Measuring Up: 6 Focus Areas for Blended Curriculum Assessment

MUL2.0_Demo_Intro_MDR.jpg

It is true, not all curriculum is created equal. There are specific things I look for when reviewing a curriculum to make the best decisions for kids and teachers. So when my friends at We Are Teachers asked me to take a look at, Measuring Up, a blended curriculum for grades 2-8, I was eager to check it out and provide feedback.

This post is sponsored by We Are Teachers and Mastery Education. All opinions expressed are my own. (Meaning, if I don’t like something about a particular education product I will not write about it on my blog)

I immediately recognized many positives while reading through the sample curriculum:

  • Concepts connected by what students will learn; to what they may already know; to real-world examples.
  • Academic vocabulary in context.
  • Scaffolded learning with guided instruction and gradual release of responsibility.
  • Apply learning independently.

Along with the previous list, two things stuck out to me about Measuring Up that I appreciate as a professional. First, the instruction is done by the expert classroom teacher, not the computer; and second, the Measuring Up Live 2.0 version aligned with my view on student-learning and assessment which they have streamlined through the use of computer applications.

6 Focus Areas for Blended Curriculum Assessment:

  1. Practice – Whether it is a high-stakes test or a certification exam; assessment practices are shifting from paper and pencil to an online version for a variety of reason (costs, access, data disaggregation, etc.) When students have little to no practice or frame of reference to online testing, anxiety rises and results are impacted. Blended curriculum should contain both digital and analog assessment options, as well as multiple types of assessment students,  can take in both a low-stake and high-stakes environment.  
  2. Cognitive Demand – If students have limited interaction and touches on devices when it comes to testing, all of their cognitive energy is wasted on how to manipulate the computer instead of answering the questions. Cognitive energy is best used for thinking critically and demonstrating understanding. From drag and drop to typing extended answers, when students have little access to the types of computer assessments they will take in their schooling and life, cognitive demands are misplaced on basic computer skills.
  3. Adaptive – When evaluating curriculum, edtech options for assessment should include adaptive measures, meaning, the test is sensitive to the answers the student provides and modifications are made based on answers. This ensures that the just right measures are used to gauge what the student knows and what they are not understanding.
  4. Feedback – Feedback is another area I explore when looking at assessment provided by curriculum with blended components. Feedback could come in the form of immediate grading, but could also provide extensions and reinforcement. All of these provides students with an understanding of what they have mastered and what additional support they can access to continue refining their learning.
  5. Mastery and Goal Setting – Curriculum that provides assessment should be aligned to the standards and instruction. It should provide a clear picture as to which skills and standards the students have mastered, what they have left to master and provide a direction on how to move forward. Measuring up provides students and teachers this information, as well as a way for students to set their own learning goals.
  6. Informs Instruction – FInally, data collected is useless unless it is used to inform instruction. Along with providing formative and summative student information, an assessment done via technology streamlines the process of accessing, disaggregating, and changing instruction to best meet students’ needs.

Curriculum cycles are a part of every district I have worked with over the past 10 years. Making the most informed purchasing decisions helps educators in their instruction and assessment of students. While all companies and curriculum writers provide unique frameworks or specialty components, be sure that any curriculum claiming to be blended places value in the professional and contains a comprehensive assessment system, similar to that of Measuring Up,  with a focus on the 6 areas above.

Part 2: 5 Quick Wins to Support English Language Learners in the Classroom

2018 Blog Post Images (1)

This post is sponsored by We Are Teachers and their partner Digital Promise. All ideas and thoughts are mine.

Data, when used in telling a school’s story, helps to paint an image in the minds of those receiving the message. From test scores to computer use, educators and administrators alike rely heavily on statistical information to help make decisions, target funding and share their school’s story with all stakeholders. While test scores or computer use may vary to the extreme ends of the spectrum, one thing that is on the rise for almost all schools is the number of English Learners (ELs) in the K-12 student population. In fact, according to US Department of Education, over 4,800,000 ELs were enrolled in schools between 2014-2015.

From interactive charts to maps, Our Nation’s English Learners offers a multitude of stories about the students we serve across the nation. Much of the information may come as no surprise to teachers in the trenches supporting English Learners in their classrooms, but what does plague the minds of many of these same educators is how best to support ELs and what best resources and learning opportunities are available to hone their own craft while their student population changes.

I have recently begun a series of posts on this matter and its intersection in literacy teaching. You can read my first post Here. This post offers how all teachers can model language learning by using these 5 techniques as well as an extension to your own learning through micro credentials offered by Digital Promise.

First, all teachers, no matter grade or content area, can apply simple techniques in the form of modeling and instruction to support students in the classroom, especially ELs.

5 Quick Wins to Model Language Learning in the Classroom

  1. Model. Speak clearly and calmly. Use a constant and predictable speech pattern while utilizing repetition and visuals of important words and phrases. This helps to cue students into recognizing cues while listening or viewing that is important to their academic discourse.

  2. Discuss. Unless a beginning language acquisition student, give all students opportunities to talk, read and write during teaching. Encourage participation through carefully selected groups, partnerships, scaffolding, etc. Language learning should involve active learning. The more students are thinking about ideas, wrestling with texts, and using each other to co-construct meaning the more powerful the understanding of the content and language.

  3. Vocabulary. All learning is partially done via words. If students do not understand the vocabulary they have problems accessing the material. In addition, ELs have to learn a new language on top of the content. Teachers should preview material and pull out vocabulary to focus on with all students. Choose words that are conceptual and topical, ones that appear frequently, or are essential for continued learning. (If you are looking for more vocabulary information check out my post here).

  4. Differentiate. Along with previewing material for vocabulary instruction, identify ways to differentiate material based on student needs, interests, and multiple learning styles. Consider difficult passages or concepts that may need to be anchored to an ELs previous background or experiences. Present material in multiple modes, audio, visual, multimedia, and provide access and choice to ELs based on needs and preference. Eliminate confusion by ELs by connecting the topics studied to content that is relevant and engaging.

  5. Support. Remember that every lesson is not only focused on content but also an opportunity to be a language lesson for ELs. Provide multiple opportunities to practice words and sentence structures or grammar usage. Encourage support from peers and other partnerships that can be fostered to help ensure success. Use the home language for difficult concepts or abstract topics but avoid constant translation by adults or other children who speak the EL’s home language.

While all teachers may not feel equipped to teach language to our growing EL population, there are many quick-wins that all educators can start doing immediately to model and promote language learning in their classroom.

Second, educators can continue their own professional learning through connecting with and learning from a variety of supports. Connecting through social media avenues, book studies with colleagues, and one of my favorites, the learning available through Digital Promise. Digital Promise has built an innovative system of micro-credentials to recognize educators for the skills they learn throughout their careers in order to craft powerful learning experiences for their students.

As student populations across the country continue to change, the more information, resources, and learning opportunities for educators will provide the best learning for our EL students. Educators need to continue to invest in their own training and understanding on how best to support all students. We can all be models of language learning each day in our classrooms!