* Jacque Melin – GVSU www.formativedifferentiated.com

[email protected]

* Anything about “informative assessment.” *

*

By the end of this workshop, you should be able to say…

* I can use

routine

formative assessments during my lessons everyday.

* I can use

reflective

formative assessments during some of my lessons.

* I can create

student-involved rigorous

formative and summative assessments.

* A quick review

* * Takes place happening;

WHILE

the teaching/learning is *

Coaching

students to hit a series of

learning targets;

* Making students

partners

their learning; *

Descriptive

feedback and part of instruction; * Assessment

FOR

learning.

in

*

*

“I can…” statements

*

Statements of intended learning.

*

Statements that describe how we will know that we have learned it.

*

Should be posted, not just shared verbally.

*

Christina Hank http://turnonyourbrain.wordpress.com/

“I CAN…” Statements

I CAN identify the steps in the scientific process I CAN describe the purpose of each step in the scientific process I CAN use the steps in the scientific process correctly I CAN make observations about the world around me I CAN ask questions about the observations I make I CAN create an investigation to answer the question I ask I CAN carry out the investigation I have created I CAN record data and information that I find from my investigation I CAN communicate the results of my investigation through discussions, graphs and charts or another form that I see fits I CAN look over my observation, questions, investigation and results and form a conclusion to my original question.

GOT IT!! Still working on it I need some more time

* * A judgment, usually communicated by a

grade score

, about how well students achieve the final learning targets; or *

Evaluative

feedback and after instruction; * Assessment

OF

learning.

Informative Assessment

Name: Date: Place: From Fogarty & Pete – Wildly Exciting, 2010

Take Away Window:

Routine Assessments Everyday, All day

Routine Assessments Everyday, All day

 Think-Pair-Share  Exit Cards  Signaling

Unobtrusive

* • • • • • •

Think-Pair-Share

Alphabet Graffiti Card Trick Dry Erase – Back-to Back Boards Onion Circle On a Roll Spinner • • • • • • • •

Exit Cards

Entrance/Exit Cards Bump in the Road or Fogginess Letter to Principal or Parents Most Valuable Points Quick Write/Quick Draw Synectics Twitter Post Padlet– Web 2.0

• • •

Signaling

Magnets/Post-Its Windshield Check Use of Technology

*

J K L M A B C D E F G I H * X Y Z N O P Q R S T U V W From Fogarty & Pete – Wildly Exciting, 2010

* * Each student picks a playing card.

* When the teacher asks a question or gives a problem, discuss it with your partner. * The teacher will say something like, “all red cards stand” or “all Kings stand.” * The teacher will pick someone who is standing to respond.

* * You and your partner each get a mini-white board and stand back-to-back.

* The teacher asks a question and you each answer on your board.

* When the teacher says “turn around” you show each other your answers and discuss.

*

Outside/Inside Circle

* Inside and outside circles of students face each other. * Within each pair of facing students, students quiz each other with questions they have written or problems they have created.

* Outside circle moves to create new pairs.

* Repeat.

* * Each table rolls a number cube * Students at the table answer the question that corresponds to the number rolled * Can be used for several days over the course of a topic of study

* 1.

2.

3.

4.

5.

6.

Write a question someone should be able to answer after hearing this lesson.

Explain the most important idea in the lesson in a way a first-grader could understand.

Draw a picture that represents the main idea of the lesson.

Tell which part you found to be the most confusing.

If you were going to learn more about this topic, what would you choose to investigate.

Write a headline for a newspaper article about today’s lesson.

* * In response to a teacher prompt or question, students THINK, * Then PAIR (discuss with a partner), * And then SHARE ideas with the whole class – only those whose number is called (using the spinner) share.

SPIN

1 7 8 6 5 2 3 4

SPIN

1 7 8 6 5 2 3 4

SPIN

1 7 8 6 5 2 3 4

SPIN

1 7 8 6 5 2 3 4

SPIN

1 7 8 6 5 2 3 4

SPIN

1 7 8 6 5 2 3 4

SPIN

1 7 8 6 5 2 3 4

SPIN

1 7 8 6 5 2 3 4

Unobtrusive

* • • • • • •

Think-Pair-Share

Alphabet Graffiti Card Trick Dry Erase – Back-to Back Boards Onion Circle On a Roll Spinner • • • • • • • •

Exit Cards

Entrance/Exit Cards Bump in the Road or Fogginess Letter to Principal or Parents Most Valuable Points Quick Write/Quick Draw Synectics Twitter Post Padlet – Web 2.0

• • •

Signaling

Magnets/Post-Its Windshield Check Use of Technology

*

*

Name

*

Answer:

*

Rate yourself: 1 = high confidence 2 = medium confidence 3 = I’m not sure on this Would you help someone else learn this?

YES Not at this time

* * Write down something from the lesson that they find confusing or difficult.

* Collect responses and review, OR * Form small groups and ask students to share their “bumps” and seek clarification.

* * Write a short letter to the principal/parent telling him or her all of the ideas you have learned about this week.

* * Students list * 3 new ideas * 2 connections * 1 question * 1-sentence summary * Betsey Kennedy

3 Pointer (3 New Things You Learned)

*____________________________________________ _____________________________________ *____________________________________________ _____________________________________ *____________________________________________ _____________________________________

2 Pointer (2 Connections You Can Make)

*____________________________________________ _____________________________________ *____________________________________________ _____________________________________

Foul Shot (What Question Do You Have?)

*____________________________________________ _____________________________________ * Betsey Kennedy

Quick Write/Quick Draw

Science

Sequence/steps/cycles/processes Scientific principles Content-area vocabulary

Math

Steps in a process

Social Studies

Important events/turning points/conflicts Elements of civilization Highlights of an era Content-area vocabulary

ELA

Character/key figures/attributes Setting/conflict/problems & solutions Beginning, middle, end Symbols/themes From

25 Quick Formative Assessments for a Differentiated Classroom

* * Teacher selects an important topic * Students list 4 unusual items (unrelated to topic) * Students create a relationship between the topic and each of the 4 items * Betsey Kennedy

a school because a car because

A cell is like…

a television because a book because * Betsey Kennedy

* * Can be used as a Ticket-Out-the-Door * Students summarize what they learned using no more than 140 characters

O E E K T E F S E A S O S N N U R M C T T I G E T D M E H U T S H E N A S A N E D H S E C P T R E T T S E Y I I S N S S P R T A V H R U C I E E K ‘ N S A O O C L N S D O N N P T A P O S R I S S W S W T M I O S T E H A A A N E T A R T .

A A K B FORMATIVE ASSESSMENT HELPS TEACHERS KNOW A STUDENT’S STRENGTHS AND WEAKNESSES SO THAT THEY CAN MAKE DECISIONS ABOUT APPROPRIATE INSTRUCTION.

* Betsey Kennedy

* * http://www.padlet.com

Unobtrusive

* • • • • • •

Think-Pair-Share

Alphabet Graffiti Card Trick Dry Erase – Back-to Back Boards Onion Circle On a Roll Spinner • • • • • • • •

Exit Cards

Entrance/Exit Cards Bump in the Road or Fogginess Letter to Principal or Parents Most Valuable Points Quick Write/Quick Draw Synectics Twitter Post Padlet – Web 2.0

• • •

Signaling

Magnets/Post-Its Windshield Check Use of Technology

*

* *

*

No clue I’ve heard of this.

I know a lot about this.

I’m an expert on this.

*

* *

Includes all types of questions

*

Doesn’t require individual student Google account

*

Minimal set up time

* *

Instant feedback in seconds.

*

Use cell phone or any other device connected to the internet

*

Poll

* *

Mobile studying!!

*

Digital flashcards and games.

*

Quizlet preview

* *

Needs cell phone/internet capable device

*

m.socrative.com

*

Room # 7615

As a team of educators: Discuss with your peers the Routine strategies you intend to use.

Reflective Assessments Many days, Deliberate ways

Reflective Assessments Many days, Deliberate ways

 Agree/Disagree Questions  Human Graph  Student Portfolios  Checklists and Rubrics

Reflective Assessments Many days, Deliberate ways

 Agree/Disagree Questions  Human Graph  Student Portfolios

All of these promote self-assessment self-reflection and Goal Setting

 Checklists and Rubrics

*

Anonymous Pre-Assessment

* Number paper from 1-5 * Answer questions in the following way: * 5 : I do this on an ongoing basis, or this happens all the time in my classroom * 4 : I do this frequently, or this happens frequently in my classroom * 3 : I do this sometimes, or this sometimes happens in my classroom * 2 : I do this infrequently, or this happens infrequently in my classroom * 1 : I don’t do this, or this doesn’t happen in my classroom

*

Question #1

*

I understand the relationship between assessment and student motivation and use assessment to build student confidence rather than failure and defeat.

*

Question #2

*

I articulate, in advance of teaching, the achievement targets my students are to hit.

*

Question #3

*

My students describe what targets they are to hit and what comes next in their learning.

*

Question #4

*

My students are actively, consistently, and effectively involved in assessment, including learning to manage their own learning through the skills of self-assessment.

*

Question #5

*

My students actively, consistently, and effectively communicate with others about their achievement status and improvement.

*

Rigorous Assessments Some days, thought provoking ways

Rigorous Assessments Some days, thought provoking ways

 Selected Response, Extended Written Response  Student Involved Item Analysis  Performance Assessments (PBL)

*

Have students indicate if they are sure or unsure for each question

Multiple Choice: Circle the letter that best answers the question. Color in the face indicating whether you are sure or unsure about the answer.

(1 point each)

1. What is the name of this coin?   A. penny B. nickel C. dime D. quarter Note that capital letters should be used for the distracters.

*

Include a Student Analysis Piece

Correctives

Enrichment

Enrichment (continued)

Name ______________________________ STUDENT ANALYSIS PAPER Question

1

Learning Target

I can name each coin.

I CAN do this! I am still learning about this!

2 3 4 5 6 7 8 9 10 I can name each coin. I can name each coin. I can name each coin. I can tell the value of each coin. I can tell the value of each coin. I can tell which group of same coins has more value. I can tell the value of a group of same coins. I can tell the value of a group of same coins. I can write the value of a group of coins using the cent symbol.

Station for Practice

Pot of Gold! Money game Pot of Gold! Money game Pot of Gold! Money game Pot of Gold! Money game Smart Board Money Match Smart Board Money Match Who Has More? Mystery Money Mystery Money Mystery Money Correctives

Pot of Gold!

This is a board game with pictures of different coins arranged in a game board format. A student rolls a die and moves the game piece that number of spaces. Before the next player rolls, the student has to say the name of the coin. The Math Helper has to give a thumbs up if it is right, or a thumbs sideways if they should try again. Then, it is the next player’s turn.

Smart Board Money Match

This is an interactive game created using the Notebook Software for the Smart Board. A student selects two cards to touch and flip. If the cards match a picture of a coin to the correct coin value, the student has to show the Math Helper a thumbs up. If the Math Helper agrees the cards are a match, he/she will return the thumbs up or put a thumb sideways to try again. If the cards do indeed match, the cards remain flipped over as a match. If the cards do not match a picture with a coin value, the cards are flipped back over. Correctives

Who Has More?

Students will work in groups of two or three. The Math Helper will monitor the groups assisting where needed. One student in a group will roll a number die and a money die. The number die will show how many coins to grab from the money bank and the money die will show the type of coin to select. The student will grab the money, count the money and say, “I have ____.” The partner student will repeat directions. The partner with the most money will say, “_____(amount of money) is more than _____ (partner amount of money).” Students will put the coins back and repeat.

Mystery Money

The Math Helper will select a number of same coins from the money bank and lay in the center of the group. Each student in the group will count the money and write the amount using a cent symbol on a small white board and dry erase marker. Students will show the Math Helper the amount and the Math Helper will show each student a thumbs up for the correct answer or a thumb sideways to try again. The Math Helper will finish by teaching/showing how to count the money. The Math Helper will put the coins back and repeat activity.

Race to $1.00

One partner rolls a die. He/she will take the same number of pennies as the die shows. If the partner can do any trades, he/she should do so before the next partner rolls. Once a partner has five pennies, he/she may trade for a nickel. After they have two nickels, they may trade for a dime. Partners may continue trading as their money banks increase. Partners continue to roll, get money, and make trades up to one dollar. After someone reaches one dollar, partners can start over.

1. Penny Penny!

Glue the Money Poem in your math notebook. Read or sing the Money Poem using different voices for each coin. You may use microphones and any props from our acting box.

4. Money Facts!

Choose a non-fiction book about money to read from the book basket. Write or draw one interesting fact about each coin, penny, nickel, dime, quarter in your math notebook.

Musical/Body Movement Language 2. Food For Sale!

Look through the grocery Advertisements from the newspaper. Cut and sort at least five pictures of food in one column and at least five money amounts in another column. Glue picture and money columns in your math notebook.

Logic/Math 5. Computer Coins!

Work on the computer and explore the Interactive Math Web site. Count the group of coins and type the amount. Glue a Self Reflection sheet in your math notebook and circle the smiley face if you CAN count coins or need more practice with this target. http://www.hbschool.com/activi ty/counting_money/

Self 7. Math Memory! SMARTBOARD

Take turns selecting two cards. If the two cards match one coin picture to the same coin value, your team or partner will show you a thumbs up and the cards remain flipped over. If the two cards do not match, your team or partner will show a thumb sideways to try again and flip the cards back over. Glue a rating sheet in your math notebook and rate how well your group worked together and how well this activity helped you.

Social 8. Sketch a Coin!

Take a blank piece of paper and a piece of chalk. Lay a coin under the piece of paper and use the chalk to trace on top of the paper. Trace the front and back side of the coin. Label at least five coins with the coin name and value. Glue the piece of paper in your math notebook.

Spatial/Body Movement 3. Flowers For Sale!

Look through the Nature Magazines. Cut pictures of at least five flowers and glue them into your math notebook. Label each flower with a coin value less than a dollar. You may cut and label more than five pictures if you prefer.

Nature 6. Pattern Money!

Use your money bank from your desk and create patterns with your coins. After you create a pattern, say the pattern using coin names or coin values. Choose one pattern to write down using coin names and one pattern to write down using coin values in your math notebook.

Logic/Math 9. Money Talk!

Write a story about a time you earned or spent money. Include the amount of money earned or spent in your story.

Language

*

Project (PBL)

* Questgarden The Buck Institute

*

Harold Melvin and the

BLUENOTES

1975

“Wake Up Everybody

”

Wake up everybody no more sleeping in bed No more backward thinking, time for thinking ahead The world has changed so very much from what it used to be There’s so much hatred, war and poverty.

Wake up all the

teachers

time to

teach

a new way Maybe then they’ll listen to what you have to say.

They're the ones who are coming up and the world is in their hands.

When you

teach teach

the children, them the very best you can.

The world won’t get no better, if we just let it be.

The world won’t get no better, we got to change it..yah.. just

YOU

and

ME

.

Thank you for all you do, for all the children!