Continuing a look at formative assessment practices for distance learning, this post looks at teachers introducing a discourse continuum for their Zoom conversations. Collectively, students and teachers reviewed the discourse continuum practices to identify the practices that support productive and collaborative student conversations in distance
Content, Context, and Formative Practice: Integrating Peer Reflection in Online Learning to Support Student Agency
Drawing on lessons from two high school teachers, this post includes insights into incorporating formative assessment practices into distance learning. In the lesson explored in this post, these teachers focused on peer support - having students share their understanding and learning feedback with one another.
This post explores the two teachers leveraging student communication as evidence of learning. This includes the use of module artifacts as a tool to engage students in learning and demonstrating their thinking simultaneously.
As educators and leaders work to build student agency, a collaborative learning culture can support students by modeling how students can leverage insights from one another. Follow a conversation between a teacher and student, with notes on the specific actions and strategies used to facilitate a collaborative learning culture.
This post explores how Joe Nelson, an 11th grade English teacher in Tulsa, OK, used formative assessment to build common understandings of learning structures. This common understanding focused on utilizing a feedback loop to collect evidence of student understanding and positioning students to determine their next learning steps.
To effectively support student learning, in both in-person and online settings, building student agency is critical, as it support students leading their own learning. As educators and leaders consider how to build and bolster student agency, the formative assessment practices discussed in this post may be illustrative.