Strategies and Assessments

Look at the strategies and assessments your fellow classmates created on our website. If you were at a school where colleagues asked you for feedback on this work, what would you say to them? Please respond to the work of at least two of the groups.

Some questions to consider:
• Are the KUDs clear? Worthwhile?
• Do you see alignment between the KUDs, assessments, and the strategy?
• Does the activity adhere to the intent of the strategy?
• Are all tasks respectful and challenging?

Interest-Based Lesson Plan:

I really like the way this lesson is set up. Interest-based lesson plans are always very appealing to me. Your KUD's are great! I love that y'all focus on so many aspects of Chinese culture. I see the link between the pre-assessment worksheet and the KUD's, in determining which areas of Chinese culture the students are most interested in. However, I'm not sure I understand the connection between the KUD's and the bridge building activity. If a child says they're more interested in Chinese writing, how can they apply this interest to bridge building? The activity itself is very well-designed. Allowing the students a choice about the type of bridge they create as well as the materials they use to create it and the purpose it will serve really gets as student interests. I also really like the idea of the post card as an exit card for the class, but I would suggest making sure that it is used to show what the students learned from the activity, not just to tell about what they did.

Learning Profile Lesson Plan:

This is an excellent lesson plan! I really can't come up with any criticism. The KUD's are clear and consise. They are relevant to the book The Pain and the Great One and to important learning skills. The activities adhere closely to the KUD's. I love the idea of making students argue for the opposite side of the side they can relate to. It reinforces the ideas of perspective and bias. Also, the learning profile differentiated activity is great! All three tasks are respectful and challenging and get at the different learning profiles. The pre-assessment and formative assessments really assess what the KUD's want students to have learned. I particularly like the idea of the exit card about things you learned, questions you have, and an observation of a bias in class. This really reinforces the main points of the lesson.