go through teach thought staff
This is part 2 of our #iteachthought series (because we refuse to say “back to school” – well, except then).Part 1 looks at classroom design, specifically providing Alternative to Rows of Tables. Today, we’re helping you create smarter, student-centered learning profiles.
If you are creating a learning portfolio, what information should you include? What’s the point of such a profile? How will it be used? Most study materials are quick glances at academic data. There’s nothing wrong with this – it’s fast, useful, and basic.
But it is also limited. To put it another way, as Grant Wiggins might suggest, let’s work backwards. Going a step further, let’s start with one big idea that unifies everything.specify a broad idea and Accessible enough to be useful can be a challenge, but let’s try, starting with some basic assumptions.
1. Teachers plan learning experiences for students.
2. Different students have different needs.this means needing teaching differentiationcourse personalization, or both.
3. In this way, the teacher is like a designer. The data teachers use to make these design decisions varies.
4. Additional challenges?Teachers’ limited ability to process data means that there is a need for Be selective about data are found and adjusted.
5. At the classroom level, data is broadly considered in terms of content and performance.
6. Another way to think about it is to think about data quality—not quality related to accuracy or reliability, but what information do I need from students to help them learn?
While I disagree with the basic premise on which this article is based—teachers alone are responsible for the miracle of learning, and can even begin to know everything about each student—the ideas here have to do with rethinking how we view students and their relationship to the curriculum, Then design curricula and learning models that fit those personalized learning need.
What a good teacher knows about his students
1. Mother tongue
2. Critical medical needs
3. IEP/504s/Giftedness and other services
4. Living Situation”, including religion, safety, food, family, books, technology, etc.
5. GPA and Academic Strengths
6. Favorite subject
7. Reading level and reading habits
8. How they deal with responsibility
9. Relative Strengths and Weaknesses as a Student
10. Classroom Civic Habits
11. Academic expectations (including the difference between your goals and family goals)
12. How to “motivate” them
13. The overall academic progress trend in the past 1-3 years
14. Master the progress of power supply standards/dData from relevant standardized assessments
15. How to help them get good grades in class
What great teachers know about their students
1. Habits of critical thinking
2. Ideal learning environment and environment
3. Which challenges will they best respond to
4. Their personal history (for example, what did they overcome)
5. Personal Strengths
6. Insecurity about school
7. How do they respond to the structure
8. How do they deal with openness and uncertainty
9. What “school” means to them
10. digital citizen Habit
11. Knowledge and Human Emotions
12. How to help them find their motivation
13. Think of yourself as a reader, writer, and one person
14. Making progress in mastering personal goals (creative, professional, family or other) and how to help them set and consistently pursue their goals
15. How to help them create their own “success” metrics and metrics
* age appropriate
additional reading
A Differentiated Lesson Plan Approach
learning overview (embedded above) by jessica winston
Creating a Student-Centered Learning Portfolio: What Great Teachers Know About Their Students
