete sentences providing specific details. For the classes that are academically challenged and have a difficult time writing, they are usually asked to write three complete sentences, although they have the option of writing more, too.

 

It is clear to me, based on the daily responses, what students might need to spend more time on before administering a summative assessment. In addition, our Friday DO NOWS usually consists of an excersise in spelling, grammar, and/or mechanics. This is in direct reference to the "Wall of Shame" picture of the week error, and students have responded very well to learning new grammar techniques.

 

Attached below is an example of the weekly DO NOW sheet that students receive.

 

DO NOW Response Sheet.pdf

 

 

 

 

 

DRAFT: This module has unpublished changes.