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: What additional relevant information could be added to the article, "Swimming with Sharks", that would be helpful to the reader to better understand the development of shark repellant? Explain using support from the text. (Acrobat)
Top Classroom Response
What did the student understand?
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What does the student still need to learn?
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Where would you go next instructionally with this student?
- Ask her to be more clear in her text reference
- For example she could write ‘Moses sole’ instead of ‘substance’
Where would you go next instructionally with the class?
- Provide them with good models
- Practice collaboratively and then independently
- Give them an opportunity to first discuss the article and ask questions before going right to the response if your were using this as an instructional activity
Middle Classroom Response
What did the student understand?
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What does the student still need to learn?
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Where would you go next instructionally with this student?
- Talk about the concept of relevant versus irrelevant; talk about synonyms for the words
- Model for them
- Focus on rereading; key in to the first page of the article and ask, “Where do you know that the first column is not true?”
