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Chapter 12: Planning For Differentiated Assessment

Sped Presentation

Maria Redman

on 28 November 2012

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Transcript of Chapter 12: Planning For Differentiated Assessment

Chapter 12: Planning For Differentiated Assessment "The object of education is to prepare the young to educate themselves throughout their lives." Robert Maynard Hutchins Identify What to Teach Using Ongoing Assessment in Planning 1. Identify the assessment strategy or tool Teaching Assessment Strategies Differentiation: Things to keep in mind Learning Disposition Assessment Tools Summary Analyze individual strengths and needs
Strategically plan for each learner to improve and excel
Set a positive tone
Explore abilities and strengths
Supply assistance and materials
Stress resilience and self-efficacy
Monitor for intervention
Empower learners
Nurture and support
Translate needs and strengths into active learning Identify the specific standard, skill, indicator, or benchmark to teach. Set goals. Select the Assessment Tool and Preassess the Students Find out what the learners know. Identify prior knowledge, interests, and experiences related to the upcoming information. Compile and Analyze the Preassessment Data Examine and interpret the data. Use the information to determine the learner's needs and entry points for instruction. Brainstorm Activities List all possible activities and strategies to teach the information to meet all student's needs identified from data. Layout the Plan Choose the best strategies and activities from brainstormed list and design a plan for instruction that meets the student's needs and matches their interests. Assess the Plan Check and see if all intelligences and learning styles are incorporated in the activities. Provide opportunities for students to work alone and with others. Teach the Students Monitor and assess student learning with the planned formative assessment tools. Assess before and during the learning. Readjust the Plan Revisit, revamp, and adjust the plan to meet individual's needs. Assess After the Learning Identify the skills the student learned and ask what does the student need next. Use this information to set new instructional goals. Content Shows evidence of the knowledge, progress, understanding, and growth that occur during a unit. Process Analyzes the learner's level of engagement. Product Create a result that can be examined. Essential Questions For Planning "Sit, get, spit, forget" "The central function of assessment, therefore, is not to prove whether or not teaching or learning have taken place, but to improve the quality of teaching and learning . . ." 2. Write the name of the strategy in large colorful letters on a poster. 3. Pronounce the strategies name. 4. Ask the student to echo or repeat the pronunciation. 5. Explain the purpose and usefulness of the strategy. 6. Give examples of benefits. 7. Lead a discussion on how people apply this strategy. 8. Model the steps and the strategy. 9. Teach the learner to ask the question, "How am I going to remember this strategy?". data-driven variety on-going plan feedback individualize celebrate!
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