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Section 8: Accommodations Fact Sheets for English Learners (ELs) - 2 views
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jessmullen on 24 Jun 15This is a detailed information sheet describing all accommodations that are available in the classroom as well as on the HSA exam (or any state assessments) for ESOL students. This is extremely helpful to decide what kind of accommodations will be useful to provide the students as they practice for the English HSA Exam.
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shared by caryngallagher on 26 Jun 15
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Early Childhood Education: A Strategy for Closing the Achievement Gap - 4 views
www.strategiesforchildren.org/...07_AchievementGap.pdf
achievement gap readiness kindergarten EDTC615
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The achievement gap can be lowered if children are engaged in high quality play and learning before beginning kindergarten.
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Caryn, I really enjoyed this article. It thoughtfully portrayed the fact that the achievement gap often starts long before students ever have their first day of kindergarten. For students who are not read to as young children, or engaged in meaningful play and projects, the first few school years are dramatically more difficult. Victoria
How to Write a SMART Goal - 3 views
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Exit Tickets | EL Education - 15 views
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"At the end of class, students write on note cards or slips of paper an important idea they learned, a question they have, a prediction about what will come next, or a thought about the lesson for the day. Alternatively, students could turn-in such a response at the start of the next day-either based on the learning from the day before or the previous night's homework. These quick writes can be used to assess students' knowledge or to make decisions about next teaching steps or points that need clarifying. This reflection helps students to focus as they enter the classroom or solidifies learning before they leave."
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My Smart goal is that "By the end of the numbers unit, 60% of students in the Special Education program in MS Spanish 1A - Period 2 will achieve 80% or higher on each formative assessment including listening, speaking and writing assessments." During our meetings we have noticed a significant gap in my pd. 2 in my SPED students. By using exit tickets, I can continuously gauge how well these specific students are understanding the new material of the week before getting to the formal formative assessment on Fridays. These exit tickets can be modified to include speaking and listening skills depending on where the formative reveals the greatest need is. - Margarita
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This video using exit tickets is a great resource for my classroom. My SMART goal is Given 2 months of guided reading instruction, students in below grade-level reading groups will increase their reading level by at least two levels." Using the planning protocol I rated this a 4 in the aligned to the standards category. I could create quick exit tickets based on the story my students are reading. The students could answer the question and I could quickly assess whether they were able to comprehend and understand the story which is a part of my smart goal. Reading comprehension is an important factor when testing students' reading level. I would love to use this in my classroom.
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Smart Target Learning Goal is by the end of marking period 1, 70% of students will score 90% or higher on the EMATS/ performance matters. This will allow me to see where students are still needing understanding about the topic that is being taught. The dimension would be depth of knowledge with 1:recall. This is something that students need to be able to do short hand before they can recall later on.
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SMART GOAL: At least 80% of students in grade two will be reading level K books or above by the end of 6 weeks. (Julie's goal) Dimension: Alignment to Standards Impact: 2 Reason: Exit tickets are self-assessment questions prepared by teachers, often based on learning goals, that are to be completed by students. Since Julie's Smart Goal is based on measurement (80% of students), I believe that Exit Tickets will give her insight on the percentage of her students that illustrate her students reading comprehension levels. For Julie's Exit Tickets, I think that questions she pose should require answers in the form of explanations from students because I believe it would be the most effective way to help her detect the students that may require extra support. If there is not a common theme to student responses, then it may be an instruction gap that is the issue; if so, Julie would need to ensure that the curriculum/lesson plans correlate with state standards.
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Smart Target Learning Goal: By the of Unit 5, 80% of students will score at least 70% on the end of unit assessment. My biggest problem is getting students to retain the important information that will be tested upon. Exit tickets will give me an incite to how well students are retaining the class content by creating exit tickets that are similar to exam questions at the end of a lesson where they learned the content to which the question related. This not only allows me to see if they learned the content but also will allow me to see which types of mistakes the students are making in regards to the test. From here my I will be able to modify my lessons in order to insure that my students are in line with the exam.
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Smart Target Learning Goal: By the of Unit 5, 80% of students will score at least 70% on the end of unit assessment. My biggest problem is getting students to retain the important information that will be tested upon. Exit tickets will give me an incite to how well students are retaining the class content by creating exit tickets that are similar to exam questions at the end of a lesson where they learned the content to which the question related. This not only allows me to see if they learned the content but also will allow me to see which types of mistakes the students are making in regards to the test. From here my I will be able to modify my lessons in order to insure that my students are in line with the exam.
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Dimension: Rigor and Relevance Impact: 4 SMART Goal:Given 1 month of guided reading instruction, students in below grade-level reading groups will increase their reading level by at least one level. Exit tickets are an excellent way for the students to show their ability to comprehend the text by answering a text dependent question about the story that they have read during guided reading. This will give the teacher an insight on the level of comprehension that they student has for that level book that is being read. This is much more rigorous than just asking and answering questions because students are applying the knowledge of the story into the writing that they are doing about the book.
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Hi Elijah! I think the issue is sometimes students do have difficulty retaining the information. I think that the exit tickets will also give you insight into a few different dimensions from the protocol worksheet as well. My SMART goal is by the end of the marking, 80% or higher of students will score a 90% or higher on a base ten assessment. So I think looking at the exit tickets based on the dimensions you should look into student engagement. Since this is important when it comes to exit tickets. If students are not engaged during the lesson then the exit tickets is pretty much showing that the students retained nothing. I think that teachers should always shoot for a 3 or 4 based on the protocol. That way students retention of the information is greater therefore, exit tickets are hopefully higher.
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Video: Exit Tickets Dimension Teacher Friendliness: Score: 3 I rate this strategy as a 3 in terms of teacher friendliness (3 = "low maintenance few materials and/or little prep work). With exit tickets, teachers can ask students to answer simple questions regarding the day's lesson in order to get a sense of students' understanding. This strategy involves little work to prepare for but provides a lot of insight into how to guide future instruction. There may be topics that many students misunderstood or areas that individual students need support in. The SMART goal I considered while watching this video is raising scores in AP Bio for select students who have not taken AP or advanced classes science classes before. I think exit tickets are a low maintenance way to guage which specific areas to focus on for these students.
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Dimension: Impact on Learning Rating: 3- Medium-high impact SMART Goal: By the end of the marking, 80% or higher of students will score a 90% or higher on a base ten assessment. Exit tickets are a useful way to help both students and teachers recognize individual student mastery of a topic or skill. Since exit tickets informally assess student learning from that class period, there would be no impact on student learning as students are completing the task. However, teachers can use the information gathered from exit tickets to inform their instruction for the next days instruction. For instance, my groupmate could assign an exit card with 2-3 problems related to that day's lesson. After students complete the exit tickets, the teacher could evaluate to see who struggled and with what particular strategy. The teacher could then use that information to form small groups and provide re-teaching/alternate instruction as necessary. This ultimately will help students receive more personalized instruction thus enhancing impact on learning.
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I agree that exit tickets are a useful way to evaluate mastery of a concept; however, I do feel they have an impact on student learning as they're completing the task. As students complete an exit card, it requires thought and skill to demonstrate your understanding. Sometimes students make mistakes on exit cards, which helps students learn and grow. This strategy would be helpful as I implement my plan to reach my SMART goal. My SMART goal is "by the end of Marking Period 3, ELL students identified will be able to explain how to solve for an unknown number in an equation with at least 80% accuracy ." Exit card would be extremely helpful in the process of determining necessary supports and areas of need as I complete my action plan. On the planning protocol rubric, I would rate this a four in the dimension of alignment to standards. Exit cards are directly related to what you have taught from the curriculum and therefore align with the standards. This is a great way to evaluate students quickly and frequently on the standards.
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Dimension: Depth of Knowledge Rating: 3 - strategic reasoning SMART goal: Students will be able to solve an on grade level math task, that will require them to respond and defend their work to explain their reasoning 3 out of 5 times by the end of the 1st marking period. I believe that my team would be able to use this instructional tactic because we could use the exit card to see if students meet the SMART goal. I think that exit cards are a powerful tool for teachers to use because it shows instant data of student performance. It is a quick and informal way to see if students understand the concept or not. This video provides a unique way to students to use/take an exit card in the classroom. We could take ideas from this video and apply to it our own classroom.
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I like the fact that students assess themselves (based on the learning target). They also give feedback to one another. In this model teachers can adjust instruction based on how students feel they reached learning targets. I am wondering, though, whether or not young students have enough self-realization to understand how they performed during a given lesson. If we're asking them to rate themselves, we have to hope that they understand how important this is, and what it really means. How does this video address dimensions in the 'Planning Protocol Rubric?' Since most of the dimensions were addressed (in other comments here), I'll comment on this video's ways of addressing 'Technology Integration.' No technology integration seen (though it's certainly possible that it may have occurred during the lesson and before this video was taken). Technology Integration level (based on the available video): 1. My SMART Learning Goal: "After three weeks of targeted instruction--and in concert with the content-area teacher--75% or more of our students will score at least one point higher on their ESOL RELA and ESOL math assessments. (The ESOL RELA [WIDA Access] pre-test was given approximately one month ago, while the baseline math pre-test was developed by our school's math department [and contains test stems from past PARCC exams].)" The 'exit ticket' approach can be used in any classroom, but with ESOL learners it might be more difficult to ascertain whether or not they have understood the question/s on the exit ticket sheet. And again, do they have the skills, understanding and self-realization necessary to rate themselves on how they do in a given classroom on a daily basis?
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Give One, Get One, Move On (Go Go Mo) | EL Education - 16 views
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this is a "protocol students can use to share and gain knowledge in preparation for an assessment."
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Dimension chosen: Student engagment Rating: 3 (Moderate engagement for most students) This activity would be good for preparing for my SMART learning goal of "by the end of quarter 1, 60% of students will score a 70% or higher on the Quarter 1 Literacy Assessment on Theme." Students could read a text and then come up with various themes based on their own evidence by passing around the clipboard. I think it would be engaging for majority of my fourth grade students to be able to move around and see new ideas from their classmates.
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Dimension: Student Engagement Level: 3 (Moderate Engagement for most students) My partner's SMART goal is "By the end of the numbers unit, 60% of students in the Special Education program in MS Spanish 1A - Period 2 will achieve 80% or higher on each formative assessment including listening, speaking and writing assessments." I could see this GoGoMo protocol as a useful way to both check for understanding and review before upcoming Spanish assessments. Students could help each other review the material, and having to speak to other students also helps them practice in the target language. Also, because students are speaking to multiple other students, it helps keep them active and engaged with this class task.
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Dimension chosen: Student engagement Rating: 3 This activity would be great to review different strategies to solve a certain math problem. Smart Target Learning Goal: By the end of marking period 1, 70% of students will score 90% or higher on the EMATS/ performance matters. This will help the students remember all the different strategies, the more practice the more likely they are going to remember different ways to solve when the assessment happens.
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Dimension: Impact on learning Rating: 4 Students have to be able to reflect on their learning and they also be prepared to summarize it and present it to their peers. This repetition and organization of their learning will help them remember it better and possibly understand it in new ways.
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Dimension: Student engagement Rating: 4 This is a good activity to allow students to collaborate and share ideas. It will allow them to focus on a specific topic (essay) by explaining and allowing interactions with peers so that students are not only reading but they understand that writing takes focus. This is useful in supporting my team's SMART Goal achievement for improving their writing proficiency for the 5th grade students so they are able to reach their WIDA exiting level of 4.4 because students will be able to remember what they are learning. As a writing tool, this concept would help to initiate a meaningful asset for improving a student's skills of communication and concepts of what is needed to form a proper essay for writing. It promotes brainstorming for supporting a topic of discussion.
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Smart Target Learning Goal(s): By the of Unit 5, 80% of students will score at least 70% on the end of unit assessment By the end of the quarter, 80% of students will obtain a 60% or higher in Algebra 1 By the end of the unit, 50% of students will score 70% or higher on the assessment. Impact on learning - Using this protocol the teacher would be able to see what pieces of the content students are comfortable with and which pieces students are unsure about. This match my teams goals as we all wish to improve test scores. In our groups we noticed that there are gaps in the students learning across the board in specific areas. If we all implement this protocol we would be able to see what students do not understand and make sure to go over it before any assessments.
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This protocol uses the most basic collaboration tool of pen and paper. My focus dimension is techonolgy integration. There are several options that can be used to integrate techonlogy but not overly complex to distract the students from the instructor's assigned topic. Students ciuld use googke drive, wiggio, padlet, recap, etc. SMART GOAL * For students to be able to analyze word problems to identify mathematical components needed to solve complex word problems and apply them to real life problems and scenarios. * Extending learning units when covering quadratic equations. Assign weekly formative tests to better track progress and adjust to students individual needs. The formative tests should only be 3-5 questions to be able to show progress and allow the teacher enough time to give detailed feedback but also adjust teaching strategy if necessary. * Goal is to show 90% student improvement from beginning of unit to the end of unit. * The games introduced will directly work to improve reading comprehension and application of quadratic formulas on multiple skill levels. * Time to complete goal is a unit of study, optimally 12-16 weeks. I would use this protocol with this SMART goal in the begining of a lesson as a way for students to share and monitor their own progress. However, the protocol does not allow for the teacher to be able to give direct feedback and adjust lessons. This is a huge part of the goal. If one of the technology tools was integrated into the lesson, it would allow the teacher to monitor progress easier and more individually.
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I would rate the Go Go Mo protocol a 4 in the Rigor and Relevance dimension. While using this protocol, students are not only thinking (when they are giving) but also working. Students are actively moving around the classroom seeking out others from whom they can get new information. The teacher also suggested that they take their readings with them, which may hint at the fact that may still need to actively search for information. My group's SMART goal is that students will be able to analyze word problems to identify mathematical components needed to solve complex word problems and apply them to real-life problems and scenarios. This method could be effective (may be used on a smaller scale with 2-3 people for word problems) in that all students will have to identify information that they deem important and share with their classmates. From here, they can begin to decide what information is actually most important to solving the problem that is proposed and work together to solve the problem.
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This activity will help close the learning gap by enabling collaboration and information sharing between students prior to exams.
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Strategies to Level Up Learning - 20 views
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Week 8: In our Data Action meeting we discussed intructional strategies involving simulation and games. This article explain some advantages and fears for educators implementing games into their lesson plans. Matthew Farber Social Studies Teacher, Ed Tech Leadership EdD Candidate, Author In the fall of 2014, the Joan Ganz Cooney Center at Sesame Workshop (a nonprofit founded by Sesame Street creator Joan Ganz Cooney) assessed the impact of the gaming in school settings.
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I have not had much experience with gaming in the classroom, but I have seen other teachers use it and have much success when it comes to motivating students and bridging the learning gap. One interesting point the article mentions is the the "platform" model strategy. In this, students have one log in, and are able to access a variety of games which can be reported t to the teacher as a formative assessment. Teachers are also able to log in and track students progress.
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I see the ideas for digital game-based-learning as a method of differentiation that can be particularly effective for students with special needs and learning disabilities. Interest in using games in the classroom continues to grow, as evidenced by the recent Library of Congress grants to build civics applications for classrooms. The full report mentioned in this article is linked within, and worthwhile reading. The learning gaps that we see in our team's data could possibly be addressed using digital games from iCivics, Shephard Software, and other sources.
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I agree 100% with Andrea's quote "I see the ideas for digital game-based-learning as a method of differentiation that can be particularly effective for students with special needs and learning disabilities." I only have to think back to this morning in my 2nd period where this worked with one of 8th grade students in special education who has a severe visual disability. In fact I even have the link to the game I use in that class all the time. I encourage everyone to set up a free account: https://kahoot.it/#/ !!!! Kahoot was introduced to me in my Electives Professional Development. More than one of the teachers has issues with incorporating technology into their health classroom. I agree with this article when they write "Additional teacher training, as well as creating a common language between educators and developers, was recommended."
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I am a little familiar with a few digital games. In my classroom, I use Kahoot.it to assist my students in learning their vocabulary. I use this website to make a classroom game that we all play together. Everyone can participate at the same time, competing for first place in points. I can create the questions on my smart-board, and the students can play on another computer or they can download the app on their phones. This makes our lessons more interactive, and the students get more involved and enjoy the class more.
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Just like the article suggests, I use games to help students review or understand a lesson. A great one that was mentioned, and that I use is iCivics. Since Government is tested in my county, we have to make sure that our students fully understand the purpose, how the government works, and why it was created. When it comes to making sure the students are comprehending the information I will use iCivics, Kaoot.it, and a Jeopardy game I find online. It promotes students to take learning and their education into their own hands. I think the games don't have to be created by us or super complex, as long as you find one that relate to your content and engages students.
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I love the idea of using these types of games to keep students engaged. At my son's school, he often has online math games given for homework. He loves IXL and it keeps him motivated to practice skills and learn new ones. In my 6th grade Spanish class we are exploring quia.com. Students can play vocabulary building games while I work one-on-one with students. It is a great way to keep kids engaged while doing assessments, too.
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Initially, I was very hesitant to buy into learning through online games. I know that children today spend so much time in front of screens, and I didn't want to contribute to this obsession (for some children it does border on that). I did see that BrainPop, a site which I use frequently, introduced GameUp and Spotify. I figured if BrainPop was okay with gaming for learning, then I had to give it a try. Well, my students will now beg for BrainPop and will do evey activity, quiz and graphic organizer associated with a lesson in order to get to sortify. What a great tool. I am now a firm believer.
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I too see the benefits of using these online games within instruction. The games provide students with a means of engagement that we often struggle to provide students. With the growth of technology, students are becoming more in-tune with new technology and are using it more often at home. By connecting technology to instruction, we are able to meet them in the middle. There are so many tools available online that it's a shame not to use them!
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shared by tricia1022 on 20 Mar 15
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The 5 Keys to Successful Comprehensive Assessment in Action | Edutopia - 19 views
www.edutopia.org/...nt-action-5-keys-andrew-miller
615 Spr15 blog professional assessment Common Core week 8
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These methods mean that assessment is no longer done to students, but with them, putting the focus on the student and learning.
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Although students are awarded grades, they are rewarded through being at their best and coached through their challenges.
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"Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content." "Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience." "Gather relevant information from multiple print and digital sources, assess the credibility of each source, and quote or paraphrase the data and conclusions of others while avoiding plagiarism and providing basic bibliographic information for sources."
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These standards have to be incorporated into your entire school year for students to receive enough practice to master them. Feedback on the little things like warm up responses should have impact on the larger pieces of writing. LIGHT BULB IDEA have students rewrite responses from warm-ups and read them out loud to a partner. Have them do it the old way once, then the new way.
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Whether those are Common Core State Standards or other important district- or school-level objectives and outcomes, we must make sure that our units of instruction are aligned to them.
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Even though there was choice in the written products, there was a common, standards-aligned rubric that could be used to assess all the products to ensure that all students were meeting the same outcomes.
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In fact, students were able to show some of their content knowledge as well as speaking and listening standards around collaboration and effective presentation.
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Performance assessments like these allow us to check not only for engagement, but also for deeper learning through 21st-century skills.
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Students were also given specific, timely, and actionable feedback through the formative assessment process, with peer critique, teacher critique, and even outside expert critique on their performance assessments.
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WEEK 8 - (Chris Baugher, Patricia Bankis and A. Burns) Assessment is the key to good instruction. It shows us what students know and allows us to adjust our instruction. Assessment is tied to learning goals and standards, but students must own the assessment process as well, as they must be able to articulate what and how they are being assessed -- and its value.
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point 4 - Formative assessment and feedback along the way - "Formative assessment allowed students to experiment and, yes, sometimes fail. However, they were given the tools, both through feedback and instruction, to improve and move forward to success." In the video it is mentioned that we often grade students on a paper, tell them what they have done wrong, but do not let them go back and rewrite the paper. Students should be able to experiment and fail... but need to be able to take these failures as lessons to go forward and succeed!
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Linda Darling-Hammond, professor of education at Stanford University "A false distinction has cropped up in the United States which seems to suggests that it is ok for outside summative assessments to just be multiple choice." She goes on to mention other countries that use project based summative assessments as well as essays, performance and oral examination to allow students to show understanding or learning im more real world methods.
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This article provides five useful strategies to help students improve and to improve assessments. There are two key factors in this article which ring true for me. The first is "formative assessment and feedback along the way" (Miller 2015) where students are given specific feedback on their assessment on how to improve and continue forward (Miller 2015). "Formative assessment allowed students to experiment and, yes, sometimes fail. However, they were given the tools, both through feedback and instruction, to improve and move forward to success." (Miller 2015). What this entails if differentiated instruction; something my district and school are pushing for. The second is "student ownership of assessment process" (Miller 2015). Giving students choice, options, and freedom allows students to take ownership and responsibility for doing something all while doing their best on it. In addition, students will know more about what is being asked of them or what they're supposed to do in order to earn a higher grade or preform the task more effectively. "These methods mean that assessment is no longer done to students, but with them, putting the focus on the student and learning" (Miller 2015). Hopefully with these implementations and integration, students can feel the focus from assessment scores to learning content and gaining understanding.
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This article is useful when considering big picture assessment objectives. In my own experiences, I have touched upon each of these strategies when conducting an assessment, but I've never built each of them into one assessment. The (5) strategies mentioned in this article include: Aligning Essential questions at the beginning of a unit to standars, building in written assessment components for students to describe/explain in writing, creating performance and project-based assessments to demonstrate understanding and application of concepts taught, regular and on-going formative assessments and feeback to help teachers to better tailor instruction to meet each learner's needs, and involving students in the decision-making process when choosing activities and when determining diagnostic measurement tools. As a World Language teacher, I think that these tasks which are challenging in themselves to build into curriculum, become extremely difficult in the L2 setting. I'm wondering how L2 instructors find themselves doing each of these things on a regular basis. Do they conduct all of it in L2, as it is suggested that L2 teachers do, or does some of this end up being done in English?
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How We Learn. Ask The Cognitive Scientist. The Usefulness of Brief Instruction in Readi... - 0 views
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This article, How We Learn. Ask The Cognitive Scientist. The Usefulness of Brief Instruction in Reading Comprehension Strategies, was found in Diigo. Written by cognitive psychology professor Daniel T. Willingham, he surfaces the importance of teaching reading comprehension strategies that students may benefit and receive all they're supposed to out of their reading.
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Closing the Achievement Gap: "All Children Can Learn" - 1 views
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Edutopia is a phenomenal resource for instructors. They are ahead in breaking down barriers and presenting innovative ideas. This article addresses the stigma that poor children/students have of being poor learners. Poor children can learn just as well as children who live in better areas. As instructors we need to figure out how to teach them.
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This article focuses on the fact that all children despite their ability level and/or background have the potential to learn, and educational systems are responsible for meeting the needs of all students.
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shared by cgafford on 26 Jun 16
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Can mobile learning bridge the digital divide and learning gap? - 1 views
gemreportunesco.wordpress.com/...igital-divide-and-learning-gap
learning teaching technology EDTC615
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This blog post gives statistics that prove that students using mobile learning have increased test scores to about 20%. This blog post focuses on developing countries and it really opened my eyes to the countries outside of the United States. I always know how lucky we are with all the resources we have here, this blog post reminded the importance to all students around the world with how technology can really help them.
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ICT for learning may be a trendy and popular topic as a blog on this site last week discussed, but the fact remains that children from poorer households are less likely to have access to ICT both in and out-of-school. As a result, they take longer to adapt to using the technology or hone their...
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shared by jmagowitz on 13 Mar 16
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Mental Strategies and Models for Addition and Subtraction - 2 views
www.jstor.org.ezproxy.umuc.edu/...749464.pdf
mathematics instructional strategies addition subtraction
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This article discusses different instructional strategies that teachers can use to help foster the development of addition and subtraction facts in students of the primary grades. This article studies 2nd grade Dutch students and the effectiveness of the different strategies used within their classrooms, such as using blocks and writing numbers into columns to solve problems.
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Mind the Gap in the Classroom - 4 views
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The abstract included really says it all: "This reflective essay describes a teacher's development of a student-centered approach to teaching which bridges the gap between students' knowledge before and after a course. In 'mind the gap teaching,' students' prior knowledge leads the conversation and, in turn, the teaching, allowing them to integrate new information more effectively." The essay does a really great job of addressing the need for a lot of personal reflection as a teacher in an effort to improve instruction in the classroom.
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This is a great article about the evolution of a teacher and how they evolved to developing the "Mind the Gap Teaching" in their words this is when a teacher includes the process of taking in information from the students first, before they try to teach it to them. In other words they are trying to see how they can relate this to their past experiences instead of just relying on the fact that they know information from a previous post.
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I think this is a great article that shows the growth of a teacher throughout the years. The idea of calling the instructional gap between students knowledge as "mind the gap" speaks to the history nerd in me. I'd love to share this teachers journey with my fellow faculty members because we are making the switch in my school to a more student centered classroom, and we have a lot of skeptics. I think the section of benefits is the best, particularly the line about "the quality of comments" that students started sharing. It shows that the students are interested in what is going on in the classroom.
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This article is a way to focus on student knowledge. Closing the gap between what is being taught and what is actually being retained by the students.
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