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World History Initiative

World History Initiative. Differentiation Grading and Evaluation Credit. Differentiation. Differentiation One size does not fit all. Different tasks assigned to help different students reach the same understandings. Goal: Every student takes a next step.

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World History Initiative

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  1. World History Initiative Differentiation Grading and Evaluation Credit

  2. Differentiation • Differentiation • One size does not fit all. • Different tasks assigned to help different students reach the same understandings. • Goal: Every student takes a next step. • Not everyone will complete the same tasks!

  3. Differentiating for… • Different Interests • Those interested in writing song lyrics, sit over here; those interested in cartooning… • Different Learning Styles • Those who wish to see a slide presentation, sit over here; those who wish to read… • Different Readiness Levels • Are you ready to write a paragraph? An essay? A research paper?

  4. Readiness: Tasks, Projects • Straight-Ahead • Instructions guide you from start to finish • Uphill • Instructions take you about half-way, then drop you off to see if you can finish • Mountainous • Instructions get you started, but you guide the task for most of the journey

  5. Readiness: Tests • Straight-Ahead • All SOL content, skills, and language • Uphill • Mostly SOL content and skills; language may be slightly above grade-level • Mountainous • Content and skills extend beyond the SOL framework; cognitively demanding diction

  6. Who chooses what? • Interest: Students choose. • Learning style: Students choose. • Readiness level: Prather chooses. • You may ignore Prather’s choice, but doing so may affect your grade and credit. • Bottom line: You should never work beneath Prather’s suggestion.

  7. Grading and Evaluation • EVERY single job on the face of the planet requires its employees to be… COMPETENT.

  8. Grading Scale • DM: Demonstrates Mastery (95%) • DC: Demonstrates Competence (85%) • SC: Suggests Competence (75%) • NY: Does Not Yet Suggest Competence (65%) • NYx: Does Not Yet Suggest Competence (55%) • Mi: Missing (50%) • Others: DC! (89%); SC! (79%); NY! (69%)

  9. 3 Equally Weighted Grades • Performance • How have you done on tests and projects? • Process • How have you handled classroom tasks, daily routines, participation, and homework? • Progress • How have you demonstrated improvement since the start of the unit?

  10. Performance Scale

  11. Process Scale

  12. Progress Scale

  13. If you consistently… • Demonstrates Mastery in your life… • …then you will likely enjoy opportunities to employ or supervise others. • Demonstrates Competence in your life… • …then you will likely earn full-time employment at a job you want with opportunities to advance. • Suggests Competence in your life… • …then you will likely receive opportunities to work at a job you want, but employers may worry about your ability to work successfully and responsibly.

  14. If you consistently… • Fail to suggest competence in your life… • …then you will likely receive some opportunities for work, but often they will not be the opportunities you desire. Employers might worry that you will fail at your assigned tasks nearly every time. Some will see you as a last option, and you may bounce from part-time job to part-time job.

  15. Credit • Students may pursue General, Advanced or Honors credit for World History. • Credit will be awarded in June. • Credit will be determined by the teacher based on the student’s assessment record (tests and projects).

  16. Honors Credit • First Semester • The student must engage mountainous work on at least 4 of the 8 major assessments ANDmust never work beneath Prather’s readiness suggestions. • If Prather suggests a task of mountainous readiness, then the student may NOT complete a straight or uphill assessment. If Prather suggests a task of uphill readiness, then the student may not complete a straight assessment.

  17. Honors Credit • Second Semester • The student must engage mountainous work 100% of the time on major assessments. • If the student did not take the mountainous midterm exam, then he must take the mountainous final exam regardless of exam exemption status.

  18. Advanced Credit • First Semester • The student must engage uphill/mountainous work on at least 4 of the 8 major assessments ANDmust never work beneath Prather’s readiness suggestions. • If Prather suggests a task of mountainous readiness, then the student may NOT complete a straight or uphill assessment. If Prather suggests a task of uphill readiness, then the student may not complete a straight assessment.

  19. Advanced Credit • Second Semester • The student must engage uphill/mountainous work 100% of the time on major assessments. • If the student took the straight midterm exam, then he must take the uphill final exam regardless of exam exemption status.

  20. General Credit • First Semester • The student engages straight-ahead work on major assessments more than 50% of the timeOR works beneath the teacher’s readiness suggestion on any of the major assessments. • Second Semester • The student elects to complete straight-ahead assessmentsOR neglects to take the uphill final exam despite requirements to do so.

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