Enriching the Learning by Roberts Michael;

Author:Roberts, Michael;
Language: eng
Format: epub
Publisher: Solution Tree
Published: 2019-08-15T00:00:00+00:00

Possible Solution 2

Mrs. Diggins and her team can plan a skill extension activity that they begin in their classrooms to extend students’ learning as soon as Cody and his fellow question 4 students demonstrate their proficiency on the essential standard. Unlike possible solution 1, in this possible solution, the team chooses to operate the extensions in teachers’ individual classrooms instead of grouping the proficient students and assigning them to one extension teacher. In this extension, those who prove they are proficient receive tasks that take them deeper into the essential standard and the DOK framework, pushing them beyond acquiring knowledge to understanding and applying the knowledge. Take, for example, the following Arizona state mathematics standard the team identifies as essential: “Solve multistep word problems using four operations, including problems in which remainders must be interpreted. Understand how the remainder is a fraction of the divisor. Represent these problems using equations with a letter standing for an unknown quantity” (4.OA.A.3; Arizona Department of Education, 2016a). The team could give all students a set of problems to demonstrate their proficiency in relation to the standard by solving problems in the four basic mathematical operations (addition, subtraction, multiplication, and division), including problems with remainders and equations with an unknown. This is a simple tabulation exercise at DOK level 1. As students show they truly understand the concept of the standard by solving the problems, defining the remainders of the equations as fractions, and simplifying their answers, they reach DOK level 2. Mrs. Diggins and her team have established that when operate with 80 percent accuracy at DOK level 2, they are considered proficient.

Proficient students could then progress to a skill extension by designing and creating problems for their peers, exchanging equations, and then solving one another’s problems. By engaging students in creation of the problems for their peers to solve, the students are working at DOK level 3. When question 4 students are solving one another’s complicated equations, students will be forced to strategically think about the standard and most definitely be working on nonstandard problems, all DOK 3 skills. When a collaborative team plans such extensions, even though all the students are not switching classes, by aligning their instruction, assessments, and schedules, students can even venture to the class next door to exchange their student-created equations with neighboring peers, too.

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