Prepare a “kit” of a minimum of 50 ideas that you can use as formative assessments and ways to differentiate instruction. For each strategy, give the name, describe how to develop and implement it, and provide an example of how you would use it in class.

Choral Response:

A way to engage all students in quick, efficient interactive drills. The teacher may use verbal call outs, flash-card style manipulatives, or an overhead projector. Teacher asks question to all students, who are to answer in unison. This enables the teacher to elicit responses from all students without singling out specific students.

Clothesline:

The teacher creates a line across the room with a string. One side of the string symbolizes "knows well" while opposite side represents "does not understand". On a topic, students are asked how well they know the specific material and place themselves somewhere along this line coinciding with their feelings on the material they know.

Fist of Five:

Students use their five fingers as a scale of one to five where five up means full understanding and all fingers in a fist mean no understanding.

Four Corners:

Teacher creates four corners in the classroom which represent an option or answer that could be given for every question asked. Students go to the corner of the answer of their choosing.

Success!

These 50 strategies are innovative ways of formative assessment after instruction with a class. Even if a teacher practices only 5 of these assessment methods, students learning experiences with benefit from varied ways of eliciting their knowledge.

**Mrs. Spanjersberg's**

**Differentiated Instruction Strategies Kit**

Individual Response Boards:

Each student has a small white board and the teacher asks the class a question for the students record their response on the board

Signal/Pinch Cards:

Fold an index card 4 ways & label the sections 1-4 or A-D. May be used for true/false, multiple choice, or anything of teachers choosing.

Speedometer:

As students assess their own learning, with arms starting out crossed and they move them apart as they understand the material taught.

Windshield:

Students are asked if their “windshields” are clear, buggy, or muddy. This is a self-assessment tool to show understanding of a particular topic.

Exit Cards:

Teacher asks students a question before they leave and they record their answer on a sheet of paper, and turn in. This question could be any formative assessment question from the lesson taught that day. This is a very easy way to assess students' knowledge. I use it many days for my formative assessment!

Entrance Card/Warm Up:

Simply, prior to lesson beginning, teacher asks a question of students to assess prior knowledge and what knowledge needs to be learned for the day.

Index Card Summaries:

Following the lesson, students record what they learned for the day on an index card, summarizing the lesson.

One Minute Essay:

After a lesson has been taught, teacher prompts students to take one minute to write an essay about what was just learned. This should help students remember the lessons better as they reiterate what was taught by summarizing post-lesson in essay format.

Jigsaw

Groups:

Divide students into groups of four. Each group will study one specific topic rather than the whole of the lesson. One person from each group then teaches the whole classroom on the one topic assigned. This is a varied way to cover information, allowing for student-student collaboration.

Three Minute Pause:

Following the teaching of a large amount of information, the teacher asks for silence and students to think freely for three minutes about what they just learned. Notes or picture drawings can represent what they are thinking.

Idea Spinner:

Teacher makes a spinner with "predict", "explain", "evaluate", and "summarize". Teacher reviews something and asks a question asking the students to do whichever instruction they land on when they spin the idea spinner.

Inside-Outside Circle:

After the first round, time to move.Partner A's raise their right hands, move two people to the right to meet with a new partner. Repeat summary w/ partner B going first. Third round: partner B's raise their right hand, move two people to the right, partner A's go first. All students are held accountable for summarizing.

Amazing review tool! Half of students form a circle with backs inside--Partner A. Other half of students form a circle facing a partner from the first circle--partner B. Partner A speaks 1st, summarizing what they learned. Time for one minute, then partner B speaks for the same length of time, adding to the summary.

Think-Pair Share:

Give students time to reflect on what instruction the just learned. Then, pair students, allowing them to discuss the material. Allow the pairs to share their thoughts what they have learned with the whole class.

Circle Maps:

great for defining terms and brainstorming ideas

Bubble Maps:

Good for describing attributes of one term.

Double Bubble Maps:

Great for describing two terms; comparing and contrasting them.

Bridge Maps:

Give a visible pathway for creating & interpreting analogies. For use in developing analogical reasoning or metaphorical concepts. Creates deeper content learning.

Tree Maps:

Ideal for inductive & deductive classifications.

Brace Maps:

Shows parts of a whole & physical relationships of an object. Assists in spatial reasoning.

Flow Maps:

Show sequencing, orders, time-lines, and cycles, as well as relationships between stages and sub-stages of events.

Multi-Flow Maps:

Colored Cups:

Students are given 3 different colored cups. Green means understanding--GO! Yellow means help is needed--SLOW DOWN! & Red means does not fully understand--STOP! I NEED HELP!!! May also be used when monitoring group work.

Graffiti Wall:

Can be done on a white board, poster, or chalk board. Students take turns writing random things related to one topic. Allow creativity!

Shape-ups:

Like think-tac-toe but just instructs students to chose one shape.

Think-Tac-Toe:

Students are given a tic-tac-toe grid and allowed to choose three in a row to do for homework, testing, etc. Allows choice of how to learn!

Homework Checkers:

Once all students have finished their homework, let them go over their answers together. Once they agreed on answers, all homework sheets stapled together and turned in to teacher. This allows teacher to grade one set of homework, all get the same grade.

Pass the Ball:

Students are asked a question by the teacher. The student with the answer is passed the ball. If correct, the student gets to shoot in the basket, if incorrect, they must pass the ball to the next student who has an answer.

RSQC2:

Used as a bell ringer-type activity, students are given 2 minutes to recall/list in order most important ideas from the prior day’s class. Give another 2 minutes, so students can summarize those points in a single sentence. Finally, they write one major question they want answered. As a class, allow students to identify a thread or theme to connect this material to the class’s major goal.

Walking Through the Pages:

This is to get students to give their texts an overlook. Allow three minutes for students to place sticky notes marking their favorite pages. At the end of the 3 minutes, allow students to discuss what they chose. As discussion occurs, teacher will also place a sticky note in his or her book with the name of the student who chose that page. This gives the teacher a good idea of what the students are interested in and the teacher can keep inventory of what of interest was covered.

Ticket Out the Door:

At the end of class, hand students a short essay to respond to. Before they can leave, the must turn in a card with their names and responses on it.

Cubing:

The cube uses Blooms Taxonomy, 6 levels represented by the 6 faces, with a different activity on each. 1. knowledge, 2. comprehension, 3. evaluation, 4. analysis, 5. synthesis, and 6. application

RAFT

Stands for--R=Role, A=Audience, F=Format, T=Topic. This is a great way to encourage creativity and imagination. RAFT motivates students since it appeals to the learning style of youth. It can be presented in many ways and used as a unit hook, a lesson within a unit, an assessment at the end of a unit, a jigsaw, or a test review.

Quick end of lesson formative assessment; students state 3 things learned, 2 ways how the information personally relates to them, & 1 question they may have about the material learned.

3-2-1 Summarizer:

I Have--Who Has:

This game is perfect for review. Each student gets a card with an answer on the top & a question on bottom. One student asks his or her question, the student with the correct answer replies with the answer, and then flips their card & asks a new question. The game continues until all questions have been asked and answered.

Even Dozen:

Teachers have students review material for instruction. Then, students draw 12 boxes. Arrange students in groups & have students write the main concepts in each box. One student begins with talking about a box, labeling it #1. The second student picks a box, and states how this idea relates to the one in #1, labeling it box #2. Continue the cycle until all topics in the twelve boxes are covered.

ABC Review:

Students draw tiles with letters on them from a container. Each student makes a statement about the current topic beginning with the letter chosen.

Divide and Conquer:

Divide the students into groups. Each group is assigned a section of the whiteboard to write on. Each group has different problems/topics to solve/discuss. Each group takes turns answering the problems, but the groups can help each other out.

Designate a wadded piece of paper as the "basketball". Tape three lines on the tiled floor each further away from the trash basket. Each student comes up and answers a question from a flash card. If correct, the student can choose to shot a 10, 20, or 30 point basket.

Trash Basketball:

Hot Seat:

Another use for post-its: write questions on the notes, sticking them under the desks/chairs. Easy way to check for understanding or review for exam.

Students are THIEVES:

Before the beginning of study in the next chapter, students should preview the book selection by reviewing at the

T

itle,

H

eadings,

I

ntroduction,

E

very sentence,

V

isuals & vocabulary,

E

nd-of-chapter questions, and

S

ummary.

Timed Pair Share:

Pair off students & number each in the pair 1 & 2. The teacher picks either 1 or 2 to speak first. The chosen student talks about the assigned topic for a specific amount time. Then his or her partner speaks for that long about another topic.

Wise Sages:

The instructor assigns a topic. Students create as many questions as they can think concerning the topic in 3 minutes. They can put these on post it notes, index cards, or regular ruled paper. The students then go through the questions and intial the ones they know the answer to. All students then take turns picking a question, looking to see who initialed it, then asking the claimed to answer it.

GIST:

The teacher asks students to take out a blank sheet of paper and summarize the main idea for the formative assessment in no more than 25 of their their words. Making sure all points are covered. Then reduce the main idea to 20 words, then 15-10. The end result should be the students' refined "main idea".

Four-Two-One:

Ask students to summarize the main idea of the topic in 4 words. After this, share your 4 words with others and find 2 of the most common and relevant words. Once two words are chosen, narrow the final to 1 main word for the topic.

Vanity Plates:

As the teacher assigns a topic of study, students take on the role of the topic for the purpose of making a vanity plate for a vehicle. Students further study the topic in their books or viable online sources so that they may create their plate. Once complete, students will line up plates side by side and parallel to compare and contrast differences and similarities.

Say it with a Song:

For review, assign students to write a song, poem, or lyric using the vocabulary, terminology, and processes covered. Many students like choosing pop-hits songs. The songs should make sense, showing an understanding of the material covered during instruction.