Week #3

I would use the information from the student profile surveys and the student interest survey in the book fullfilling the promise in differenting in many ways. First of all, I like that it is an opportunity to gain information about your students by those who know them best - themselves. I feel that a student would feel that you really care about them and trust them by asking them questions like these in addition to going to their parents. Their parents don't always know everything about them, and I know we can gain a little insight into their learning style from questions like these. I could use the information on these sheets for grouping students together for them to get exposure to other ways of learning, but also to be able to be paired up with those that are similar to them. Keeping Hallmark #1 in mind, it seems that you would know a fitting assessment for someone knowing what they enjoy, or what their strengths and weaknesses are. For example, someone who is very creative could do some form of art as an assessment of what they learned from a science unit about rocks. They could draw, or make rock art or something based on what they objectives of the lesson/unit.
I liked all the ideas from these sheets, but one thing I think could be good to ask the students would be to ask them what type of classroom environment do they feel most comfortable in/least comfortable in.

What are some relationships you see between this variety of inventory types, and what we are beginning to learn about differentiating content, or process, or product for readiness, or learning profile, or interest?
Obviously there are a variety of ways that we can assess a student's understanding. Most of these inventories seem to be a guide for students and teachers alike. They have guides for teachers in the form of anecdotal record helps, but they also have guides for students as they learn how they can help demonstrate not only their understanding, but their interest and their learning profile for when it comes to reading, writing, and other subjects.
I like that these inventories also have a step-by-step process for students who may have a hard time knowing exactly what to do, or what to check for in finished work. They had a checklist for stories that students can check off to make sure that the story has a beginning and an end as well as it has been checked for punctuation and etc. The student can also learn from forms like these as they check for different parts of a story, as these parts are explained in detail on the checklist sheet.

Overall these ideas were great for me to look at and things that I would definitely want to use as a teacher.