Hi, everyone,
After our discussion today, I had the wonderful pleasure of solidifying my how might we? question. Although I did not alter my statement, I believe through discussion, I have solidified my plan and made it an action plan that will continue to evolve over the course of my educational career.
First, here is the question:
How might we generate ELL assessments for Grade 10 to 12 history students which integrate their interests to ensure that the tasks remain culturally-relevant and meaningful?
I thought that evaluating this question in the context of my ELLs was always important for my own classroom practice. As I discussed in another post, Decentralized ELL Assessment Creation: Pitfalls and Opportunities, my school practices a decentralized model that allows individual teachers to make shifts in assessments to accommodate ELLs. Though I initially disliked this model, I learned that it was particularly beneficial to me for making assessment shifts in my classroom.
However, my current question allowed me to create a series of tasks that I could act upon later in my action plan. The re-write of my action plan will allow me to best evaluate the concerns in my history classroom through data analysis, though also create a generalizable analysis model that could be used in other classes. I hope to create a series of surveys and feedback models to best evaluate ways to more recently accommodate ELLs.
I appreciated how frequently I have been able to write in frequent weeks, so I will be sure to continue. Blogging is helpful for ideation, of course!
—
Andrew