Differentiated Formative Assessment to Improve Student Learning Presented by Ed P r o o o Development 1.

Differentiated Formative Assessment to Improve Student Learning Presented by Ed P r o o o Development 1

Providing professional development to schools with over 30 years of combined experience. Ed P r o o o Development 2

www.edprodevelopment.com 3

As a result of this workshop, participants will: 1.Know the differences between summative and formative assessment. 2.Have an array of tools to formatively assess student learning profiles & preferences in order to differentiate instruction. 3.Have an array of tools to formatively assess student interests in order to differentiate instruction. 4.Have an array of tools to formatively assess student affect in order to differentiate instruction. 5.Have an array of tools to formatively assess student progress toward learning content in order to differentiate instruction.

Name Tag Please ensure that cell phones do not ring Restrooms

TASL: 14 credit hours + 2 for follow-up 9:30-9:45 11:30-12:30 2:15-2:30

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). 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) 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). 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). Earth Shattering News!!!!!

Our Assumptions 1.All students can and should learn at high levels. 2.Students do not all learn in the same ways. 3.Most effective teachers continuously assess their students’ learning and make adjustments to their teaching accordingly. 4.It is possible for students of differing abilities and backgrounds to be comparatively challenged by the same content. 5.All students at one time or another will need personalized instruction to ensure continued academic success. 6.A minority of students (1-2%) will need modified general education curriculum. 7.Most of the strategies and accommodations for students with IEPs, can be implemented for ALL students to maximize the success of ALL students.

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)

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)

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)

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

“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

 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

 Engage in ongoing collaborative relationships.  Start with good curriculum. Guiding Principles of Differentiated Instruction  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.

K What I know about Formative Assessment W What I want to know/learn L What I’ve learned (so far) K-W-L Charts

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

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

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.

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.

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.

As you view the video clip, note the following on an index card found on your table: 1.Any ah-has? 2.What did you see in the video that you have done/you do? 3.What did you see that you want to incorporate into your teaching?

DVD At Work in the Differentiated Instruction Classroom Planning Curriculum and Instruction Continuously Assess Where Students Are ~7.5 minutes

Continually Assess 1.Assess to get a sense of students’ reading skills. 2.Assess learning profiles and preferences 3.Assess interests 4.Assess affect 5.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. 6.Assess to identify scaffolding strategies & accommodations. 7.Assess progress toward IEP goals and objectives.

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)

STEPS 1.Teachers poses question. 2.Students form pairs, one member an “A” another a “B”. 3.A and B pass a piece of paper to and fro, taking it in turns to write ideas or answers to a problem. 4.When time is called (up to 3 minutes), members share their lists or combine lists with other pairs. Spencer Kagan

1.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.

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

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.

As a result of this workshop, participants will: 1.Know the differences between summative and formative assessment.

1.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 RIdentify comprehension skills  vocabulary  comprehension strategies Continually Assess

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.

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

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.

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.

- 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 _____?

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.

1.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. Continually Assess

“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

Examples of Narrative Text: Science Fiction 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: 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: Fable: A short tale that teaches a lesson, often using animals as characters. (Examples: Animal Farm; Aesop’s Fables) Folk Tale: 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: 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

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

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. 112-120) Running Records (if timed) (Clay, M, 1993) DIBELS, AIMSWeb Recommended Assessments for Reading Comprehension Running Records (Clay, M, 1993) QRI-3 (Leslie p. 112-120) 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)

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?

Continually Assess continued 1.Assess to get a sense of students’ reading skills. 2.Assess learning profiles and preferences

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

Kolb's Learning Styles and Experiential Learning Model

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) Examples

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!

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) Examples

Word Smart Word Smart “The MI Pizza” Armstrong, Thomas Number Smart Number Smart Picture Smart Picture Smart Body Smart Body Smart Music Smart Music Smart People Smart People Smart Self Smart Self Smart Nature Smart 58 ?? Wondering Smart ? ?

Written Checklists “Assessing” MI Profiles

Word Smart Word Smart “The MI Pizza” Armstrong, Thomas Number Smart Number Smart Picture Smart Picture Smart Body Smart Body Smart Music Smart Music Smart People Smart People Smart Self Smart Self Smart Nature Smart 60 ?? Wondering Smart ? ?

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

Name Linguistic Logical/Mathematical Spatial/Visual BodilyKinesthetic Musical Interpersonal Intrapersonal Naturalist MI Class Profile Existential Mary 839176655 TOTAL

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

Written Checklists Pictorial Checklists “Assessing” MI Profiles

Example Pictorial MI Directions: Use a blue crayon to mark your 1 st choice. Use a red crayon to mark your 2 nd choice. At school, I like to study: Letters and words Music and dance Space Numbers and math With my friendsMaps and graphs

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

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. Developed by Denise Murphy and Beth Ann Potter = Diagnosing Student Learning Profile Questionnaire

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. Developed by Denise Murphy and Beth Ann Potter

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

http://www.edprodevelopment.com/resources/presentations/collabandcoteach.htm

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

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

Student’s Name Linguistic Logical/Mathematical Spatial/Visual BodilyKinesthetic Musical Interpersonal Intrapersonal Naturalist MI Class Profile LRE for LIFE Project: DI/MI/Classprofile.ppt Melinda Katie Jessica Jennifer 37588 5369997 5 147 7 3 10 9 8 2 5 79 8 76 7 3 5 9 6 Existential 5 Totals Ashante Doug Gary Denise Sandy Terrance Shanque Mindy Lindsey Robert Mary Joe Suzanna Juan Channel Porsha 5 5 5 5 5 7 5 5 5 1 7 7 7 7 7 7 7 7 7 7 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 0 99 9 99 9 9 9 9 9 3 33 3 3 3 3 7 3 3 3 3 9 3 5 5 5 5 5 55 5 5 5 5 2 4 4 4 4 4 4 4 4 4 4 9 9 9 9 9 9 9 9 9 3 3 3 3 3 3 2 22 2 3 344 4 7 7 7 2 2 2 2 2 2 3 3 3 3 39 94 4 4 4 466 6 0 6 6 6 6 3 6 6 6 3 3 7 9 9 8684 108 122123126118 90 78

With your same partner…. Pull out the completed MI Class Profile. What conclusions can you draw based on this class’ MI profile? How will this affect how you teach the next unit if this were your class? Process out. One more piece…..

Denise and Juan are students in your class. In looking at these students’ MI profiles, generate your recommendations to facilitate Denise and Juan’s learning of the American Revolution through their participation in the planned activities. Where needed, make assumptions that will enable you to generate recommendations. Be prepared to share your rationale for your recommendations.

Student’s Name Linguistic Logical/Mathematical Spatial/Visual BodilyKinesthetic Musical Interpersonal Intrapersonal Naturalist MI Class Profile LRE for LIFE Project: DI/MI/Classprofile.ppt Melinda Katie Jessica Jennifer 37588 5369997 5 147 7 3 10 9 8 2 5 79 8 76 7 3 5 9 6 Existential 5 Totals Ashante Doug Gary Denise Sandy Terrance Shanque Mindy Lindsey Robert Mary Joe Suzanna Juan Channel Porsha 5 5 5 5 5 7 5 5 5 1 7 7 7 7 7 7 7 7 7 7 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 0 99 9 99 9 9 9 9 9 3 33 3 3 3 3 7 3 3 3 3 9 3 5 5 5 5 5 55 5 5 5 5 2 4 4 4 4 4 4 4 4 4 4 9 9 9 9 9 9 9 9 9 3 3 3 3 3 3 2 22 2 3 344 4 7 7 7 2 2 2 2 2 2 3 3 3 3 39 94 4 4 4 466 6 0 6 6 6 6 3 6 6 6 3 3 7 9 9 8684 108 122123126118 90 78

Objectives: Activity Ling.Log./MathSpatialMusicalBod.-Kin.Interper.Intraper.NaturalistExistential TSTSTSTSTSTSTSTSTS Personalization (Adaptations & Modifications): Multiple Intelligence's Lesson Planning Matrix Week Of: ___________________ Class/Subject: ____________________ Time: ___________ Adapted from the LRE for LIFE Project by EdPro Development September, 2009 77

78 LINE-UP 1. Teacher presents topic (grade level assignment) 2.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).

2.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.) 3.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. 4.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. 5.Check to see if you have sampled the multiple intelligences. If not, brainstorm activities. 1.In your grade similar pairs….

As a result of this workshop, participants will: 1.Know the differences between summative and formative assessment. 2.Have an array of tools to formatively assess student learning profiles & preferences in order to differentiate instruction.

Continually Assess 1.Assess to get a sense of students’ reading skills. 2.Assess learning profiles and preferences 3.Assess interests

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

Areas of Possible Interest Fine Arts Photography Painting Sculpture Literature Poetry Prose Fiction Nonfiction Sciences Life Physical Music Song Dance Composition Performance People Heroes Villains Young People Technolog y Social Studies Journalism Athletics Mathematic s History Politics/ Government Business Theatre/ Film/TV Travel/Culture Sports/ Recreation Crafts Carol Ann Tomlinson, 2001

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

Generic Ways to Identify Interests Self Reports Inventories

Written or Oral Response Surveys

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? _______________

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?_________ 2.How old are you?_____ 3.What is/are your favorite subject(s) in school?__________________________ 4.What is/are your least favorite subject(s) in school? ______________________ 5.What is your favorite food to eat?__________________________________ 6.What sports do you play in school? _______________________________ 7.If you like sports, what sport(s) is/are your favorite? ______________________ 8.Who is/are your favorite sports team(s)? _______________________________ 9.Who is/are your favorite athlete(s)? ___________________________________ 10.What do you like to do after school?__________________________________ 11.What do you like to do in the evenings? ________________________________ 12.What do you like to do on the weekends? ______________________________ 13.Do you like to read?________ What are some of your favorite books? ________ 14.What are some of your favorite T.V. shows? ____________________________ 15.What type of movies do you like?____________________________________ 16.What is/are your favorite movie(s)?____________________________________ 17. How often do you go to the movies?___________________________________

1.Fold your paper on the dotted line. 2.Print your first name in the rectangle/center box. 3.At the top, above your name, print or draw a picture of something you like to do to have fun. 4.On the bottom, under your name, print or draw a picture of something you know a lot about. 5.On the right side of your name, print or draw a picture of your favorite vacation place. 6.On the left side of your name, print or draw a picture of something you want to know more about.

Intrapersonal/Bodily-Kinesthetic http://www.edprodevelopment.com/resources/presentations/differentiatedinstruction.htm

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

Generic Ways to Identify Interests Self Reports choices Observations

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

Choice Boards Favorite Sport BaseballFootball Swimming TennisTrackSoccer Golf Basketball Hockey

Choice Boards Area of Interest SportsTravel Sewing HistoryArt Photography Reading Movies Debate

Generic Ways to Identify Interests Self Reports Likert Ratings choices Observations

I like very muchIt’s OK onoccasionI will if I have to but Iprefer notI don’t like atall Playing/Watching Sports 654321 Reading 654321 Watching Movies 654321 Painting/ Scultping 654321 Cooking 654321 Writing 654321

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

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

Ways to Identify Topic Specific Interests choices Cooperative Learning Structures

As a team, generate at least three additional strategies to determine your students’ general interests

Ways to Identify Topic Specific Interests Self Reports choices

K What I know W What I want to know/learn L What I’ve learned (so far) K-W-L Charts Spatial/Intrapersonal

Ways to Identify Topic Specific Interests Self Reports choices Likert Ratings Likert Scales

Unit on Fractions: I like very muchIt’s OK onoccasionI will if I have to but Iprefer notI don’t like atall Shop 654321 Cook 654321 Build things 654321 Arrange furniture 654321 Work in a garden 654321 (1 minute)

Introduction of Cells: Love to know moreLike to learn moreOKOK but if I havea choice, nah…I would rather notBoring. Dislikethem. Trees 654321 Flowers 654321 Ponds 654321 Birds 654321 Bugs 654321

Ways to Identify Topic Specific Interests Self Reports choices Likert Ratings Likert Scales Choices

Choice Boards Unit: Physics – Force BilliardsNASCAR Racing Archery HuntingBasketballCheer- leading (1 minute)

Choice Boards Unit: Math-Conversions NursingCarpentry Cooking PaintingSewingGardening (1 minute)

Ways to Identify Topic Specific Interests Self Reports choices Likert Ratings Cooperative Learning Structures Likert Scales Choices

Intrapersonal/Bodily-Kinesthetic

1. Break into pairs. 2. Within pairs, designate an A and a B. 3. Pose a question/problem. 4. Think time. 5. A’s speak, B’s listen. 6. Gambits “Thank you for listening.” “Thank you for sharing.” 7. Reverse, B’s speak, A’s listen. 8. Gambits Timed-Pair-Share

1.Fold your paper on the dotted line. 2.Print your first name in the rectangle/center box. 3.At the top, above your name, print or draw a picture of something you want to know about plants. 4.On the bottom, under your name, print or draw a picture of something you know a lot about plants. 5.On the right side of your name, print or draw a picture of your favorite plant. 6.On the left side of your name, print or draw a picture of something you want to know more about plants. Bodily-Kinesthetic /Intrapersonal

Pull out your Assessing Content- Specific Interests chart. On your own, finish completing the chart. Share with a partner.

IntelligenceStrategy Linguistic Interest Surveys Logical-Math. Rubrics Spatial KWL Bodily-Kin. Cooperative Learning Structures Musical InterpersonalCooperative Learning Structures Intrapersonal Rubrics, Interest Surveys Existential Naturalist Assessing Content-Specific Interests Flesh out the chart….

So now what…. Group students according to similar interest. Group students according to dissimilar interest to stretch students who are different from one another. Use information about student interests to make content relevant to them.

As a result of this workshop, participants will: 1.Know the differences between summative and formative assessment. 2.Have an array of tools to formatively assess student learning profiles & preferences in order to differentiate instruction. 3.Have an array of tools to formatively assess student interests in order to differentiate instruction.

Continually Assess 1.Assess to get a sense of students’ reading skills. 2.Assess learning profiles and preferences 3.Assess interests 4.Assess affect

A KEY FORMATIVE PRINCIPLE! We must assess accurately, and use results effectively …make sure students react productively to the assessment results. The student’s emotional reaction to results will determine what that student does in response. PRODUCTIVE RESPONSE TO ASSESSMENT RESULTS: I UNDERSTAND THE RESULTS I KNOW WHAT TO DO NEXT I’M OK I CHOOSE TO KEEP TRYING THE COUNTERPRODUCTIVE / HOPELESS RESPONSE: I DON’T UNDERSTAND I HAVE NO IDEA WHAT TO DO I’M NO GOOD AT THIS, ANYWAY I GIVE UP

Demonstrations Observational Notes Social Scales & Surveys Interview/Meeting with Student

“Students’ perceptions of the classroom climate are affected by the teacher’s presence and personal interactions.” (Chapman & King, 2005, p.18 ) “The teacher holds the key to motivation.” (Chapman & King, 2005, p.25)

Student Survey In this class I feel: Important 1 2 3 4 5 Ignored Comfortable 1 2 3 4 5 Uncomfortable Involved in the lessons 1 2 3 4 5Restless, Bored Part of a Team 1 2 3 4 5 Alone Sure of where I stand 1 2 3 4 5 Not sure where I stand

HappyWorriedFocused DisappointedConfusedSad FrustratedAngryScared How Do I Feel Today? Date ________________ (check one)

5 4 3 2 1 0 I am all for this idea. I can be a leader I’m for the idea. I can provide support. I’m not sure but I’m willing to accept the group’s opinion. I’m not sure. I need more discussion. I can’t support it at this time. I need more information. No. I need an alternative I can support. Fist to Five

Self-Rating Rapport Scale Circle the number that best represents the overall quality of the relationship between you and _________ as of today. Unsatisfying Satisfying 0__________ 1___________ 2___________3_____________4___________5 The majority of my interactions with this person are awkward, unpleasant, and stressful. I do not feel particularly close to this person and oftentimes, it is difficult for us to find any “common ground.” Score 0 or 1, depending on the extent to which you find the relationship unsatisfying). The majority of my interactions with this person are neutral, that is, not particularly good or bad. While I like this person, I do not feel particularly close or “connected” to this person in any meaningful way. (Score 2 or 3 depending on the perceived level of connectedness). The majority of my interactions with this person are enjoyable, satisfying, and interesting. Together, we share a warm, open, and balanced relationship. I find that we have a lot in common and enjoy each other’s company. (Score 4 or 5, depending on the extent to which you find the relationship satisfying). (Darlene Magito McLaughlin)

As a result of this workshop, participants will: 1.Know the differences between summative and formative assessment. 2.Have an array of tools to formatively assess student learning profiles & preferences in order to differentiate instruction. 3.Have an array of tools to formatively assess student interests in order to differentiate instruction. 4.Have an array of tools to formatively assess student affect in order to differentiate instruction.

Continually Assess 1.Assess to get a sense of students’ reading skills. 2.Assess learning profiles and preferences 3.Assess interests 4.Assess affect 5.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.

“Truly effective teachers are able to make crucial links between curriculum and instruction by attending to the way their students learn.” (From: Nolet & McLaughlin, 2005. Accessing the General Curriculum. ) 134

Multiple Format Tests Multiple choice Essay True/False Prior Knowledge/Content Acquisition Matching

Alternative Response Modes Responders Interactive Response Systems

1. This is an INDIVIDUAL activity. Take a notcard at your table and number it 1 to 5. 2.You will have one minute to answer as many as you can. 3.When time is called, the presenter will ask how many individuals correctly answered each questions. If you answered the question correctly, raise your hand.

1.Who is credited with creating the theory of multiple intelligences? ____________________ 2.How many intelligences are there? ____ 3.Name them. 4.Cooperative learning taps which intelligence first and foremost? _______________________ 5.How does the author of the theory define “intelligence”?

What Can You Tell Us about Rome? 1.What country is Rome in? 2.What does “civilization” mean? 3.Give some examples of different civilizations? 4.Name any famous Roman people. 5.Many things in our county and culture came from the Romans. What can you think of? Developed by Denise Murphy and Beth Ann Potter

Web-based Applications - Examples Scantron Achievement Series (a web-based application that provides standards-based data quickly and conveniently. Build your own item banks) ThinkLink Predictive Assessment Series Surveymonkey.com

Exit Tickets/Cards 1. Give students “tickets” – small pieces of paper designed to look like tickets, but with space for writing. 2. Ask students two questions. One that requires a factual answer about the big idea of today’s lesson, but in their own words. A second question should require more explanation of a concept. 3. Give students five minutes at the end of class to write their answers. Their names do not go on these exit tickets. 4. They must give you an Exit Ticket to leave class for the day. 5. Analyze the tickets to learn how many students got the big idea and how they understand it or misunderstand it. Photocopy 4-6 on a single sheet of paper for your portfolio. Select ones that you learned something about your students from that you didn’t know before reading the Exit Tickets.

What Is It? A strategy to give students a chance to summarize some key ideas, rethink them in order to focus on those that they are most intrigued by, and then pose a question that can reveal where their understanding is still uncertain. Often, teachers use this strategy in place of the usual worksheet questions on a chapter reading, and when students come to class the next day, you're able to use their responses to construct an organized outline, to plot on a Venn diagram, to identify sequence, or isolate cause-and-effect. Source: http://www.readingquest.org/strat/321.html

Please write down: 3 Things You Found Out 2 Interesting Things 1 Question You Still Have Can also be used to assess interests in a topic!

Please write down: 3 Differences Between Summative and Formative Assessment 2 Similarities 1 Question You Still Have VARIATION:

PLUS / MINUS / INTERESTING D IRECTIONS: Review this graphic organizer and enter your own ideas about the pluses, minuses, and interesting aspects of ______________________________ + Pluses of [Topic] _ Minuses of [Topic] ! Interesting parts of [Topic]

One-Minute Essays/Questions/Posters 1. Give students an open-ended question and one to three minutes to write/draw their answers. 2. Collect the papers/posters and use for promoting discussion, identifying misconceptions, or confusion. 3. Photocopy samples of the papers to use with your reflections.

- How is __________ similar to/different from ________________? - What are the characteristics/parts of _______________________? - In what other ways might we show show/illustrate ___________? - What is the big idea, key concept, moral in _________________? - How does ________________ relate to ____________________? - What ideas/details can you add to _________________________? - Give an example of ____________________________________? - 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 ___________? - What alternatives should be considered ____________________? - What approach/strategy could you use to ___________________?

Directions: Fill in each section precisely with as few words as possible. Once you have filled out each column create a grammatically correct sentence that connects all of the completed sections cohesively. Who? ___________________________________________ Does What?_______________________________________ To what or whom? __________________________________ When? __________________________________________ Where? __________________________________________ How? ____________________________________________ Why? ____________________________________________ Create your one-sentence summary: One-Minute Summary (template or scaffolding strategies)

Three-Minute Pause The Three-Minute Pause provides a chance for students to stop and reflect on the concepts that have been introduced in order to make connections to prior knowledge and seek clarification. 1) Summarize Key Ideas Thus Far. The teacher instructs the class to divide into groups of three to five students. Then, the teacher gives the groups a total of three minutes to reflect on what they have learned by first quickly summarizing the information. 2) Add Your Own Thoughts. Next, the students should consider prior knowledge connections they can make to the new information. Suggested questions: What connections can be made? What does this remind you of? What can you add? 3) Pose Clarifying Questions. Students should ask themselves the following questions: Are there things that are still not clear? Can you anticipate where we're headed? Can you probe for deeper insights?

K What I know W What I want to know/learn L What I’ve learned (so far) K-W-L Charts Prior Knowledge Content Acquisition

K What I know W What I want to know/learn L What I’ve learned (so far) Please complete

1. Stand in two concentric circles, inside circle facing out, outside circle facing in. 2. Students face a partner, share on topic being addressed/ question being asked, etc. 3. Students share gambits 4. Students rotate 1 (or 2,3,4) places. 5. Students, now share on the topic being addressed/question being asked, etc 5. Students, now share on the topic being addressed/question being asked, etc. INSIDE/OUTSIDE CIRCLE 154

A-Z Brainstorming oStudents are grouped in teams of four (unless odd number then twin or one group of 5) oOne student is assigned the role of the recorder OR the paper and the pen rotate so all students record oTeacher presents an idea, topic, unit, theme etc.. (e.g. Holidays) oStudents brainstorm words beginning with each letter relating To the topic (e.g. apple bobbing, balloons, cobwebs,. Deck the Halls etc..) oReview team’s lists checking off duplicates and asking for justification of relationship if needed

1. Each student receives a card with a word, picture, or symbol on it. 2. Students must walk around the room until they find the person who has the match to their card, stand beside their partner once found. 3. Encourage students to do this without talking. 4. Students should be given a specific amount of time to find their partner. When time is called, students should stop where they are. 5. Have students switch around cards and play again. MIX AND MATCH

1.Number off 1-3 and get into your appropriate numbered group. 2.You will all be changing this traditional pen and paper test to a cooperative learning structure to be used for formative assessment purposes.

What Can You Tell Us about Rome? 1.What country is Rome in? 2.What does “civilization” mean? 3.Give some examples of different civilizations? 4.Name any famous Roman people. 5.Many things in our county and culture came from the Romans. What can you think of? Developed by Denise Murphy and Beth Ann Potter

1.Number off 1-3 and get into your appropriate numbered group. 2.You will all be changing this traditional pen and paper test to a cooperative learning structure to be used for formative assessment purposes. 3.Group 1 will change the pen and paper test to create an inside outside structure. 4.Group 2 will change the pen and paper test to an A-Z brainstorming activity. 5.Group 3 will change the pen and paper test to a Mix ‘n Match structured activity. 6.Each group will need to perform or direct the group to perform the assessment. 7.You will have only 5 minutes to develop your activity.

Self Reports Often accompanied by Likert self rating scales

Likert Scales A scale that reflects student performance by means of descriptives. Descriptors vary according to teacher preference. Not Yet Getting Going Complete Practice Scale Touchdown25 Yard LineLine of Scrimmage75 Yard Line Home at LastKick StartedStalledOn the Road DarknessDawn is BreakingTotal DaylightSunrise ExpertApprenticeNovicePractitioner Trucking Along

Prior Knowledge Excellent OK Needs Work I know lots. I could be the teacher! I visited … I do this all the time… I read __ books about…. I hate this subject and don’t care I don’t know anything about it I never do this I can’t do this I know something about this I do this sometimes I have some questions

Likert Excellent Good OK Poor I know lots. I could be the teacher! I consider my students’ MI profiles when I plan my units I use at least 5 different intelligences in each unit I teach I own & have read at least 1 book on this. I have heard of this but really don’t know much about it I seldom/never overtly plan my lessons based on MI I want to learn much much more about this I know about MI I use MI quite a bit when I plan my units I have been to one workshop on this before I know how many intelligences there are but can’t tell you them I have heard about MI I use MI sometime when I plan my units I’ve attended an inservice/worksho p on this before I need to learn more

Performance Tasks Act out…. Create a rap/jingle Create a pamphlet/brochure Create a game…. Draw a ….. Create a collage Write directions for …. Write a play…. Write a letter ….. Problem Solving Activities (especially useful for identifying misconceptions) Journaling Internet Resources (e.g., www.exemplars.com) www.exemplars.com ETC. To evaluate performances, typically involves use of one or more likert scales or a rubric.

Rubric Template Name: ________________________________ Date: ________________________ Group Members: ___________________________________________ (if applicable) Project: _______________________________ Due Date: _____________________ Criterion #3: __________ ______________________________________________________ __________ Criterion #2: _____________________________________________________ __________ Criterion #1: _______________________________________________________ _________ _

The Best Birthday Party Name: ________________________________ Date: ________________________ Group Members: ___________________________________________ (if applicable) Project: _______________________________ Due Date: _____________________ Criterion #3: __________ ______________________________________________________ __________ Criterion #2: _____________________________________________________ __________ Criterion #1: _______________________________________________________ _________ _

LevelUnderstanding Strategies, Reasoning, Procedures Communication NoviceThere is no solution, or the solution has no relationship to the task. Inappropriate concepts are applied and/or procedures are used. The solution addresses none of the mathematical components presented in the task. No evidence of a strategy or procedure, or uses a strategy that does not help solve the problem. No evidence of mathematical reasoning. There were so many errors in mathematical procedures that the problem could not be resolved. There is no explanation of the solution, the explanation cannot be understood or it is unrelated to the problem. There is no use or inappropriate use of mathematical representations (e.g. figures, diagrams, graphs, tables, etc.). There is no use, or mostly inappropriate use, of mathematical terminology and notation. ApprenticeThe solution is not complete indicating that parts of the problem are not understood. The solution addresses some, but not all of the mathematical components presented in the task. Uses a strategy that is partially useful, leading some way toward a solution, but not to a full solution of the problem. Some evidence of mathematical reasoning. Could not completely carry out mathematical procedures. Some parts may be correct, but a correct answer is not achieved. There is an incomplete explanation, it may not be clearly presented. There is some use of appropriate mathematical representation. There is some use of mathematical terminology and notation appropriate of the problem. PractitionerThe solution shows that the student has a broad understanding of the problem and the major concepts necessary for its solution. The solution addresses all of the components presented in the task. Uses a strategy that leads to a solution of the problem. Uses effective mathematical reasoning. Mathematical procedures used. All parts are correct and a correct answer is achieved. There is a clear explanation. There is appropriate use of accurate mathematical representation. There is effective use of mathematical terminology and notation. ExpertThe solution shows a deep understanding of the problem including the ability to identify the appropriate mathematical concepts and the information necessary for its solution. The solution completely addresses all mathematical components presented int he task. The solution puts to use the underlying mathematical concepts upon which the task is designed. Uses a very efficient and sophisticated strategy leading directly to a solution. Employs refined and complex reasoning Applies procedures accurately to correctly solve the problem and verify the results. Verifies solution and/or evaluates the reasonableness of the solution. Makes mathematically relevant observations and/or connections. There is a clear, effective explanation detailing how the problem is solved. All of the steps are included so that the reader does not need to infer how and why decisions were made. Mathematical representation is actively used as a means of communicating ideas related to the solution of the problem. There is precise and appropriate use of mathematical terminology and notation.

Will It Decompose? The United States generates almost 200 million tons of solid waste a year, so where does all of the garbage go? In this investigation, we are going to spend a month finding out if different materials will or will not decompose. We will be predicting how long we think it will take – by the number of weeks – and discuss whether each material is healthy or not for the Earth if it remains in the soil. We will observe and collect data on the materials in our tubs of soil at the end of 2 weeks and at 4 weeks to verify our predictions and results. 1 23456 Work is basic and lacks initiative Work shows initiative and has some correct conventions Work has many correct conventions and some creativity Work shows creativity and attention to detail Work has correct conventions, shows creativity and great attention to detail along with novel ideas Work has correct conventions, shows creativity and great attention to detail along with novel ideas and is presented well.

Will It Decompose? The United States generates almost 200 million tons of solid waste a year, so where does all of the garbage go? In this investigation, we are going to spend a month finding out if different materials will or will not decompose. We will be predicting how long we think it will take – by the number of weeks – and discuss whether each material is healthy or not for the Earth if it remains in the soil. We will observe and collect data on the materials in our tubs of soil at the end of 2 weeks and at 4 weeks to verify our predictions and results.

Fourth Grade

http://www.uwstout.edu/soe/profdev/rubrics.shtml

Fourth Grade

Problem Solving Observation 1. Give the class a complex problem to solve. Ask them to work in pairs. 2. Good problems will have more than one part and will require students to explain their thinking to each other. It may be helpful to use problems that require students to show their thinking in more than one way. Examples of showing their thinking in more than one way might include graphing, diagramming, explaining how someone with a different perspective might answer the question, and generating examples. 3. Join one of the groups while they work. Have in mind that you are observing and focus in a way that you can write down later what you observed. You may find it helpful to jot down 2 or 3 words during this observation to prompt your recall later. 4. Prompt students to explain their thinking to each other. Ask them to say aloud what they are thinking while they are solving the problem. Prompt them with questions such as “Why” “how are you deciding to” or “What were you thinking about when you did that.” 5. As soon as practical jot down notes about what you observed-especially including notes about student’s problem solving process and what they understand about the process.

Mr. Martinez placed a thermometer in a cup of very hot water. His student watched what happened to the thermometer. Immediately the level of red liquid in the thermometer went up. His students disagreed about why the red liquid in the thermometer rose when the thermometer was placed in hot water. This is what they said: Jean-Paul: “The hot water pushed it up.” Pita: “The mass of the red liquid increased.” Jonathon: “The heat inside the thermometer rises. ” Jimena: “The air inside the thermometer pulls it up.” Molly: “The molecules of red liquid are further apart. ” Gretta: “The number of molecules in the red liquid increased.” Keanu: “The molecules of the red liquid are getting bigger.” Which student do you most agree with? ___________________________ Explain why you think that student has the best explanation. ____________________________________________________________________

Molly has the best answer. A thermometer is a close system. It operates on the principal that the fluid inside (usually alcohol or mercury) expands when heated and contracts when cooled. ELEMENTARY STUDENTS …use thermometers to measure the temperature of objects and materials MIDDLE SCHOOL STUDENTS …continue to use thermometers. They learn how a thermometer works and should be able to explain how it operates at a substance level – most substances expand or contract when they are heated or cooled. HIGH SCHOOL STUDENTS …deepen their understanding of kinetic molecular theory and relate the thermometer phenomenon to particle ideas about thermal expansion. This probe is directly related to the National Science Education Standards (NRC 1996), Benchmarks for Science Literacy (AAAS 1993), and National Science Store Publications and NSTA Journal Articles.

Musical Tunes & Raps Example Using the melody of a popular song or create a rap which clearly identifies and explains the six founding principles of the Constitution

Prompted Unprompted NOTE: Can also address interests

Idea Spinner The teacher creates a spinner marked into 4 quadrants and labeled “Predict, Explain, Summarize, Evaluate.” After new material is presented, the teacher spins the spinner and asks students to answer a question based on the location of the spinner. For example, if the spinner lands in the “Summarize” quadrant, the teacher might say, “List the key concepts just presented.”

Choice Boards Choose Three… 1. Written Test 2. Project 3. Create Rap 4. Create Collage 5. Open book test 6. Team Activity 7. Create powerpoint pres. 9. Create board game 10. Be the Teacher

1 = 2 = 3 = … 1 2 3 4 5 4 1 2 3 4

Strategy LinguisticLogical-MathematicalSpatialMusicalBodily-KinestheticInterpersonalIntrapersonal NaturalistExistential Assessing Prior Content Knowledge/Content Acquisition Worksheet Get out your Assessing Prior Knowledge/Content Acquisition Worksheet

1.Get out your Assessing Prior Knowledge/Content Knowledge Worksheet 2.Find a partner who teaches your content and sit together. 3.Review the variety of strategies for conducting formative assessments. 4.Complete the worksheet checking the top one or two (max) intelligences associated with each assessment strategy.

5.Find another team from your same grade level and share your ideas charts. If any gaps, create an assessment strategy. 6.Process out.

As a result of this workshop, participants will: 1.Know the differences between summative and formative assessment. 2.Have an array of tools to formatively assess student learning profiles & preferences in order to differentiate instruction. 3.Have an array of tools to formatively assess student interests in order to differentiate instruction. 4.Have an array of tools to formatively assess student affect in order to differentiate instruction. 5.Have an array of tools to formatively assess student progress toward learning content in order to differentiate instruction.

1.With your partner, agree on a standard which you will teach to your students. (2 minutes) 2. Briefly (2 minutes) write down the critical concepts and details you want the student to know and/or demonstrate as a result of your teaching. 3.For 3 minutes identify four ways to determine your students’ content acquisition of the focus of your instruction. The four ways need to allow students to demonstrate what they know in different ways.

Assume you have a student who does not read, has a short attention span, communicates some but certainly not as well as his/her age-similar peers. Spend 10 min to identify at least three different strategies for assessing this student’s prior knowledge/content acquisition of the unit of instruction you selected Process Out

Consider: TIERED INSTRUCTION “A Different Spin on an Old Idea.”

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.

Creating Multiple Paths For Learning Key Concept or Understanding Struggling With The Concept Some Understanding Understand The Concept READINESS LEVELS Reaching Back Reaching Ahead

IDENTIFY OUTCOMES WHAT SHOULD THE STUDENTS KNOW, UNDERSTAND, OR BE ABLE TO DO? THINK ABOUT YOUR STUDENTS PRE-ASSESS READINESS, INTEREST, OR LEARNING PROFILE INITIATING ACTIVITIES USE AS COMMON EXPERIENCE FOR WHOLE CLASS GROUP 1 TASK GROUP 2 TASK GROUP 3 TASK

Subject: Language Arts (3 rd -5 th grade) Key Concept: Book Report and Presentation Tiered According to Ability and Readiness Background: As in any class the book report is an important way for students to discuss the books they are reading and for them to do some writing about the book in question. With so many different learners in each class students will be reading at different levels. Books need to be appropriately picked as does the form of book report. Higher leveled students need more challenging tasks and lower leveled students need less intrusive tasks. Each of the following has been designed considering each type of student's needs.

Below Grade Level Diorama Book Report Students will do different illustrations and paragraphs on paper and glue them into their box after completion. All inside sides are used except the inside top. Back - students illustrate the setting of the book and write the book title on the picture. Side - students illustrate the main character. Side - students illustrate the their favorite scene. Bottom - students summarize the plot in paragraph form. Grade Level Paper Bag Book Report Use a lunch size paper bag and have students create a written plan for their report, including 5 items to go on the inside as well as what will be on each part of the outside. Inside - students will collect and put in 5 things that describe parts of the book. Front - students write the title, author, and publisher. Back - students illustrate their favorite scene. Side - students summarize the plot in paragraph form. Side - students describe the main character. High Achievers Folder Book Report Use 14 x 11 inch paper, preferably heavier paper,and fold it into a folder. On each side students will describe a part of the story in a different way. Front - students illustrate any picture to describe the book. Inside - students summarize the plot in paragraph form. Inside - students describe and illustrate the main character. Back - students critique the book and forward their recommendation. Book Reports:

Subject: Grade 9 Science Key Concept: Data Collection and Inference Tiered according to ability and interest Background: After studying the organization of data and making inferences students are assigned a project where they must create their own study/experiment with a basis on data collection. Due to the high number of students high school teachers teach, there is less opportunity to truly understand their abilities, therefore tiers for this projects are made up according to successes. Tier I - below average success or students lacking drive in the course. Tier II - average success students. Tier III - advanced learners. Within each tier students make choices, based on interest, of which project they wish to do. Projects: It is beneficial to have books containing experiments and studies on hand for the students to look at. students learn from examples! Technology Link: Create a hotlist of sites to use for Science experiments on FilamentalityFilamentality

Tier I Use a variety of pre-made experiments, where the students choose and organize the data collected. These students often procrastinate, use judgment rather than scientific inferences, and achieve low because of a lack of comfort in the subject or academic. When you take away the 'wonder' time you allow these students to move right into achievement. Tier II Students will attempt a suggested topic to work within. For example, suggest the group do a behavioral study. One student may study the effects on one's success with vocabulary when being rushed compared to the success of someone not being rushed. Student's will see how moods and frustrations play a part in success. Students in this tier are appropriately challenged because they are creating, but you have taken away the weeks of wonder by making a general suggestion for the group. Tier III Students will create their own study or experiment. Most of these students have mastered the experimental process and data collection. Therefore, the real learning and appropriate challenge is the process of planning their own experiment From: http://wblrd.sk.ca/~bestpractice/tiered/examples.htmlhttp://wblrd.sk.ca/~bestpractice/tiered/examples.html

5.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. 6.Assess to identify scaffolding strategies & accommodations Continually Assess 1.Assess to get a sense of students’ reading skills. 2.Assess learning profiles and preferences 3.Assess interests 4.Assess affect

Accommodation “An accommodation is a support provided to a student that facilitates access to learning and does not alter academic performance standards.” (Falvey, Blair, Dingle and Franklin 1996) Modification Subject matter is altered or the performance level expected of the student is changes. A curriculum modification is made when a student is either taught something different from the rest of the class or taught the same information but at a different level. Scaffolding Provide Support Needed for a Student to Succeed in Challenging Work (Tomlinson, 2001)

Self Reports Observations Anecdotal Notes During Instruction IEPs

Continually Assess 1.Assess to get a sense of students’ reading skills. 2.Assess learning profiles and preferences 3.Assess interests 4.Assess affect 5.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. 6.Assess to identify scaffolding strategies & accommodations. 7.Assess progress toward IEP goals and objectives.

1.Determine What to Teach 2.Select the Tool and Pre-assess the students 3.Compile and Analyze the Pre-assssment Data 4.Brainstorm a Quantity of Activities 5.Design a Quality Plan 6.Assess the Plan 7.Teach the Plan 8.Strategically Readjust the Plan 9.Assess After the Learning Chapman & King, 2005, p.180

1.Determine What to Teach 2.Select the Tool and Pre-assess the students Chapman & King, 2005, p.180

1.Determine What to Teach 2.Select the Tool and Pre-assess the students 3.Compile and Analyze the Pre-assssment Data “Too often this important step in planning is ommitted. Start the student at his or her knowledge base and move along the learning continuum, according to the student’s individual needs. Fill in the gaps. If no holes exist, enhance the student’s knowledge, skills, or interests. … When it is obvious that a student missed important information, the teacher must move the student from where he or she is and build the foundation for learning by adding to his or her skills and knowledge base.” Chapman & King, 2005, p.182

1.Determine What to Teach 2.Select the Tool and Pre-assess the students 3.Compile and Analyze the Pre-assssment Data 4.Brainstorm a Quantity of Activities 5.Design a Quality Plan A.Label the styles and intelligences B.Fix the big “O’s” – the overkills and omissions C. Select the appropriate flexible grouping designs T (total) A (alone) P (partners) S (small group) 1.Assess the Plan 2.Teach the Plan 3.Strategically Readjust the Plan 4.Assess After the Learning Chapman & King, 2005, p.183

1.Determine What to Teach 2.Select the Tool and Pre-assess the students 3.Compile and Analyze the Pre-assssment Data 4.Brainstorm a Quantity of Activities 5.Design a Quality Plan 6.Assess the Plan 7.Teach the Plan 8.Strategically Readjust the Plan 9.Assess After the Learning Chapman & King, 2005, p.180

RESOURCES Angelo, T. A. & Cross, P. K. (1993). Classroom assessment techniques (2nd ed.). San Francisco: Jossey-Bass. Black, P. and William, D. (1998, March). Assessment and classroom learning. Assessment in Education, pp. 7-74. Boyd, Barry L. (2001). Formative classroom assessment: Learner Focused. The Agricultural Education Magazine, 73, 5. Burke, K. (1999). The mindful school. How to assess authentic learning. Skylight Professional Development. Chapman, C & King, R. (2005). Differentiated assessment strategies. Thousand Oaks, CA: Corwin Press. De Bono, E. (1999). Six thinking hats. Boston: Little Brown. Hanson, H. F., Strong, R. J., Schwartz, R. W., & Silver, P. B. (1996). Learning styles and strategies. Woodbridge, NJ: Thoughtful Education Press. Hyerle, D. (1996). Visual tools for constructing knowledge. Alexandria, VA: ASCD. Keely, P., Eberle, F. & Farrin, L. (2006, 2007, 2008). Uncovering student ideas in science. Vols 1-3. Arlington, VA: NSTA Press Johnson, D. W.; Johnson, R.T.; and Houlbec, E. J. (1993). Circles of learning. London: Routledge Press. Lawler, J. C., Neuber, G. A., and Stover, L.T. (1993). Creating interactive environments in secondary school. Washington:National Education Association. Tomlinson, C.A. (2003). Fulfilling the promise of the differentiated classroom. Alexandria, VA: ASCD.

Questions 211

1. Thank you for coming! 2. Post test 3. EdPro Evaluation 4. TASL Evaluation, TASL Cards, … (TASL seekers)

www.edprodevelopment.com

SEASONAL PARTNERS 214

Kids who struggle with reading don't need a dramatically or categorically different approach [to reading instruction]. We've explored that issue, and they don't need to be walking balance beams, writing in the air, doing esoteric, strange things. What they need is what everyone needs - only they need more of it, with more precision, and with more careful adjustment because they find reading and writing more confusing. The good news is that with this increase in time and careful attention to the details of teaching - and that's really the "rocket science" [of teaching reading] that Louisa Moats talks about - what we find is that virtually all students can make tremendous growth in their literacy. (Feldman, 2009) 215

Glossary of Terms These terms may be helpful in understanding some of the technical language of assessment. Alternative forms:More than one version of the assessment and can be used to compare a student’s performance over time Assessment:The process of collecting information for the purposes of (1) specifying and verifying problems and (2) making important educational decisions about students Commercially Published: Assessment materials that are copyrighted, widely reproduced by a publisher, and sold through catalogs and book orders. Criterion- referenced Current performance referenced to some criterion, such as grade cutoff (e.g., score of 50 required for a pass); mastery (e.g., score of 80 required for mastery); minimum competency (score of 620 required for certification).

DiagnosticAssessment results that provide an analysis of student strengths and areas of reading improvement that are used in developing intervention strategies. Evaluation:The process of analyzing quantitative or qualitative descriptions of student performance & deriving value judgments according to the desirability of the results. Grade-equivalent scoreAn estimate of the grade level corresponding to a given student’s raw score – a highly dubious norm whose and its use is officially discouraged by the International Reading Association Group administered:An assessment that can be provided to more than one child at a time. Individually administered: An assessment that is provided to one child at a time. Glossary Continued (2)

Informal measure: An assessment in which the procedures for administering and scoring the measure are provided in general terms. Individuals who administer informal assessments do not generally follow scripted procedures. Glossary Continued (3) Miscue analysis:An evaluation of oral reading errors used to determine the contextual cues students use in reading. Norm- referenced: An assessment that has been given to a large and representative sample of students with similar and relevant characteristics and experiences as the student being tested. Normal curve equivalent (NCE) The score resulting from partitioning the normal distribution into 99 statistically equivalent sections NCEs can be averaged, unlike percentile ranks.

Glossary Continued (3) Oral responding: An assessment that requires students to respond to test items (e.g. naming letters, reading connected text, or answering comprehension questions) out loud. Percentile rankPercentage of children the same age whose scores a given child’s equals or exceeds. (This is an approximate definition, not the one used in computation.) Percentile ranks cannot be averaged. Production type responses: An assessment that requires students to respond to test items (e.g. reading aloud or writing spelling words) for general evaluation, rather than to point to or select the correct answer. Progress monitoring: Repeated assessment of a skill area or areas, over time, to evaluation individual progress. Assessment results are sensitive to small changes in student performance, quick and easy to administer, and include alternative forms for repeated measurement. QuartileOne quarter of the norming group, permitting a given child’s score to be grossly categorized as falling in one of four sections.

Glossary Continued (4) Research- based: Findings and results reported on the assessments and derived from carefully controlled, methodologically sound, and representative sample of the population. Variations or limits in generalizability are reported. Findings have been replicated. Running record:Analysis over time of student oral reading errors. Scale score:A statistically converted score, usually computed to combine the results of different tests or to weight items differently. Screening:Assessment results that are used primarily to determine an initial level of student strengths and areas for improvement. Often used to determine whether further assessment is needed or it the assessment is appropriate for the student. Sensitive to growth over time: Dynamic assessment that can capture small changes in student performance is considered sensitive to growth. Alternative forms of the same task administered frequently are likely to show growth over time.

Glossary Continued (5) Standardized instructions: Scripted procedures for administering and scoring or the assessment are repeated verbatim for each student who takes the test. The conditions and directions are consistent across administrations. Stanine:One of nine statistically comparable divisions of the population tested, with the fifth positioned in the middle of the normal curve and accounting for 20% of those tested. (Short for “standard nine.” Timed:Students have a specified number of seconds or minutes to completed and assessment task. Examiners use a stop watch or clock to verify the time students take to complete the assessment task. Adapted from: A practical guide in reading assessment joint project of US DOE, IRA published by Health Communications, Inc. and McKenna & Stahl (2003.) Skill grouping:Assessment results that can be used to identify students with similar strengths and areas for improvement for placement into homogenous instructional groups.

Differentiated Formative Assessment to Improve Student Learning Presented by Ed P r o o o Development 1.

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Differentiated Formative Assessment to Improve Student Learning Presented by Ed P r o o o Development 1.

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