Studying Students •Personally –Interests (current and potential) –Expression style preferences –Product style preferences –Passions –Self awareness •Academically –Readiness –Prior Knowledge
Why ASSESS? Preassessment Formative Summative OF INSTRUCTION FOR INSTRUCTION AS INSTRUCTION
Don’t take time to assess, unless you are going to take action with what you discover.
TRADITIONAL & REVISED INSTRUCTIONAL ASSESSMENT MODEL PRETEST TEACH TEACH TEACH POST TEST ASSIGN GRADES PRETEST ANALYSE DATA POST TEST DI TEACH MONITOR ADJUST TEACH • PRETEST Ainsworth, L & Viegt, D. (2006). Common formative assessments: How to connect standards-based instruction and assessments. Alexandria, VA: ASCD.
EASY TO USE ASSESSMENTS DRA’S STATE ASSESSMENTS OBSERVATIONS LEARNING PROFILES KWL JOURNALS PRODUCTS ENTRANCE/EXIT CARDS
Preassessment Tool: A Modified K-W-L K N W WHAT THE STUDENT ALREADY KNOWS WHAT THE STUDENT NEEDS TO KNOW WHAT THE STUDENT WANTS TO KNOW -Prior Experiences-Knowledge-Skills-Accomplishments-Attitudes Self-rating of current proficiency with unit objectives Interests -Questions -Ideas for exploration or investigation
PRE ASSESSMENT: JOURNALS Ask students to describe processes/ examples or provide reflections related to a curriculum objective TELL ME WHAT YOU KNOW ABOUT FRACTIONS
PREASSESSMENT TOOL: LISTS AND SURVEYS *TELL ME ALL THE WORDS THAT COME TO MIND WHEN I SAY… *NAME ALL THE FACTORS OF______ *NAME THE STATES IN NEW ENGLAND
Reflect With A Colleague… 1.In what ways are these forms of assessment being used in your district? 2.To what extent is each being used effectively? 3.What implications do your reflections have for your move toward differentiated classrooms?
Telling Time: Grade 1 Work with a colleague to review the following samples of 1st grade work. Reflect on how the “critical difference” among these students Mathematics, Grade 1: The student will be able to tell and write time to the hour and half hour on an analogue and digital clock.
Optional Learning Profile Components •Interests •Learning Style/Preferences •Goals •Other?
Exit or Entrance Cards 3 Identify 3 ah ha’s from today’s lesson. 2 Pose 2 new questions you now have 1 Name 1 thing you will remember forever.
Now let’s match The curriculum The most critical learning style -Content - Interest -Process - Learning style -Product - Readiness/Prior knowledge
What is Rigorous Curriculum? Rigor is teaching the proper balance between facts, concepts and principals
DISCIPLINE BASED KNOWLEDGE THEORY ACTIVITIES, TOOLS, RESOURCES AND PRODUCT REPRESENTATIVE TOPICS GENERALIZATIONS PRINCIPLES CONCEPTS FACTS
Rigor is teaching the proper balance between facts, concepts and principals…….
Multiple Intelligence Assignments BEWARE FUN, DIFFERENTIATED… BUT WHAT IS THE OBJECTIVE? WHAT CONCEPT OR PRINCIPAL IS BEING TAUGHT..UNDER NEW STANDARD, MAKE SURE YOU CAN ANSWER THESE QUESTIONS. DOES THIS HAVE CONCEPTS..?
TEACHERS MUST DISTINGUISH BETWEEN Student should be familiar with Possible content for unit WORTH BEING FAMILIAR WITH IMPORTANT TO KNOW AND DO Big idea what we want students to retain INDURING UNDERSTANDING Wiggins, G. & McTighe, J. (1999.) Understanding by design.Alexandria: VA: ASCD
Grade 1 President’s Day, Standard 1: Significant events and themes in U.S. History; GLE: Explain the significance of historical figures and/or history-related holidays EXAMPLE 1 To celebrate President’s Day, Grade 1 teacher, Emily Rosen, planned a special day for her students. She showed students pictures of George Washington and President Lincoln. Then, she had her students paste lengths of black yarn onto a picture of Lincoln to show his beard. They put elastics around their pictures to make masks and wore them in a parade around the school to celebrate this special day. EXAMPLE 2 To celebrate President’s Day, Janet Henry decided to link the holiday to a discussion about leaders. She collected some picture books about presidents, coins of all types, and paper currency in small denominations. She began by giving each child a penny, and asked her students to tell her about the face on the coin. Then, she asked them a series of questions: Whose face is on the coin? Do other coins have different people on them? What might you have to do to get your face on a coin? Some students wanted to find out more about famous American presidents. She had a separate conversation with these students about Lincoln and birthday celebrations. She made a mental note to watch the kids who wanted to learn more for other opportunities to facilitate their learning in this area. **Rigor?
KUDs UNDERSTAND *CONCEPTS *PRINCIPALS *CONTENT *SPECIFIC RULE KNOW *FACTS *VOCABULARY *DATES *PLACES *NAMES DO *THINKING SKILLS *PLANNING SKILLS *DOING SKILLS LET’S TAKE A LOOK AT WHAT EACH IS……..
1. Before beginning any unit, decide what you want students to Know (K), Understand (U), and Do (D.) Keep in mind the following elements that differentiate each of these processes. Know: (facts, vocabulary, definitions, places, information) Example: Multiplication tables Understand: (essential truths, principles and generalizations, big ideas of a discipline, I want students to understand that…) Example: I want students to understand that multiplication is another way to add numbers Do: (basic skills, thinking skills, planning skills, uses verbs or phrases) Example: Students solve problems requiring multiplication 2. Use the chart as a framework to guide instruction. 3. Display the KUD chart so students know the expectations . Tomlinson, Carol Ann. “Educators at Work: Differentiating Curriculum and Instruction.”
Fractions, Grade 5 •Know: –Sums, differences, estimate •Understand: –That fractions are part of a whole –That our previous understanding about multiplication and division can help us understand how to multiply and divide fractions •Do: –Use strategies (e.g., equivalent fractions) to add and subtract fractions –Explain why the procedures for multiplying and dividing fractions make sense Grade 5 CCSS Number and Operations
KUD TEMPLATE KNOW: UNDERSTAND: DO:
In a Differentiated Classroom…… The teacher may vary the KNOWS and Dos with caution and based on evidence that a student needs to learn backwards and forward to catch up- or that a student needs to move ahead in order to keep learning The UNDERSTANDS are the constant fulcrum on which differentiation pivots for all students
Which ONE Difference Will I Address With Choice Prior Knowledge? Learning Styles? •Interests? Reading Ability?
BEGIN WITH A FEW INSTRUCTIONAL STRATEGIES THAT WORK FOR YOU AND YOUR CHILDREN