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Transcript of formative assessment
When you differentiate is it reactive or proactive?
Muddy Waters Bright Ideas
Wheel of Assessment
Think- Pair- Share
Content- Instructional targets you are covering
Process- How they learned it
Product- Showing what they learned
Environment- Structure and Setting
Used at the end of an activity
The teacher can answer questions immediately or reflect for the next planned lesson
3- things you learned
2- things you found interesting
1- question you still have
For Editing Peer Writing
3- Positive things I noticed about your work
2- Questions I still have about your essay
1- Suggestion for the next step
Have you used a 3-2-1? How?
This can be as simple or complex as the situation requires. It can include behavior or learning targets.
1st Think about the topic.
2nd Pair up with a partner.
3rd Share with your partner or class.
Think- Pair- Square and work with a small group.
Students can easily communicate to their teacher how they feel about a topic.
Thumbs up if you feel comfortable with this material
Thumbs in the middle if you are starting to get it
Thumbs down if you need some help with this material
Sorting activities allow the teacher to see who understands material and how quickly they recall information.
Paddles show teachers which individual students understand a concept. This works well for many activities, but we really enjoy using them as review materials. If you don't have paddles, try using plastic plates and Vis-a-vis markers.
Leveled questioning is a perfect way to differentiate instruction. It allows teachers to organize questions based on their difficulty without the students knowing who is getting what level of question. It also improves student participation throughout the lesson.
Try "traffic lighting" homework questions on what students know. Green- No help Yellow- It was hard but I got it Red- HELP!
Also try putting a 3, 2, or 1 on homework or assignments. Students reflect on their own knowledge. 1= it was easy for me, 2= I needed some help, and 3= HELP!!
Try 5 minute diaries and self assessments to build literacy skills.
1. Every day
Improved Classroom Behavior
Communicating Mastery of Skills
Improved Peer Interactions
Higher Order Thinking
Improved Problem Solving
Entry into Higher Level Classes
Social Communication and Negotiating
Assessment based on student knowledge
Smartboards can be used as a center
iPads are used for small groups (Brainpop, QR codes, etc.)
Multiple Formative Assessments
ISU & IWU interns
Differentiating products involves providing varied opportunities for students to show what they have learned. The following are examples of different formative assessments used to get information we need to group students by ability or to pace lessons.
How often do you use formative assessment?
What the student needs to learn or how the student will get access to the information
Baskets in E&R
Varied activities that students are given/choose to make sense of the content
Student Created Lessons
Sometimes it is still difficult
Requires teachers to have an intimate knowledge of student ability
Students need structure
Teachers may need to be okay with 'structured chaos'
Always have the "Plan B"
Give VERY clear directions im multiple ways
Have a student facilitator, written directions, oral directions, check for understanding, have students paraphrase directions
Many students will need a schedule and will need teacher assistance to initiate work
Why giving clear directions is important: What I wanted...
What I got...
The way the classroom works and feels
What do you already know about differentiated instruction?
Not just used as an engaging classroom activity or practice
Voting with your feet
Kathy Schrock's CC Rubric Creator
Ability-based independent work
Multiple Intelligence Survey
How do you encourage authentic student reflection in your own classroom?
How does this assist differentiated instruction?
Differentiated Instruction is a proactively planned, interdependent system marked by:
*High expectations for all learners
*An adjustment of the core content
*Activities that are geared to different learning styles or levels of thinking
*Flexible instructional arrangements
*Providing students with choices
*Acknowledgment of individual needs
Managing the Differentiated Classroom
Routines for handling paperwork
Different colored folders, baskets, bins to handle the influx of materials that are coming in
Strategies for handling transitions
Set a time limit/ timer
Practice acceptable noise levels
Related to needs or content
Allow for choice if possible