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Assessing differentiated instruction
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Assessing differentiated instruction

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  • Have a line on the wall with a side that says AGREE and a side that says DISAGREE
  • Pictures of three marathon winnersQuestion on slide
  • Have folks talk and share answers to the two bullets.Debrief: Would anybody change their reaction after listening to someone?Can we hear a main idea/conclusion about the criteria
  • Transcript

    • 1. Brian Keller & Michelle Harbin
    • 2.  Please read the statement on the next slide and look at the pictures.  Decide if you agree or disagree with the statement above the pictures.  Then line up in a single line based upon how strongly you agree or disagree with the statement.Strongly agree Neutral Strongly Disagree
    • 3.  Explain to your partner why you went to the area you chose on the agree/disagree spectrum What criteria did you use to make that choice? http://pathwayshealth.blogspot.com/
    • 4.  Understand that useful differentiated instruction can be assessed using learning goals (U) Understand that some differentiation is informally assessed (U) Analyze and/or create an assessment that can be used to more formally evaluate differentiated instruction (D)
    • 5.  Introduction Content Application/collaboration
    • 6.  When you assess students on differentiated tasks, use the same scoring criteria for all. This should measure - and FOCUS on - the KUD for the task. Thatway all students see that they are responsible for the same knowledge, understandings, and skills -Cindy Strickland, Grading Webquest
    • 7.  Know Understand Do KEY FOR ASSESSMENT: Everything has to lead to the understanding
    • 8. THE KNOW: To what extent do students show a mastery of unit facts, vocabulary, definitions, and people? To what degree is their use of facts, vocabulary, definitions, and people accurate and appropriate? How deep is their knowledge? How broad is their knowledge? (If it goes beyond the scope of the unit, that may indicate advanced mastery)
    • 9. THE UNDERSTAND: To what degree do they appropriately and correctly incorporate the “big ideas” or key principles of the unit? How sophisticated, creative, detailed is their understanding of unit principles? Have they identified additional principles that might apply, beyond those of the current unit? (possible indicator of advanced mastery)
    • 10. THE BE ABLE TO DO: To what degree can students identify and perform the skills embedded in the unit? To what extent and at what level of expertise? Do they/can they use these skills in isolation and/or in combination? Do they show evidence of more advanced skills key to the task, yet not focused on in the current unit of study? (indicator of advanced mastery)
    • 11.  At the beginning of the session, if we had told you the following: Students were taught key concepts of health and fitness, ways to prepare for a race. (K) Training for a race incorporates implementation of a fitness regiment and exercise plan. (U) Compete in a race after implementing a training plan. (D)
    • 12. I WON!! (At least Criteria for according to the evaluation: assessment expectations!!) Each participant submits a training plan that emphasizes key concepts Each participant competes in a race after following the training plan
    • 13.  Continue your DI journey by differentiating activities that are not graded or are graded only for completion. Kids will be less likely to worry about what others are doing. Continue your DI journey by differentiating for learning profile and or interest – there seems to be less at stake for kids when they get to choose according to those “flavors” of differentiation. Work up to differentiation by readiness. -Cindy Strickland, Grading Webquest
    • 14.  Makeit a choice for kids to do the most appropriate and challenging assignment for them. We do eventually want all kids to be able to make the right decisions about their needs – but we need to train them to do so. One way to do this is to have them practice choosing! -Cindy Strickland , Grading Webquest
    • 15.  Askadvanced kids to do the appropriate assignment, give them serious feedback about how they did, but give them an A for the project if you feel that’s what they would have gotten on the “grade level” assignment. (Youwould need a way to indicate in your records which assignments were differentiated.) -Cindy Strickland , Grading Webquest
    • 16.  Each person choose one of the examples in the folder provided. Individually complete the following: Read the KUD Look at the assessment Answer these questions about your example: Does the assessment clearly evaluate the understanding? If so, how? If not, why? Next, share with your group the example you looked at.
    • 17.  ASSIGNMENT: Using a current assessment of your own that you brought or using a DI activity you would like to create an assessment for:  Write the KUD  Come up with three things that would show the product addresses what is on the KUD  Begin creating a scoring tool http://blog.mkf.org/2010/05/
    • 18.  Whip around: Think of one word that describes your understanding of assessing DI Share your word as we close
    • 19.  Strickland, Cindy. “Double, Double, Toil & the Trouble with Grading, With sincere apologies to Shakespeare.” Webquest, 12 Dec 2012. Thank you to Lisa Plichta, Bill Allen, Julia Gawron and Kristin Abbott for contributing DI assessments.