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I thought I could read my students' body language. I was wrong. As an experiment, I used Socrative when I taught binary numbers. What I learned forever changed my views on being a better teacher. Formative assessment is done as students are learning. Summative assessment is at the end (like a test).

This month I am celebrating my first year anniversary using Integrated Performance Assessments (IPA) in my classroom. This kind of assessment has simply transformed the way I teach. I just finished re-reading my posts about my first IPA and my second IPA. I cannot believe how much I have grown since then!

Last Thursday night, #langchat participants met to discuss some logistics of communicative summative assessment. In the middle of an action-packed hour, Twitter started to lag, and many instructors reported that their feed was no longer loading. Some Langchatters felt that Twitter just couldn't keep up with our energetic participants.

What strategy doubles student learning? According to 250 empirical studies, the answer is formative assessment, defined by Bill Younglove as "the frequent, interactive checking of student progress and understanding in order to identify learning needs and adjust teaching appropriately."

If you are teaching English Language Learners, here are some tips and strategies that you can practice in the classroom to create a safe environment and support the students throughout their learning process: Speak slower, not louder : Students need to process the words separately and form an understanding, for ELL students this requires some extra time.

Understanding Differentiated Instruction Knowing and Assessing Students How Learning Profiles Can Strengthen Your Teaching, by John McCarthy (2014)Here's a heretical notion: learning profiles can actually benefit students. McCarthy shares some tips. Tools for Teaching: Ditching the Deficit Model, by Rebecca Alber (2013)Alber proposes five activities for gaining knowledge about your students' strengths, interests, and hidden talents.

DifferentiationCentral is a service of the Institutes on Academic Diversity (IAD) at the University of Virginia's Curry School of Education. Created in 1996, the goal of the IAD is to help educators understand the principles of Differentiated Instruction and develop competence and confidence in creating responsive classrooms that meet the diverse learning needs of today's students.

Forgive me while I brainstorm in public a moment. Almost four years ago I created this rubric, based on the ACTFL guidelines and the Jefferson County (KY) Public Schools' world language rubric. I loved it. It's one of my most requested resources. I used it for years.

One of my interests is Standards Based Grading (SBG). The SBG sessions are my second choice when attending world language teaching conferences. It seems a lot of people are doing SBG, but everyone I have talked to has different standards. How is that possible when we're all the same discipline?

From talking to lots and lots of teachers about it, I hope I can anticipate a lot of questions you might have about the document. Several teachers helped me realize that simply posting it out here isn't enough. You need some explanation on it.

Welcome, Spanish language educators for all grade levels! We realize the importance of assessing and gauging the progress of your students' speaking skills, and we understand the challenges you face in this evaluation process. Introduction to Oral Proficiency Levels is a free open educational resource (OER) that can help you gain a foundational understanding of how to evaluate Spanish speakers.

When I started teaching, I knew one thing: I didn't want to teach language the way I was taught. When I was in jr. high and high school, I learned about Spanish (in English), but I never used it. I got A's in all of my Spanish classes because I could conjugate verbs and translate...

Beauty and Aesthetics, Interdisciplinary & STEM, Communication and Media, etc.