Team+Meeting+Log+2

** Team: **__Planning and Instructing to Meet the Needs of Diverse Learners__ ** Date: **9/18/2009 ** Members Present: ** Peter Garretson, Tom Wenger, Tom Johnson, Cheryl Bitner, Doris Friedman, Brian Alderette, Jason Haskins, Mark Peloni ** Team Goals and Questions: **Design effective forms of differentiation for diverse groups of learners in diverse educational settings. Team question for this meeting was, “How can we effectively assess students in Alternative Education settings, given the fluidity and turnover of our students?” For next time each group member will research, design, implement, and report back on a method of student assessment for creating D.I. ** Resources studied/viewed: **Various Text books and websites. Some provided, some found on our own. ** Essential concepts and learnings: **Assessment of students is paramount in being able to design and deliver effective differentiated instruction. However, in alternative education settings like the ones in which we work, assessment of students can at times be difficult due a number of factors including: student turnover, behavior management, etc. Therefore our ability to design effective assessment measures based on our unique educational setting will ultimately determine our ability to effectively implement D.I. ** Team Reflections and Decisions:  **How do we assess students given our unique educational setting? Through class warm-ups, anticipatory sets, inventories, etc. we can create short, instant, and flexible student assessments that can provide the information needed to differentiate for a student or group of students for the very next class period. ** (Attach individual plans of action) **Too be collected at the next meeting. ** Implementation Outcomes ** Implementation is ongoing and will be reported at our next group meeting. Up to this meeting we have been working primarily in a research format and for next meeting will be implementing found strategies in our lessons. ** Emerging Questions: ** What to do when behavior issues interfere with assessment of student ability and implementation of D.I.? How can we differentiate when a student’s behavior prevents the teacher from assessment? Can we differentiate for behavior? ** Plans for the next meeting: **For next meeting, each member is expected to design and implement an assessment tool to evaluate a student’s needs. Also, if ready, members were encouraged to visit the wiki and add information where appropriate.
 * Team Meeting Log **

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