Adjustments to Practice
According to DESE's Candidate Assessment of Performance, an educator is deemed proficient in adjustments to practice if they "analyze results from a variety of assessments to determine progress toward intended outcomes and use these findings to adjust practice and identify and/or implement differentiated interventions and enhancements for students."
I often gave students a brief, informal summative assessment where I would ask them to explain a concept, rather than just using it. This helped me gauge what students were struggling with, and which students had gained a deeper understanding of what we learned.
Additionally, I used homework as formative assessments. We would review the homework the next time the class met, which allowed me to explain concepts in a different way if I felt students weren't understanding it. Almost all of my notes start with a review slide, where we discuss a homework problem or two.
3-2 day 2 jamboard.pdf
Responses from my Algebra 1 class.
Responses from my Pre-Calculus class.
After giving a survey, I found that nearly half my Algebra students and a third of my Pre-Calculus students felt that the problems were not interesting to them. It was often difficult to find ways to apply what we were learning to the real world, as some of the concepts were extremely conceptual. However, I did my best to make the word problems more interesting, so students could feel more connected to them. It also made writing the problems more fun!
