Differentiated Instruction

1. Differentiated Instruction Helping Teachers with Assessment, Evaluation & Reporting

2. Setting the Stage for Learning • Before Learning Activity • Each table has been given a specific task related to assessment. • Instruction sheets have been provided for each activity. • You are allowed to work with your table partners or you may work alone. • This will be a timed activity.

3. Brainstorming A – Z Anticipation Guide Interview Personal Survey Four Corners KWLS Human Graphing Activities

4. A Quick Review Definitions and Purposes

5. Defining Terms • Assessment • Involves gathering data • It is NOT a synonym for test • Evaluation • Judging the data • Reporting • Communicating the data • Often done through report cards and conferences

6. Types of Assessment • Pre-assessment (diagnostic) • “Finding out” • Formative (on-going) • Assessment for Learning • “Keeping track” • Summative (final or end) • Assessment of Learning • “Making sure”

7. Planning for Assessment

8. Cleaning the Kitchen • The task/activity … • The problem … • The solution …

9. 7.1 Phys Ed Example • Outcome: • Willingly engage in a variety of movement activities at a moderate to vigorous level of effort in a progression towards twelve consecutive minutes on a consistent basis.

10. How to Make Effective Assessments • Pre-planning is crucial! • Build in the assessment while planning lessons and units • To Think About: • How can resource teachers support classroom teachers in this area? • When can you meet to plan for differentiation?

11. Planning for Assessment • Step 1 – Identify the Outcome • Step 2 – Focus on the Assessment • Step 3 – Identify Prior Knowledge

12. Step One: Identify the Outcome • Taken directly from the curriculum • Outcomes • What students are expected to know and be able to do. • Clearly communicate the outcome to the students

13. Example of a Math 2 Outcome N2.1 Demonstrate understanding of whole numbers to 100 (concretely, pictorially, physically, orally, in writing, and symbolically) by: - representing (including place value) - describing - skip counting - differentiating between odd and even numbers - estimating - comparing two numbers - ordering three or more numbers

14. Step Two: Focus on the Assessment • What will the purpose of the assessment be? • What data or information are you hoping to collect? What evidence do you need? • What is the best way to collect that information?

15. Demonstrate understanding of whole numbers to 100 Concretely Pictorially Physically Orally In writing Symbolically What will the purpose of the assessment be? demonstrate pictorially at end of the unit What evidence do you need? All numbers from 1 – 100 All in order from 1 – 100 What is the best way to collect that information? Is there more than one way I could collect this information? Math 2 Outcome Example

16. Step Three: Identify Prior Knowledge • The purpose of this step is to determine readiness for any outcome. • What skills and knowledge must the students have before learning this outcome? • Teachers should not assume that all students have the background knowledge but instead, should assess to determine readiness. • A pre-assessment could be done to discover students’ prior knowledge.

17. What skills and knowledge must the students have before learning this outcome? Must be able to write all numbers Must understand what is meant by order Demonstrate understanding of whole numbers to 100 Concretely Pictorially Physically Orally In writing Symbolically Math 2 Outcome Example

18. Pre-Assessment “Finding Out”

19. Pre-Assessment – What and Why • What? • Pre-assessment can be diagnostic or “discovery” assessment • Why? • To help determine: • content, skills and strategies you need to teach • misconceptions about a topic or about themselves as learners • how to group students for instruction • the kinds of activities that will support different students

20. When Do We Pre-Assess? • At the beginning of … • the school year (interests, readiness, learning preferences) • a unit of study (readiness, knowledge base) • a new topic (readiness, knowledge) • a lesson (readiness, skills, knowledge)

21. Pre-Assessing • 1 -- Learning Styles • Multiple Intelligence Tests • Learning Preferences • 2 -- Interests • Interest inventories • Questionnaires • Surveys

22. Pre-Assessing • 3 -- Readiness • Does the student have the background knowledge and skills needed to be successful in learning the outcome? • Readiness is not ability!

23. How to Pre-Assess • Daily Journals • Daily Math, Daily Language, Science Starters … • Before Activities • Anticipation Guides, Brainstorming … • After Activities • Exit Slips …

24. KWLS Brainstorming Anticipation Guide Questioning Pre-tests Self-Evaluation Checklists Observations Pre-assessment = Discovery What do you want to know about the student? Other Pre-Assessment Ideas

25. How Can I Support Teachers in Pre-Assessment? • Work together to plan pre-assessment for a unit of study • Co-teach in the classroom • Idea! Try rotating groups that you work with to avoid the stigma that struggling students experience.

26. Formative Assessment “Keeping Track”

27. Formative Assessment

28. Feedback • Feedback can take two forms: marks or comments • Learning how to give proper feedback is crucial! • Food for thought: • If this is still part of the learning/practicing stage, is a mark a valid form of feedback? • When is a comment more valuable for student learning?

29. 2 stars and a wish Marks on the board, not on the sheet Checklist of comments Highlight rubric Adopt the role of coach, NOT the role of corrector, editor, judge Don’t correct! Don’t justify! Guide! Feedback Ideas

30. Exit slips Exit sticky notes Rubrics Signal Cards Fist to Five Questions Conferencing Journal entries Portfolio entries Unit reviews Homework assignments Student opinions Formative Assessment Ideas

31. Exit Slips • Exit slips are written student responses to questions you pose at the end of class • Ask an open ended question or a specific question

32. How Can I Support Teachers in Formative Assessment? • Work together to develop a plan to support the learners who are struggling with readiness • e.g. some students work in a group with support rather than individually • Work together to build in extra supports within the lesson • Provide additional oral instructions • Structure the page for the student (numbered boxes, sticky notes, etc.) • Develop communication format to notify the teacher when a student is experiencing difficulty with a topic/skill

33. Summative Assessment “Making Sure”

34. Summative Assessment • An assessment at the end of the learning activity • Usually for a “grade” or report card mark

35. Forms of Summative Assessment • Written • Oral/Spoken • Performance Tasks • What is the best way for a student to show his or her understanding of the outcome? “Fair isn’t always equal.” Rick Wormeli

37. Tests Performance tasks Oral test Conversations or interviews Product or exhibit Demonstration Portfolios What is the best way for a student to show his or her understanding of the outcome? Summative Assessment Ideas

38. Differentiating for Learning Styles:Summative Product Ideas

39. How Can I Support Teachers in Summative Assessment? • Work together to plan the summative assessment for a unit of study • Develop a different system of recording • Work together to develop an alternative summative assessment • Work together to plan assessment rubrics • Provide on-going support for learners who have not mastered the outcome • e.g. Tying My Shoes

40. Ways of Recording

41. Rubric Resources • Shrock, Kathleen. (1995 - 2003) http://school.discoveryeducation.com/schrockguide/assess.html • Teach-nology: • Rubrics Generator [April, 2003] • WWW4Teachers. (2003) • Rubistar - PBL Rubric Creation Tool[April, 2003]

42. Closure • Follow Up from the Pre-assessment Activity • Brainstorming A – Z, Anticipation Guide, Interview, Personal Survey, Four Corners, KWLS, Human Graphing • Action Plan • What now? or

43. "If students can't learn the way we teach, we must teach the way they learn." Tomlinson