Prior to last semester I didn't even know what transliteracy was but giving a name and a definition to what I want to be and what I want my students to become is reassuring. Every teacher and parent knows that no two children are alike therefore sometimes it takes multiple ways to get the message across to them. The same thing applies when it comes to teaching curriculum in the classroom. With some students I can just explain with my words, others might need me to do an example on the board, some might need me to find a video clip with animations or use manipulatives to form and shape what they need to learn, either way doing it one way and expecting all 24 of them to get it is not going to happen.
I've also come to realize this pattern when it comes to assessments as well. Some of my brightest students are not successful on Unit tests. When it comes to state and district assessments there is no way around it, they have to take them but my own classroom assessments give me a better representation of what they truly know because I can test them according to their transliteracy strengths. Many of my classroom assessments I use for report card information come from partner/group or whole class work and discussions with my essay writers and pencil/paper kiddos find just as engaging. If I know certain kids can draw or create a poster to convey their thoughts and thinking process I implement that as much as possible for them. If I have a group that are super chatty, video recording themselves telling me what or how learned would be ideal for them.
Lisa Marie Smith
9/15/2019 02:56:32 pm
9/15/2019 04:03:18 pm
I love the idea of playing to the strengths of each student in your assessment practices. I also think we need to expose students to many ways of showing their skills so they can practice in a safe place (school). So although speaking out loud might not be one students strong suit, they need to practice. Perhaps they get the chance to speak out loud, but if they are extremely shy, they use a face tracking tool with a digital puppet to have the puppet speak for them. There are ways to open up doors for students just with little tweaks on the use of a digital tool that still assess skills and knowledge, but adjust for student learning differences. And changing up ways of assessing for the whole class exposes them to different ways of showing what they know. Students can get into ruts, where they only do the thing they know. It's up to us to get them to try new avenues.
9/15/2019 05:45:04 pm
Your blog describing differentiation within transliteracy is a great reminder that we all have the ability to give students the opportunity they need to show what they know or learn in a way that best suits them. Figuring out that best way is sometimes difficult or time consuming, but once we know how their brain best inputs or outputs information, it really does help to play to their strengths.
9/15/2019 10:14:18 pm
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