Each teacher was asked to bring three papers to the discussion — one in the top of the class performance, one in the middle, and one in the bottom of the class performance. Papers were chosen before the team defined proficiency. After defining proficiency, teachers often changed their minds about how they ordered their papers. The online discussion will make that clearer.
Question: Summarize the article “Why Are Sea Otter Populations Declining?” (Acrobat)
Top Classroom Response
What did the student understand?
|
What does the student still need to learn?
|
Where would you go next instructionally with this student?
- (not discussed)
Middle Classroom Response
What did the student understand?
|
What does the student still need to learn?
|
Where would you go next instructionally with this student?
- To determine if he understood the bigger picture, ask him to identify other situations in which this has happened
- Ask, “Where do you see similar situations? What’s still in your head after you’re done reading this?”
- Ask what does this have to do with us? What are the implications for us?
Where would you go next instructionally with the class?
- Compare how different students paraphrase the same paragraph
- Ask questions that are text based to see if they comprehend what’s in the article
Bottom Classroom Response
What did the student understand?
|
What does the student still need to learn?
|
Where would you go next instructionally with this student?
- Conference with him individually
- Have him tell more about the other things that are happening within the food chain
- Ask him to first tell it verbally and then in writing to see if he is actually writing what he wants to say
