When students self-assess and receive frequent feedback on their progress, they take more control over their learning by addressing specific areas of weakness and affirming areas of strength. Step By Step Teachig Students to Self Monitor.pdf. Resources for Teachers. We know that students learn best when they are truly engaged in what they are learning, when they have the opportunity to explore, debate, discuss, examine, defend, and experiment with the concepts and skills they are ready to learn. Students learn best when instruction is: Appropriately Challenging Kids (and adults!) Learn best when they start at their current level of understanding and are challenged - with support (teacher, peers, materials, etc.) - just beyond what they are comfortable doing on their own. (See Zone of Proximal Development) The student's background knowledge and current skill level are more important than their age/grade level in determining what they are ready to learn.
Just because a student is in 5th grade doesn't mean he should be working on "5th grade" skills. Use a variety of data (assessment scores, classroom performance, etc.) to identify what each student is ready to work on and plan instruction accordingly, modifying content or activities as needed. Cubing: Monitoring Student Progress: School Improvement in Maryland. Try asking school staff where each of their students is on the reading comprehension objective "drawing inferences. " Which students are proficient? What evidence do they have that those students are proficient? What evidence do they have to identify what students who are not proficient still need to learn? Both research and common sense support the notion that we need to monitor student performance on an ongoing basis.
If we are ever to know how we are doing, we will need to know where our students are. But that has been a challenge in schools. Annual data from the state assessments only gives schools a snapshot of where students are at a single point in time. This on-going monitoring is also the way teachers determine whether their instructional strategies are working for all students and which students need instructional interventions. Why do you need to monitor?: Monitor Student Progress ~ Improving Student Achievement ~ School Improvement Process. Both research and common sense support the notion that we need to monitor student performance on an ongoing basis. If we are ever to know how we are doing, we will need to know where our students are. But that is exactly what we don't know. Try asking school staff where each of their students is on the reading comprehension indicator "drawing inferences.
" Which students are proficient? What evidence do they have that those students are proficient? What data do they have to identify what students who are not proficient still need to learn? Educators who don't know where their students are do not have enough information to know how best to use their instructional time or which students need specific instructional interventions.
Annual data from the state assessments only gives schools a snapshot of where students are at a single point in time. Intel Education Assessing Projects: Monitoring Progress. Teachers monitor the progress of their students by collecting information about learning processes and concepts while students are working on projects. By providing feedback based on this information, teachers can address misconceptions and other learning problems appropriately. When data collected from assessments that monitor student progress is tied to timely, specific feedback, students can take more control over their learning by addressing specific areas of weakness and affirming areas of understanding and strength. Research shows that when feedback is specific, focusing on features of the task and on ways that students can improve, all students benefit, but struggling learners benefit the most (Black & Wiliam, 1998). The table below includes an overview of the methods, purposes, and instruments used for monitoring progress.
These methods help students and teachers stay on-track during a project. They help students be more self-managing as they complete open-ended tasks.