Growing Success is a key document informing the practice of Ontario’s teachers. I find that many of the statements and strategies are very helpful to assessing where students begin, how they progress, and ultimately where they end up. I believe, when possible, allowing for students to earn marks by expressing their thoughts and ideas through varied mediums and technology is of massive benefit to them, their peers, and the teacher. The goal is to see what the student knows and how to help them improve their knowledge base as well as thought process.
I also use frequent and varied assessments that act to further the above philosophies. However, one of the roadblocks I confront on a regular basis is students who are discouraged. I know that this is certainly not a novel problem, but I am interested in hearing if there are any novel solutions.
What are some ways that you engage and motivate students who perform poorly in diagnostic and other formative assessments and become discouraged because of it?
I would be interested in learning more about the frequent and varied assessments that you perform in mathematics and how do you go about recording your evidence that you may be collecting through triangulated assessment?
ReplyDeleteDiscouraged students can indeed be detrimental to learning. I've found the best ways to deal with discouraged students is to discuss with them strategies for improvement, and to emphasize positive, constructive feedback.
ReplyDeleteIn this type of situation I think that students will benefit the most from the descriptive feedback you provide them. If they are becoming discouraged in their diagnostic and formative assessments, work through with them on where they are going wrong and making mistakes. Even simple 'check-ins' with students can go a long distance in helping them to build that confidence again. Always make sure you are believing in their potential to succeed.
ReplyDeleteThis is a great question and a very common roadblock to math instruction at any level. We are told to teach a "growth mindset" but this is easier said than done. One strategy I've had success with is the use of whiteboards and mini whiteboards as an alternative to pencil/paper or chalk/chalkboards. It encourages acceptance of mistakes and risk-taking because they can change their answers so quickly.
ReplyDeleteIn my eyes, discouragement comes when kids are either lost in the information, are missing a critical piece or are bored. I find that when working with kids one-on-one, you can gather more information about where their knowledge is limited. If they're missing step 1, but you are teaching step 20 its going to be discouraging. Furthermore, making tasks open ended could provide the ability for more students to enter into tasks, and would allow for more advanced students to thrive.
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