Blog1- A.Sparrow

An  interim or benchmark assessment   is a periodic assessment used to measure student progress toward learning goals over time. These assessments are typically given several times during the school year and are designed to monitor whether students are on track to meet grade-level standards. Benchmark assessments help teachers identify patterns in student learning and track growth over time. These assessments are often administered at key points in the year, such as the beginning, middle, and end to determine whether students are progressing as expected. Teachers can use the results to adjust instruction, identify students who may need additional support, and plan targeted interventions. In my experience working in literacy support, benchmark assessments are particularly helpful because they provide a broader picture of student development and help guide instructional decisions across the year. A   formative assessment  is an ongoing process used during instruction t...

      I believe intelligence is the ability to grow, adapt, and make meaning from learning experiences rather than something fixed. Students develop intelligence when teachers recognize their individual differences and respond to them in thoughtful ways. As the differentiation video explains, “Differentiating instruction is a way of thinking… oftentimes it is making decisions in the moment” and involves recognizing student differences and responding flexibly in teaching (Video citation). This means intelligence becomes visible when students are given opportunities to explain their thinking, solve problems, and engage with learning in different ways. Teachers can support this by creating classrooms that balance guidance with independence. Knight explains that “an effective teacher maintains control while ensuring that there is sufficient freedom” (Knight, 2013 p. 280). When teachers provide structure while still allowing flexibility, they create optimal conditions whe...

Part 1:  Authentic learning/emotional life of a teacher/and "withitness"  In the book Mindfulness for Teachers Jennings writes about what she calls "withitness", a term for when someone has a heightened awareness of their surroundings while "keeping their cool" under pressure and being attuned to others emotions. Jennings describes this as emotional objectivity that requires self-awareness, social awareness, self-management and relationship management.  When a classroom teacher has this "withitness" they can better manage the needs of their students by responding proactively with conscience control.  In the classroom this kind of attentiveness looks and feels calm not authoritative. The teacher seems in tune with each student, not just "putting out fires" with the bigger issues that can arise, but sensing when tension begins to tighten and patiently taking the time to acknowledge and mitigate the issue before it disrupts much more of th...