Gap prevention

Gap prevention

Monitor gaps between intended and actual instruction

  • Learning gaps
  • Instructional gaps
  • Assessment gaps

Teaching and learning never finish.

Intended plans do not always match actual learning and instruction.

Embrace gaps

Embrace instructional and learning differences, and use them for opportunities to improve. Most holes take a long time to close.

Look for gaps

  • Instructional plans vs. actual instruction
  • Instructional outcomes vs. student needs
  • Instructional goals vs. performance data
  • Instructional goals vs. student work product
  • Intervention vs. long range learning goals

A difficult gap to close is intended instructional practice versus actual proper instruction. We can expect perfection, but the reality is that perfection is not possible.

Team instructional gaps

  • Examining instructional quality and practice is much easier if they goal is to improve not punish
  • Non-punitive, actionable feedback within a team builds confidence
  • Consistent quality of learning opportunities and resources across a team should be a reality not just a goal
  • Provide targeted professional development based on current instructional needs

Site administrators help reduce the gaps

Limit interruptions

There are many activities outside of teacher control impact instruction. Assemblies, and other interruptions impact time and planning.

  • Keep interruptions to a minimum
  • Learn and know the team or department goals
  • Support not just monitor goals
  • Support consistent quality of instruction
  • Reduce material and access issues

Six steps to increase the value of your classroom performance data

6 steps for better assessments

  1. Identify learning outcomes students will gain during an instructional cycle. Essential learnings are the skills and content all students must learn. The knowledge will build on the past, and move students to new goals.
  2. Identify the standards, including skills and concepts, which make up learning. Rank the standards by importance, including skills and concepts to focus instruction and assessment.
  3. Design a summative assessment to measure the intended learning. The type of evaluation will vary based on the desired outcome. Create a performance task with embedded formative experiences to allow for adjustments during instruction and provide scaffolding opportunities for targeted students.
  4. Create a diagnostic assessment with important and challenging standards to gauge student preparedness. Do not include standards with skills that are easy to grasp. Recent performance data or work-product also help diagnostic decisions. Look for ways to get the best data with the least amount of time and effort.
  5. Develop a instructional flow, and lesson ideas for the intended learning. It moves actual learning closer to intended learning. As you develop an instructional plan, create potential reteach or intervention points. Adjust the flow once you have some diagnostic data.
  6. Create formative checkpoints to measure learning during instruction, intervention, and reteaching. If you use a performance task, look for parts of the work to use as a formative assessment.