Using formative assessment to differentiate by readiness
Jack BeckerMichelle HarbinSusie Murphy
A. I have heard of formative assessment.B. I can create formative assessments.C. I’ve used formative assessments at least once to guide my lesson plans.D. I often use formative assessments to alter my lessons.
A. TropicalB. HistoricalC. WildernessD. Commercial (aka Disney)
A. I have never used it before.B. I plan on using it this year.C. I use it occasionally.D. I differentiate every stinkin’ day.
A. Spiders & bugsB. High placesC. Confined spacesD. Public speaking
A. Using readiness is just another way of abilitygrouping.B. Readiness reflects what a student knew last week.C. Readiness is what a student can do today in light ofwhat the teacher is planning to teach today.D. The goal of readiness is to make the work easyenough for all of your students.
KUD?• Understand the purpose and benefits of differentiating by readiness. U• Create readiness groups using teacher D created formative assessments• Identify and/or create instructional D activities that are appropriate for each of your readiness groups
Define and discuss differentiation, readiness and formative assessment Give examples of instructional activities based on formative assessment for readiness Grade Cam to create readiness groups Entrance Slips to create readiness groups Exit Slips to create readiness groups Assess your personal readiness to take these activities back to your classroom
“A systematic approach to planning curriculum and instruction for academically diverse learners” that provides students of different abilities, interests, or learning needs equally appropriate ways to learn (Tomlinson & Strickland, p.7).”
What it is: What it is Not:•Teaching with variance in mind •New •Tracking or Streaming•Responsive teaching rather thanone-size-fits-all teaching •IEP for every child •Constant Group Work•Meeting kids where they are… •Occasional Variation ofnot where we wish they would be teaching styles •On the spot adjustments•“Shaking up” the classroom sostudents have multiple optionsfor making sense of informationChart from Strickland, “Differentiation of Instruction at the High School Level.” ASCD, 2012.
A way of thinking about the classroom with the dual goals of honoring each student’s learning needs and maximizing each student’s learning capacity. 3 Ways to Differentiate Learning Styles Interest Readiness
“Current knowledge, understanding, and skill level a student has related to a particular sequence of learning” (Tomlinson & Strickland p. 6) It reflects what a student knows, understands and can do (KUD) TODAY in light of what the teacher is planning to teach today.
Readiness differentiation is to make the work a little too difficult for students at a given point in their growth- and then to provide the support they need to succeed at the new level of challenge. Why?- to appropriately challenge ALL learners
The students’:“Attitude (toward school & topic)Experience with the topic (outside of school or previous courses)Knowledge, understanding, and skill with the topicPreconceptions about the topicOvergeneralizations about the topicGeneral communication, thinking, & reasoning skills”http://www.foridahoteachers.org/differentiation_framework.htm
Frequent and ongoing assessment, completed en route to mastery; ongoing assessment could be considered as “checkpoints” on students’ progress and the foundation for feedback given- the most useful assessment teachers can provide for students and for their own teaching decisions. (Wormeli, 2006)
Formal Informal Not necessarily for points Entrance slips Exit slips Thumbs up/ thumbs down
How many of you have heard of GradeCam? Who has used GradeCam in their class? How many of you use GradeCam on a weekly basis? The following example utilizes the GradeCam grading system for a quick way to assess an entire class.
Benefits: Student grades and data are immediately collected and compared. Quick assessment allows the teacher to form groups based on readiness within a short period of time. This could be done at the beginning of class or at the end. Instructor is able to see what percentage of the class struggled with specific questions.
The following activity is based on a new unit using the topic of WWII. Everyone will take the formative assessment All questions are related to historical information specifically on WWII. As you finish, I will choose several individuals to have their assessment graded.
In what year did WWII begin? a) 1945 b) 1929 c) 1939 d) 1941
Which countries were on the side of the axis powers? a) The United States, Germany, and Hitler b) Germany, Italy, and Japan c) The United States, France, and Japan d) The UK, Germany, and Italy
What country did the allied forces invade on D-day? a) Germany b) France c) Italy d) Japan
Which of the following best describes America’s reaction to the Holocaust?a) Once reported by the media, Congress took action to save lives.b) War bond sales and fund-raisers took place to assist Jewish refugees.c) The military immediately made plans to bomb the concentration camps.d) Prejudice, disbelief, and insufficient media attention led Americans to ignore the reports.
On which two cities did the United States drop atomic bombs? a) Hiroshima and Nagasaki b) Nagasaki and Pearl Harbor c) Tokyo and Osaka d) Munich and Berlin
Now that we have finished the quiz, it’s time to grade them. Students can come up as they complete the quiz to quickly see their grade. Here you can place them in a group while keeping their scores discrete. What if GradeCam doesn’t work? ▪ Have the students grade their own if your assessment is at the beginning of the period.
Having your formative assessment done this way is not only quick and easy, but you have all of the students scores and data on record. Summary of student performance From here you can create your groups based on the students readiness. Ex: Students are placed in groups by their score. Students who scored 0-60% in group 1, students who scored 60-80% group 2, and 80-100% in group 3.
Teachers can do this formative assessment at the beginning or end of the period. Beginning may take time to set up groups, and you need to have a differentiated lesson ready. ▪ Bell Check End will allow teachers to set up group for following day. ▪ Exit Slips
ENTRANCE SLIP: Do as much of thefollowing conversion as possible. I willcall time when you need to turn it in.Convert 2.34 mL to kL
3: Students who• 1: Students who2: Students who set up the get the problem didn’t write problem but didn’t know the correct: meet to anything: meet values for the metric do three other with teacher and prefixes: Meet together and problems, one go through howcreate a to challenge do conversion song/poem/chant/way to 4: (if necessary): problems: do remember the values for the Students who were three other metric prefixes. (use notes almost correct. problems that are get values). Complete Meet to do three to similar Meetsthree other problems that other problems, Teacher: with each group as others work. have a variety of metric similar ANCHOR ACTIVITY: Everyone completes five problems prefixes. to show they know how to do conversions.
KNOW UNDERSTAND DODefinition of simile Authors use both similes Critically analyze currentDefinition of metaphor and metaphors to create text to find and explain the their works. similes or metaphors present. Writing becomes more elaborate and descriptive Distinguish between these when both are used. two types of figurative language. Create prose that uses a unique metaphor and simile.
Exit Slip: What is the difference between a simile and a metaphor? Give an example of each to explain your answer.
• Activity 1: students who struggled to define the terms: Have students use their text or notes to write out what each term means. Complete a worksheet that lists several of each. Create a simile and a metaphor.• Activity 2: Students who defined the terms correctly but didn’t have strong examples: Have students look at several examples of each. Give them some text and have them identify at least one of each. Create a simile and a metaphor.• Activity 3: Students who correctly defined the terms and gave strong examples: Students analyze text and identify examples of each. Learn the various types of metaphors and create one of a certain type. Create a simile with like, with as, and a metaphor without either.
Comment on how similes and metaphors affect the tone of a story by using examples from literature.
• Formative assessment: Choose one of the following statements that best describes where you think you are in relation to the content of this workshop• A. I need more examples of formative assessments .• B. I need more examples to help me understand the different kinds of readiness.• C. I need more examples of how to create activities based on the formative assessments.
• Green paper: list of examples of possible formative assessments – Based on these think of one you could use during your next unit• Blue paper: List of different kinds of readiness – Based on these different kinds of readiness, think of one thing you could do for students who show a lack of exposure to a topic• Yellow paper: Examples of tiered tasks, mini- lessons, advanced vocabulary ideas – Based on these examples, think of one thing you could do during your next unit
• Ice breaker (four corners)• Pool Entry Example Susie shared• Questions: Jack asked…How many of you have heard of Gradecam? Who has used Gradecam? Etc• Gradecam• Entrance slip• Exit slip• Pick color of paper to match your answer• Whip around
Jack Becker Michelle Harbin Susie MurphyThank-you for attending! Have a great day!