1. Differentiated Formative Assessment to Improve Student Learning

2. Our Assumptions All students can and should learn at high levels.
Students do not all learn in the same ways.
Most effective teachers continuously assess their students’ learning and make adjustments to their teaching accordingly.
It is possible for students of differing abilities and backgrounds to be comparatively challenged by the same content.

3. Our Assumptions
All students at one time or another will need personalized instruction to ensure continued academic success.
A minority of students (1-2%) will need modified general education curriculum.
Most of the strategies and accommodations for students with IEPs, can be implemented for ALL students to maximize the success of ALL students. 3

4. Earth Shattering News!!!!!
The range of instructional levels among students ( those not receiving special services) in many general education classes is an average of 5.4 grade equivalents (Jenkins, Jewell, Leicester, O’Conner, Jenkins and Troutner, 1990).
Classrooms in which students had numerous opportunities to be involved in participation and decision making, students exhibited increased achievement and had more positive attitude towards school. (Kramer, 1992)
The heterogeneity of classrooms necessitates that school staff expand their curricular and instructional approaches so that all students with a range of abilities, interests and needs can engage in relevant and respectful learning (Krohnberg, York-Barr).
Students whose interests are tapped and deepened in school are more likely to be engaged and to persist in learning (Csikszentmihalyi, 1990; Maslow, 1962; Sousa, 2001; Wolfe, 2001).

5. DIFFERENTIATION
“In differentiated classrooms, teachers continually assess student readiness, interest, learning profile, and affect. Teachers then use what they learn to modify content, process, product, and the learning environment to ensure maximum learning for each member of the class.
(Tomlinson, 2003)

6. Readiness or Academic Background
A student’s knowledge, understanding, and skill related to a particular sequence of learning.
Affected by: (a) cognitive proficiency and
(b) student’s prior learning and life experiences, attitudes about school, and habits of mind.
Interest
Topics of pursuits that evoke curiosity and passion in a learner… Thus, highly effective teachers attend both to developing interests and as yet undiscovered interests in their students.
(Tomlinson, 2003)

7. How students learn best.
Learning Profile
How students learn best.
Affected by learning style, intelligence preference, culture, gender, ...
Affect
How students feel about themselves, their work, and the classroom as a whole.
“Student affect is the gateway to helping each student become more fully engaged and successful in learning.”
(Tomlinson, 2003)

8. Content
What we teach or want students to learn. Differentiated instruction begins with good curriculum. It is critical to begin each unit clearly explaining to students what they are expected to understand, know, and be able to do.
Process
How we teach or how students learn.
Product
How students demonstrate what they know or have learned.
Learning Environment
Classroom operations, rules, procedures, interactions, respect, sense of community, environmental arrangements, “mood” – elements typically included under the category of classroom management strategies

9. “I have come to a frightening conclusion
“I have come to a frightening conclusion. I am the decisive element in the classroom. It is my personal approach that creates the climate. It is my daily mood that makes the weather. As a teacher, I possess tremendous power to make a child’s life miserable or joyous. I can be a tool of torture or an instrument of inspiration. I can humiliate or humor, hurt or heal. In all occasions it is my response that decides whether a crisis will be escalated or de-escalated, and a child humanized or dehumanized.”
Hiam Ginot

10. Teacher Attitudes & Skills Essential for DI (Responsive Teaching)
Establish clarity about curricular essentials
Accept responsibility for the learning of ALL students – No exceptions
Develop communities of respect
Build awareness of what works for each student
Develop classroom management strategies
Help students become effective partners in their own learning
Develop flexible classroom teaching routines
Expand a repertoire of instructional strategies
Reflect on individual progress with an eye toward curricular goals and personal growth

11. Engage in ongoing collaborative relationships.
Guiding Principles of Differentiated Instruction
Engage in ongoing collaborative relationships.
Start with good curriculum.
Continuously assess where students are
Use multiple instructional strategies.
Use flexible grouping.
Ensure students consistently work with “respectful” activities and learning environments.
Create a respectful sense of community.

12. What I want to know/learn
Activity K
What I know W
What I want to know/learn L
What I’ve learned
Prior Knowledge or existing schema
Curiosity

13. KWL What do you know about the War in Vietnam?
List people, places, events or anything else you can remember

14. KWL - Vietnam Napalm Ho Chi Minh VC Guerilla War
Helicopter
No Winner
Pits lined with stakes
Mentally scarred vets
Hippie revolution
Not a war
Wall in DC
Dien Bien Phu (or was that Korea?)
A survey of 165 US History students yields the following:
My teacher was there
My grandpa was there
Took place in Germany? Japan? France?
Protest Songs
Jungles
Government lies
50s thru 70s

15. Want to Know Why was the US in Vietnam is the first place?
When did it all start and end?
Why did some people fight and not others?
Why were so many people against the war?
Who won the war?
What did we gain by fighting in SE Asia?
Why won’t my dad/ grandpa talk about the war?

16. A B B A B A Interview Interview A B 1. Student A interviews Student B
2. Student B interviews Student A B A
3. Student A shares about Student B B A
4. Student B shares about Student A A B

17. Assessment What Is it?
Assessment – The act of gathering data in order to understand an area of concern better
Diagnosis – a broader concept based on multiple assessments that entails making judgments about the performance and factors that impinge on performance.
(Alexander & Heathington p. 83, 1988)

18. Assessment
Formative - is part of the instructional process. When incorporated into classroom practice, informs both teachers and students about student understanding at a point when timely adjustments can be made.
By definition, formative assessments are diagnostic. They provide specific enough information to plan instruction for a student.

20. Assessment
Summative - are given periodically to determine at a particular point in time what students know and do not know.
Examples: state assessments, district benchmark or interim assessments, end-of-unit or chapter tests, end-of-term or semester exams, scores that are used for accountability for schools (AYP) and students (report card grades).
Summative assessment provides a gauge, at a particular point in time, to student learning relative to content standards.

21. Summative assessments can be used for screening and progress monitoring in that they can be used to identify areas that need further more in depth assessments.
If so, they typically are administered individually and are brief and fairly general. The results indicate whether or not diagnostic testing needs to be administered.

22. Continually Assess Assess to get a sense of students’ reading skills.
Assess learning profiles and preferences
Assess interests
Assess affect
Assess knowledge and content acquisition of unit of study – before, during, and after instruction. Daily assessment should be the goal. Assessment should allow students to demonstrate what they know in different formats/modes.
Assess to identify scaffolding strategies & accommodations.
Assess progress toward IEP goals and objectives.

23. Assess Learning Before, During, & After
Continually Assess
Assess to get a sense of students’ reading skills.
Assess learning profiles and preferences
Assess interests
Assess affect
Assess knowledge and content acquisition of unit of study – before, during, and after instruction. Daily assessment should be the goal. Assessment should allow students to demonstrate what they know in different formats/modes.
Assess to identify scaffolding strategies & accommodations.
Assess progress toward IEP goals and objectives.
Know Your Students
Assess Learning Before, During, & After

24. In an effective classroom, students view each assessment activity as a way to highlight their strengths and needs so they can improve, extend, and celebrate learning.
(Chapman & King, 2005, p.13)

25. Activity
With your table, generate a list of assessments/assessment strategies you/your teachers use to determine student reading skills.
Of these strategies note which are summative and which are formative.

26. Activity
How can you use this in your classroom?
Ideas?

27. Rally Table STEPS Teachers poses question.
Students form pairs, one member an “A” another a “B”.
A and B pass a piece of paper to and fro, taking it in turns to write ideas or answers to a problem.
When time is called (up to 3 minutes), members share their lists or combine lists with other pairs. 
Spencer Kagan

28. Activity
Find a different partner than you had in the interview activity.
2. Using the Rally table structure, generate as many types of assessment tools you know already.
3. Engage in the rally table structure until the timer sounds.

29. Sample Assessment Tools
1 Minute Posters/Essays
Demonstrations
Presentations
1 Minute Summaries
Hand Signals
Projects
3 Minute Pause
Index Card Summaries/ Questions
Reports
Rubrics
3-2-1 Cards/Exit Cards/Exit Tickets
Inventories
Self Assessments/Surveys
Journal Entries/Logs
Analogy Prompts
Standardized Tests
Likert Scales
Anecdotal Recording
Student Conferences (Formal/Informal)
Literacy Circles
Center Activities
Metacognitive Questions
Checklists
Teacher-Made Tests
Misconception Checks
Computerized Programs
Technology
Musical Notes
Cooperative Learning Structures
Text Talks
Oral Questioning
Web-based Sources
Conversations
Portfolios
Web or Concept Maps

30. Continually Assess Assess to get a sense of students’ reading skills.
Depending on the students’ ages and grade levels, consider:
Identify reading levels
Identify phonological skill levels
phonemic awareness
word attack skills
spelling activities
Identify comprehension skills
vocabulary
comprehension strategies

31. Predicting: An ongoing process used by efficient readers both before and during reading which supports children as they use what they know about the text to determine what they expect may follow. When predictions are made, readers look to confirm or alter predictions made on new information. Readers predict words and ideas when reading.
Summarizing: Pulling together important aspects of the text to get the gist of the texts. Distinguishing important information/details from unimportant information and details.

32. Inferring: The ability to go beyond the author’s words by supplying information not provided in order to draw conclusions. Types of inferring include:
referents of pronouns
meanings of unknown vocabulary
explanations of events in text
elaboration of ideas
how ideas in text relate to own opinion
character intentions

33. Monitoring: Knowing when reading doesn’t make sense and having strategies from which to select and use in order to correct the problem.
Question Generating: Generating questions about the text as one reads.
Relating: Relating reading to one’s own background experiences by activating prior knowledge related to specific topics and bringing it to the task of reading.
Imaging: Creating mental images and pictures and we read.

34. In addition to reviewing student records, TCAP results, ….
Ask student to read a section of connected text silently, the subject of which interests him/her. (Refer to strategies introduced later on to determine interests.) Select text which includes two to three unfamiliar vocabulary words.
Ask explicit questions to determine level of comprehension of text.

35. Sample Questions What do you think will happen next?
What’s another word for ____________________?
What are the characteristics/parts of _______________________?
- What is the big idea, key concept, moral in _________________?
- How does ________________ relate to ____________________?
What ideas/details can you add to _________________________?
- What is wrong with ____________________________________?
- What might you infer from ______________________________?
- What conclusions might be drawn from ____________________?
- What question are we trying to answer? What problem are we trying to solve?
- What are you assuming about ____________________________?
- What might happen if __________________________________?
- What criteria would you use to judge/evaluate _______________?
- What evidence supports ________________________________?
- How might we prove/confirm ____________________________?
How might this be viewed from the perspective of ___________?
How do you know….
How is _____________ similar to your ___________?
What did you see/visualize/imagine when you read about _____?

36. In addition to reviewing student records, TCAP results, ….
Ask student to read a section of connected text silently, the subject of which interests him/her. (Refer to strategies introduced later on to determine interests.) Select text which includes two to three unfamiliar vocabulary words.
Ask explicit questions to determine comprehension skills used.
Next, ask student to continue reading the text for 3 minutes, this time orally. Count the number of words correctly read out of the total number of words. Convert to number of correct words per minute and match to a fluency chart. Note student behavior when making any errors in reading. Note the student’s word attack skills. Again, ask explicit questions to determine comprehension skills. Note how the student determines meaning for unfamiliar words, if any.

37. Continually Assess Assess to get a sense of students’ reading skills.
Depending on the students’ ages and grade levels, consider:
Identify reading levels
Identify phonological awareness levels
Determine comprehension skills
Fluency
Determine students’ attention to/use of external physical organization of texts used.

38. Narrative Text...
“Narrative text is writing in which a story is told; the details may be fictional or based on fact. Typically, the events described in narrative text are written sequentially”.
“Elements that are basic to narrative text include a setting, characters, plot, conflict, and theme. Some literary authorities label these elements “story grammar.” That is, just as sentence grammar is used to explain and specify how sentences are constructed, story grammar delineates the basic parts of a story and how those work together to create a well-constructed tale”.
Vacca and Vacca, 1993

39. Examples of Narrative Text:
Science Fiction: A fictional story that usually considers the question “What if…?” about some current or projected scientific and technological developments. (Examples: Fahrenheit 451; A Wrinkle in Time)
Fantasy: A story in which the characters, setting, or events are completely imaginary and would never be found in real life. (Examples: The Hobbit; The Lion, the Witch, and the Wardrobe; Faust)
Fable: A short tale that teaches a lesson, often using animals as characters. (Examples: Animal Farm; Aesop’s Fables)
Folk Tale: A story of unknown origin, but well known in a particular culture through repeated telling. (Examples: “Strega Nona”; “John Henry”, “Why the Sun and Moon Live in the Sky”)
Myth: A story passed down through oral tradition that explains natural phenomena, religion, or history of a race. (Examples: “Odysseus and the Cyclops”; “The Legend of King Arthur and the Knights of the Round Table”; The Illiad)
Billmeyer & Barton, 2002

40. Informational Text
Informational text is written to inform or persuade. Some teachers call informational text expository text. Examples of informational text are textbook chapters, newspaper and magazine articles, and reference material.
Billmeyer & Barton, 2002

41. Selected Reading Assessment Resources
Recommended Assessments for Phonological Awareness
Grade Level Word Lists – (Cunningham, P.)
High Frequency Spelling Patterns (Cunningham, P.)
Concepts About Print (Clay, M. or Loman, K.)
Observation Survey (Clay, M., 1993)
DIBELS, AIMSWeb
Recommended Assessments for Fluency
National Assessment of Educational Progress 4 point rubric
QRI-3 (Leslie p )
Running Records (if timed) (Clay, M, 1993)
DIBELS, AIMSWeb
Recommended Assessments for Reading Comprehension
Running Records (Clay, M, 1993)
QRI-3 (Leslie p )
DRA (Beaver, J, 2001)
Concepts About Print (Clay or Loman)
Observation Survey (Clay, M., 1993)
Assessment & Interventions for Struggling Readers
Print Concepts (Loman, K.)
Phonemic Awareness (Loman, K.)
Letters and Letter Sounds (Loman, K.)
Ohio Word Test (Loman, K.)
Running Records (Clay, M, 1993)

42. to Differentiate Instructional
Have you determined/Have you encouraged your teachers to determine
if everyone of your/their students can read the text and supplemental materials?
How did you/they determine this at the beginning of the year?
Next Steps?
Use this information
to Differentiate Instructional
Activities?

43. Continually Assess continued
Assess to get a sense of students’ reading skills.
Assess learning profiles and preferences

45. Examples
Kolb’s Model (Concrete Experience and Abstract Conceptualization, Reflective Observation and Active Experimentation)

46. Kolb's Learning Styles and Experiential Learning Model

47. Examples
Kolb’s Model (Concrete Experience and Abstract Conceptualization, Reflective Observation and Active Experimentation)
Honey and Mumford’s Model (Activist, Reflector, Theorist and Pragmatist)
Gregorc’s Model (Concrete Sequential; Abstract Random; Abstract Sequential; Concrete Random)
Dunn and Dunn’s Learning Styles Model (Global, Analytic,…)
VAK (Verbal, Auditory, Kinesthetic)

48. VAK Learning Styles Explanation
The VAK learning styles model suggests that most people can be divided into one of three preferred styles of learning. These three styles are as follows, (and there is no right or wrong learning style):
Someone with a Visual learning style has a preference for seen or observed things, including pictures, diagrams, demonstrations, displays, handouts, films, flip- chart, etc. These people will use phrases such as ‘show me’, ‘let’s have a look at that’ and will be best able to perform a new task after reading the instructions or watching someone else do it first. These are the people who will work from lists and written directions and instructions.
Someone with an Auditory learning style has a preference for the transfer of information through listening: to the spoken word, of self or others, of sounds and noises. These people will use phrases such as ‘tell me’, ‘let’s talk it over’ and will be best able to perform a new task after listening to instructions from an expert. These are the people who are happy being given spoken instructions over the telephone, and can remember all the words to songs that they hear!
Someone with a Kinesthetic learning style has a preference for physical experience - touching, feeling, holding, doing, practical hands-on experiences. These people will use phrases such as ‘let me try’, ‘how do you feel?’ and will be best able to perform a new task by going ahead and trying it out, learning as they go. These are the people who like to experiment, hands-on, and never look at the instructions first!

51. Examples
Kolb’s Model (Concrete Experience and Abstract Conceptualization, Reflective Observation and Active Experimentation)
Honey and Mumford’s Model (Activist, Reflector, Theorist and Pragmatist)
Gregorc’s Model (Concrete Sequential; Abstract Random; Abstract Sequential; Concrete Random)
Dunn and Dunn’s Learning Styles Model (Global, Analytic,…)
VAK (Verbal, Auditory, Kinesthetic)
Gardner’s Multiple Intelligences (Linguistic, Logical- Mathematical, Spatial, Bodily-Kinesthetic, Musical, Interpersonal, Intrapersonal, Naturalist, Existential)

52. ?? Wondering “The MI Pizza” Nature Smart Word Smart Self Smart Picture
Armstrong, Thomas
Word
Smart
Nature Smart
Self
Smart
Picture
Smart
?? Wondering
Smart ? ?
Number
Smart
Music
Smart
People
Smart
Body
Smart

53. “Assessing” MI Profiles
Written Checklists

54. Please find and complete your MI Profile. ?? Wondering “The MI Pizza”
Armstrong, Thomas
Word
Smart
Nature Smart
Please find
and complete your
MI Profile.
Self
Smart
Picture
Smart
?? Wondering
Smart ? ?
Number
Smart
Music
Smart
People
Smart
Body
Smart

55. With your tablemates summarize your profile.
MI Class Profile
Mathematical
Logical/
Kinesthetic
Bodily
Spatial/Visual
Linguistic
Musical
Interpersonal
Intrapersonal
Naturalist
Existential
Name
With your tablemates summarize your profile.

56. MI Class Profile Name Mary TOTAL 8 3 9 1 7 6 6 5 5 Mathematical
Logical/
Kinesthetic
Bodily
Spatial/Visual
Linguistic
Musical
Interpersonal
Intrapersonal
Naturalist
Existential
Name
Mary 8 3 9 1 7 6 6 5 5
TOTAL

57. With your tablemates, summarize your profile.
MI Class Profile
Mathematical
Logical/
Kinesthetic
Bodily
Spatial/Visual
Linguistic
Musical
Interpersonal
Intrapersonal
Naturalist
Existential
Name
With your tablemates, summarize your profile.
What teaching activities would engage you?
What if you were not offered these types of activities.

58. “Assessing” MI Profiles
Written Checklists
Pictorial Checklists

59. Example Pictorial MI A B C 4 + 2 = 6 At school, I like to study:
Directions: Use a blue crayon to mark your 1st choice. Use a red crayon to mark your 2nd choice.
At school, I like to study:
A B C
Letters and words Music and dance Space
4 + 2 = 6
Numbers and math With my friends Maps and graphs

60. “Assessing” MI Profiles
Written Checklists
Pictorial Checklists
Online Tools (e.g. Surfaquarium)
Observations
Self Reports

61. Diagnosing Student Learning Profile Questionnaire=
How Do You Like To Learn?
Directions: Put a check in front of the statements that describe you.
____1. I study best when it is quiet.
____2. I am able to ignore the noise of other people talking while I am working.
____3. I like to work at a table or desk.
____4. I like to work on the floor.
____5. I work hard for myself.
____6. I work hard for my parents or teacher.
____7. I will work on an assignment until it is completed no matter what.
____8. Sometimes I get frustrated with my work and do not finish it.
Page 70;part 1
Developed by Denise Murphy and Beth Ann Potter

62. How Do You Like To Learn?
____9. When my teacher gives an assignment, I like to create my own steps on how to complete it.
____10. When my teacher gives an assignment, I like to have exact step on how to complete it.
____11. I like to work by myself.
____12. I like to work in pairs or in a group.
____13. I like to have an unlimited amount of time to work on an assignment.
____14. I like to have a certain amount of time to work on an assignment.
____15. I like to learn by moving and doing.
____16. I like to learn while sitting at my desk.
Page 70;part 2
Developed by Denise Murphy and Beth Ann Potter

63. Prefers to do everything with a friend/buddy
Find Someone Who
Plays a Musical Instrument
Name: _______________
What does he/she play?
_______________
Likes to Spend Time Alone
Name: _____________________
Why does he/she prefer this?
______________________
Loves Art Activities
Name: ________________
What is his/her favorite art activity?
_____________________
Is great with numbers
Name:_____________
Why is he/she so good with numbers?
____________
_________
Loves to Read
Name: _______________
What is his/her favorite
book?
__________________
Name: ________________
What sport is the favorite?
_______________
Plays most any sport, well!
Is very interested in all things spiritual.
Name:
Name __________________
__________________
Spends his/her free time outdoors
Name: ______________
Favorite outside activity?
___________________
Prefers to do everything with a friend/buddy
Favorite “buddy” ______________
What peaked your interest?
_______________________
______________________________
My Name

64. Activity
Find a partner with whom you have not worked.
With your partner, discuss the pros and cons between the various strategies for determining students’ MI profiles. Conclusions? Recommendations?
Share

65. Activity continued With your same partner….
Pull out the completed MI Class Profile.

66. LINE-UP 1. Teacher presents topic (grade level assignment)
Each end of room should be designated (K-12)
3. Students (workshop participants) find where they fit and line-up.
4. Teacher (presenter) checks the line for accuracy and creates groups (grade similar partners). 1

67. Activity In your grade similar pairs….
Agree on a unit plan that will be the focus for this activity, and pick a recorder for the group who will record the team’s ideas on his/her grid. (You have a clean copy in the notebook, and it is available from our website.)
Using the Multiple Intelligences Matrix brainstorm activities to teach the unit. Do NOT try to analyze at this point in time. Recorder writes all ideas down the left hand corner.
Analyze the activities according to (a) the intelligence it primarily taps and (b) who is active - the teacher or the student. Place a check mark in the correct box on the grid.
Check to see if you have sampled the multiple intelligences. If not, brainstorm activities.

68. Continually Assess Assess to get a sense of students’ reading skills.
Assess learning profiles and preferences
Assess interests

69. Activity
In your table groups, generate at least 5 ways in which you have used information about student interests to teach them.
Share

70. General Interests

71. Areas of Possible Interest
Technology
Social Studies
Journalism
Athletics
Mathematics
History
Politics/ Government
Business
Theatre/ Film/TV
Travel/Culture
Sports/ Recreation
Crafts
Fine Arts
Photography
Painting
Sculpture
Literature
Poetry
Prose
Fiction
Nonfiction
Music
Song
Dance
Composition
Performance
People
Heroes
Villains
Young People
Page 56; part 1
Sciences
Life
Physical
Carol Ann Tomlinson, 2001

72. Areas of Interest Preferred Modes of Expression
Artistic
Graphic
Painting
Photography
Illustration
Oral
Speech
Seminar
Drama
Symposium
Abstract
Ideas
Plans
Theories
Designed/Built
Display
Model
Written
Creative
Expository
Page 56; part 2
Service in Community
Carol Ann Tomlinson, 2001

73. Generic Ways to Identify Interests
Self Reports
Inventories

74. Written or Oral Response Surveys

75. Inventory for Kindergarten Students
Directions:
Teacher should read questions to the students, asking students individually,
specifics to the questions being answered. (i.e. what is your favorite game to play inside, etc.).
1. What do you like about school? ___________________
2. What games do you like to play inside? _______________
3. What games do you like to play outside?______________
4. What restaurants do you go to with your family? ________
5. What do you like to read? _________________________
6. Do you have a brother(s) or sister(s)? ________
How many brothers? _______ How many sisters? _______
7. What do you like to sing? _______________________
8. What music do you like to listen to? _______________

76. Interest Inventory for Middle and High School Students
Directions: It has been so long since I have been in high school, it is hard for me to keep up with what is “in” today. This will help me learn what your likes and dislikes are. Please take some time to complete. Thank you.
1. Are you male/female?_________
How old are you?_____
What is/are your favorite subject(s) in school?__________________________
What is/are your least favorite subject(s) in school? ______________________
What is your favorite food to eat?__________________________________
What sports do you play in school? _______________________________ 
If you like sports, what sport(s) is/are your favorite? ______________________
Who is/are your favorite sports team(s)? _______________________________
Who is/are your favorite athlete(s)? ___________________________________
What do you like to do after school?__________________________________
What do you like to do in the evenings? ________________________________
What do you like to do on the weekends? ______________________________
Do you like to read?________ What are some of your favorite books? ________
What are some of your favorite T.V. shows? ____________________________
What type of movies do you like?____________________________________
What is/are your favorite movie(s)?____________________________________
17. How often do you go to the movies?___________________________________

77. Name Plate Activity Activity Fold your paper on the dotted line.
Print your first name in the rectangle/center box.
At the top, above your name, print or draw a picture of something you like to do to have fun.
On the bottom, under your name, print or draw a picture of something you know a lot about.
On the right side of your name, print or draw a picture of your favorite vacation place.
On the left side of your name, print or draw a picture of something you want to know more about.
Activity

78. Cooperative Learning Structures* Examples AB Interview
Intrapersonal/Bodily-Kinesthetic
Cooperative Learning Structures*
Examples
AB Interview
Rally Robin/Rally Table
Find Someone Who
Round Robin/Round Table

79. Generic Ways to Identify Interests
Observations
Self Reports
Checklists/ Anecdotal Notes

80. Generic Ways to Identify Interests
Observations
Self Reports
choices

81. Choices
A word to the wise: Presentation of number and type of choices should be based on experience in, age of, and competence of students in making choices.
Examples:
Written/Oral Response Questions
Weighted options (give 1 to option you least prefer, 5 to one you most prefer…)
Choice boards

82. Baseball Football Tennis Track Soccer Golf Hockey Choice Boards
Favorite Sport
Baseball
Football
Swimming
Tennis
Track
Soccer
Golf
Basketball
Hockey

83. Sports Travel History Art Reading Debate Choice Boards Sewing Movies
Area of Interest
Sports
Travel
Sewing
History
Art
Photography
Reading
Movies
Debate

84. Generic Ways to Identify Interests
Observations
Self Reports
Likert Ratings
choices

85. 6 5 4 3 2 1 Playing/Watching Sports Reading Watching Movies
I like very much
It’s OK on occasion
I will if I have to but I prefer not
I don’t like at all
Playing/Watching Sports 6 5 4 3 2 1
Reading
Watching Movies
Painting/ Scultping
Cooking
Writing

86. Generic Ways to Identify Interests
Observations
Self Reports
Likert Ratings
choices
Ask Others

87. Ask Others If communication/communicative skills are challenged –
Extremely shy
Extremely withdrawn
Non-verbal
Selective mute

88. Ways to Identify Topic Specific Interests
choices
Cooperative Learning Structures

89. Activity
As a team, generate at least three additional strategies to determine your students’ general interests
Stand and Share

90. REMEMBER!
What we want students to know, understand, and be able to do will remain constant for most students; however, the level, depth, or “degree” of understanding will vary depending on each student’s academic background knowledge, learning preferences, and interests.

91. Continually Assess Assess to get a sense of students’ reading skills.
Assess learning profiles and preferences
Assess interests
Assess affect
Assess knowledge and content acquisition of unit of study – before, during, and after instruction. Daily assessment should be the goal. Assessment should allow students to demonstrate what they know in different formats/modes.
Assess to identify scaffolding strategies & accommodations

92. Culminating Activity

93. Questions
After questions are answered, remind participants about the extra materials in the back of the notebook that has not been used in the workshop.