File Name: curriculum planning and act and sat and preparation and classroom integration .zip
- How Racially Diverse Schools and Classrooms Can Benefit All Students
- Official SAT Practice Lesson Plans for Teachers by Teachers: Introduction and User Guide
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November 24, Staff Writers. Long hailed as a melting pot of cultures, America is home to millions of immigrants — whether their ancestors sailed across on the Mayflower or they moved to the country last week. In this changing educational landscape, teachers are challenged with creating inclusive classrooms where students of all backgrounds feel represented and welcomed.
How Racially Diverse Schools and Classrooms Can Benefit All Students
No teacher, at the beginning of their career, enters the field to teach test prep. Likewise, no student shows up for their English or math class expecting an SAT prep class. They see performance on a test like the SAT as fundamentally distinct from performance in the classroom.
The SAT assesses the same competencies that teachers seek to foster in their students: core college-readiness academic skills, problem solving abilities, and understanding of complex relationships.
To better align with high school curriculum, the SAT explicitly aligned itself with the Common Core State Standards, currently adopted by forty-two states. This alignment creates a win-win situation for students and teachers. Their early predictive validity studies show a moderate correlation in both verbal and math between SAT scores and first-year college GPA. Reading on standardized tests has long been thought of merely as assessing reading speed rather than comprehension.
The SAT seeks to combat this perception by providing more time per passage and per question than it has in the past and substantially more than ACT, an explicitly speeded test, provides. The test also brings in texts more aligned with what already exists in the classroom. The rigorous texts have an average Lexile of around L and include texts students might encounter in a history or literature class. Beyond the texts themselves, the SAT is asking students to perform tasks that most teachers would applaud—citing claims with evidence.
One of the most common mistakes in student critical thinking is to make a claim about a particular text without appropriate supporting material. Command of evidence questions make up 10 items on every SAT—approximately a fifth of the text. The most frequently assessed skill requires students to revise text to improve transitional words, phrases, and sentences to connect information and ideas. Questions assessing this skill appear more than five times per test on average.
Math teachers, for the most part, are delighted by what they are seeing on the SAT Math sections. The SAT Math is asking students to go deeper with concepts and focus on core algebra content. The next most frequently assessed skills require students incorporate higher-level algebra skills: manipulating and isolating variables, adding, subtracting, and multiplying polynomials, and creating and solving inequalities. The following item could find its home in any math classroom:.
Much to the consternation of some geometry teachers, SAT Math focuses almost exclusively on algebra skills. Rather, items that focus on algebra may incorporate geometry skills as well, encouraging students to integrate their math knowledge across courses and years.
If teachers are first bought into the skills assessed on the SAT, the next question is of course—how do I bring these into my curriculum without creating a drill-and-kill atmosphere? At Academic Approach, we are constantly working with school leaders and teachers to find the most authentic answer to this question.
We then worked to identify the SAT Domains and Dimensions and Common Core Standards associated with those skills, and we developed holistic instructional practices for reading and math teachers that would support the integration of SAT critical thinking across content:. Early indicators from our first round of classroom observations suggest that students in the intervention classrooms are engaging in more rigorous, SAT-aligned skills and practices than those in comparison classrooms.
During our first round of classroom observations, we rated each classroom on the targeted practices that would be associated with successful SAT-aligned instruction in that discipline.
Each of these practices was rated on a 5-point scale based on the extent to which we saw evidence of that practice during the observation. As you can see in the graphs below, we saw greater evidence of engagement in most targeted practices in intervention classrooms, in both reading and math, than in comparison classrooms. In fact, we observed statistically significant differences in the extent to which students were engaging in productive forms of close reading, practicing skills that are critical to evidence-based argumentation, and being scaffolded towards SAT-level rigor in reading classrooms.
Thus, there was greater evidence of productive engagement in rigorous, SAT-aligned skills and practices in classrooms using our instructional approach. The annotations shown below show active sense-making with a challenging text.
In the excerpt above, a teacher and student from the intervention group discuss the arguments and evidence put forth in two passages. Thus, even at this early stage of our work there is evidence that students are successfully carrying out these challenging but critical practices. We see in our this work a very positive direction for effectively increasing rigor in high school classroom through thoughtfully aligned SAT instruction.
We know our students; each one is unique, and each one requires a different approach, especially during these unprecedented times. Our offices are now open, but in a limited capacity. We are still offering online tutoring and all practice tests will remain virtual. Skip to content. Reading Reading on standardized tests has long been thought of merely as assessing reading speed rather than comprehension.
Math Math teachers, for the most part, are delighted by what they are seeing on the SAT Math sections. The following item could find its home in any math classroom: Much to the consternation of some geometry teachers, SAT Math focuses almost exclusively on algebra skills. Matthew Pietrafetta. Share on facebook Facebook. Share on twitter Twitter. Share on linkedin LinkedIn. Share on tumblr Tumblr. Share on email Email. Every Student is Different. Get Started. Next Step.
Official SAT Practice Lesson Plans for Teachers by Teachers: Introduction and User Guide
Student learning is the focus of the entire school program. The curriculum is the plan that determines what students are to learn and guides teacher instruction. As the instructional leader, the principal must understand the essentials of a sound, balanced curriculum. The principal is accountable for an effective school-wide instructional program as measured through the accreditation process and through the union or local conference curriculum-review process. Some leadership responsibilities of the principal as they relate to curriculum are:. This spiritual curriculum should be integral to all that happens on campus, both inside and outside the classroom. Beyond offering a Bible class in each grade, a school must create activities that will help students develop a deep relationship with Jesus Christ.
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No teacher, at the beginning of their career, enters the field to teach test prep. Likewise, no student shows up for their English or math class expecting an SAT prep class. They see performance on a test like the SAT as fundamentally distinct from performance in the classroom. The SAT assesses the same competencies that teachers seek to foster in their students: core college-readiness academic skills, problem solving abilities, and understanding of complex relationships. To better align with high school curriculum, the SAT explicitly aligned itself with the Common Core State Standards, currently adopted by forty-two states.
Not a MyNAP member yet? Register for a free account to start saving and receiving special member only perks. The primary audiences for this chapter are classroom teachers and teacher educators. The chapter offers a guiding framework to use when considering everyday assessments and then discusses the roles and responsibilities of teachers and students in improving assessment.
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