Differentiated and Self-directed Learning

The research on student learning is clear -
We all have different "intelligences" and learning styles. Project based learning is complex enough to have components within where all students can excel. It is easy to also build in some "choice" so students can exhibit their understanding through their strengths. There is no excuse anymore not to differentiate. There are an abundance of lesson design resources to make this an easy task.

In the past few years I have dramatically discovered the value of well-constructed checklists and rubrics to support student self-direction. Students that hesitate, procrastinate, or have difficulty staying on task are usually uncertain about what the task is. In order to be a self-directed learner the purpose and procedures of the learning must clear. Rubrics given at the start of a project immediately tell the students what success will look like. Checklists will keep them organized. If there are no surprises to trip them up, students can manage their own learning.
One other thing...
Students need feedback often throughout a project or activity. This feedback will allow them to continue with confidence.

Student Centered Assessment

Reading and learning about student-centered assessment reminds me that we are very far from the days of reporting achievement with merely a letter grade or precentage score. A few points in particular are especially helpful:

• The little assessments "along the way", both summative and formative, give immediate and practical feedback to the student. Journaling, conferencing, anecdotal note taking, questioning, peer-feedback, are just some of the student centered activities that lead to higher levels of thinking and a quality final product.
• Specific checklists give students a way to organize their project and know exactly what componets are necessary, along with the order of tasks. Adherence to the checklist is an assessment in of itself.
• The fine art of rubric writing should never be underestimated. Students should know exactly what success looks like. If you are not going to show a successful work sample, the rubric must give the student a clear path to success.

Assessment is all about the student, not the teacher.

Digital Divide

St. Mary's School is in a higher economic community and the parents of students are largely professionals with adequate technology tools in their homes. There is an expectation that all students have access to a computer with Internet access and a working printer in order to do their assignments. Our school computer lab is open after school in case there is too much competition for a computer at home. Elm Grove is a small community, and the public library is within walking distance of most students. Computers are readily available.

Students have formal technology classes beginning in first grade, with specific skills instructed and assessed. There is sometimes a "digital divide" when new students transfer from schools that did not provide rigorous instruction.

The greatest digital divide exists with our teachers. We are in a three year professional development initiative to bring skills up to date. Once teachers are completely comfortable with technology it will become easier to promote instructional integration.