Brilliant. Focusing on the actual skills students need, rather than just chapters, is fundamental to truely prepare them. I wonder how we can best calibrate those skill assessments to be truly dynamic?
I like using the Measurement of Academics Progress test because it will help you know the strengths and weaknesses of the standards. Then, for example if you see your class is strong in Geometry skills … then you know you don’t need to spend so many days doing it. Put the content into one packet so it’s easy to access at their own pace. After giving a few whole group mini lessons, then assign it for group work or seat work as the teacher focuses on spending more time teaching skills for which the students need guidance. I always decided what they worked on independently based on what appeared easier for them, from looking at their test scores. ☺️If that’s not something a school could do ( Electronic Test), then manually giving paper pretests of skills near the beginning of the year could work too.
Brilliant. Focusing on the actual skills students need, rather than just chapters, is fundamental to truely prepare them. I wonder how we can best calibrate those skill assessments to be truly dynamic?
I like using the Measurement of Academics Progress test because it will help you know the strengths and weaknesses of the standards. Then, for example if you see your class is strong in Geometry skills … then you know you don’t need to spend so many days doing it. Put the content into one packet so it’s easy to access at their own pace. After giving a few whole group mini lessons, then assign it for group work or seat work as the teacher focuses on spending more time teaching skills for which the students need guidance. I always decided what they worked on independently based on what appeared easier for them, from looking at their test scores. ☺️If that’s not something a school could do ( Electronic Test), then manually giving paper pretests of skills near the beginning of the year could work too.