The document discusses various formative assessment techniques that teachers can use to check student understanding during instruction and guide future lessons. Some of the techniques discussed include classroom debates, mock interviews, jigsaw groups, anticipation guides, concept tests, gallery walks, and assessment conversations. Formative assessments help teachers identify what students have learned, what still needs to be taught, and how to tailor instruction to meet student needs.
Definition of assessment,
ASSESSMENT AND TESTING
EDUCATIONAL DECISION
FACTORS WHY WE PLAN ASSESSMENT DEVICES,
Criteria for selecting Assessment instrument
,PURPOSE OF ASSESSMENT,
Assessment can do more than simply diagnose and identify students’ learning needs; it can be used to assist improvements across the education system in a cycle of continuous improvement:
PRINCIPLES OF ASSESSMENT
TYPES OF ASSESSMENT
This presentation clarifies what formative assessment is. The purpose and intention of formative assessment on improving student learning is emphasized. The different techniques on conducting formative assessment inside the classroom are provided.
Educational assessment is important part of educational life of teachers and students. they are continuously engaged inthta . understanding about this indulge them with joy.. There is need to understand this concept with evaluation.
Definition of assessment,
ASSESSMENT AND TESTING
EDUCATIONAL DECISION
FACTORS WHY WE PLAN ASSESSMENT DEVICES,
Criteria for selecting Assessment instrument
,PURPOSE OF ASSESSMENT,
Assessment can do more than simply diagnose and identify students’ learning needs; it can be used to assist improvements across the education system in a cycle of continuous improvement:
PRINCIPLES OF ASSESSMENT
TYPES OF ASSESSMENT
This presentation clarifies what formative assessment is. The purpose and intention of formative assessment on improving student learning is emphasized. The different techniques on conducting formative assessment inside the classroom are provided.
Educational assessment is important part of educational life of teachers and students. they are continuously engaged inthta . understanding about this indulge them with joy.. There is need to understand this concept with evaluation.
Here are my slides for my report for my Advanced Measurements and Evaluation subject on Educational Measurement and Evaluation. #Polytechnic University of the Philippines. #GraduateSchool
Assessments for learning -B.ed Second year notesAbu Bashar
Understand the nature of assessment and evaluation and their role in teaching-learning process.
2. Understand the perspectives of different schools of learning on learning assessment
3. Realise the need for school based and authentic assessment
4. Examine the contextual roles of different forms of assessment in schools
5. Understand the different dimensions of learning and the related assessment procedures, tools and techniques
6. Develop assessment tasks and tools to assess learners performance
7. Analyse, manage, and interpret assessment data
8. Analyse the reporting procedures of learners performance in schools
9. Develop indicators to assess learners performance on different types of tasks
10. Examine the issues and concerns of assessment and evaluation practices in schools
11. Understand the policy perspectives on examinations and evaluation and their implementation practices
12. Traces the technology bases assessment practices and other trends at the international level
It talks about reflective teacher education, reflection by teachers and students,need for reflective teaching, reflective thinking, reflective practice, reflective action, strategies for promoting reflection, observation by peer, reflection diary and its feedback.
Topic: Test, Testing and Evaluation
Student Name: Urooj Fatima
Class: B.Ed. (Hons) Elementary
Project Name: “Young Teachers' Professional Development (TPD)"
"Project Founder: Prof. Dr. Amjad Ali Arain
Faculty of Education, University of Sindh, Pakistan
Differences between assessment and evaluationS. Raj Kumar
Assessment is a process of Evaluation is described Collecting, reviewing and using data for the purpose of improvement Evaluation describes as an act of passing judgment basis of evidence
Assessment pays attention‘ to teaching and learning
Evaluation focuses final outcome
Assessment is done at the beginning of the inquiry
Evaluation is usually done at the end
it is diagnostic It is judgmental
It is Formative it is Summative
It is process oriented It is product oriented
Provides feedback on
performance and are as of improvement
Determines to which objectives are achieved.
Based on observation and positive and negative Points Based on the level of quality as per set standard
set by both the parties
jointly (Assessor and Assesseee)
Set by the evaluator
It is absolute. It is comparative
The content provider has been teaching in a B.Ed. College. He was searching for content on this topic on the internet. But he failed to get relevant materials. eventually, he prepares one on his own and uploads the same in slideshare for the convenience of the learners. This topic will help B.Ed. trainess to a great extent.
Classroom Management assessment for learning activities and tools.pdfMr Bounab Samir
Assessment Stage ( AFL & AOL ) is of great importance for both teacher and learners . Assessment for learning (AfL) is very valuable when inserted in teaching and learning process
This set of different activities and tools for teachers to use in order to use while dealing with assessment for learning:
I hope you find it useful!....
Here are my slides for my report for my Advanced Measurements and Evaluation subject on Educational Measurement and Evaluation. #Polytechnic University of the Philippines. #GraduateSchool
Assessments for learning -B.ed Second year notesAbu Bashar
Understand the nature of assessment and evaluation and their role in teaching-learning process.
2. Understand the perspectives of different schools of learning on learning assessment
3. Realise the need for school based and authentic assessment
4. Examine the contextual roles of different forms of assessment in schools
5. Understand the different dimensions of learning and the related assessment procedures, tools and techniques
6. Develop assessment tasks and tools to assess learners performance
7. Analyse, manage, and interpret assessment data
8. Analyse the reporting procedures of learners performance in schools
9. Develop indicators to assess learners performance on different types of tasks
10. Examine the issues and concerns of assessment and evaluation practices in schools
11. Understand the policy perspectives on examinations and evaluation and their implementation practices
12. Traces the technology bases assessment practices and other trends at the international level
It talks about reflective teacher education, reflection by teachers and students,need for reflective teaching, reflective thinking, reflective practice, reflective action, strategies for promoting reflection, observation by peer, reflection diary and its feedback.
Topic: Test, Testing and Evaluation
Student Name: Urooj Fatima
Class: B.Ed. (Hons) Elementary
Project Name: “Young Teachers' Professional Development (TPD)"
"Project Founder: Prof. Dr. Amjad Ali Arain
Faculty of Education, University of Sindh, Pakistan
Differences between assessment and evaluationS. Raj Kumar
Assessment is a process of Evaluation is described Collecting, reviewing and using data for the purpose of improvement Evaluation describes as an act of passing judgment basis of evidence
Assessment pays attention‘ to teaching and learning
Evaluation focuses final outcome
Assessment is done at the beginning of the inquiry
Evaluation is usually done at the end
it is diagnostic It is judgmental
It is Formative it is Summative
It is process oriented It is product oriented
Provides feedback on
performance and are as of improvement
Determines to which objectives are achieved.
Based on observation and positive and negative Points Based on the level of quality as per set standard
set by both the parties
jointly (Assessor and Assesseee)
Set by the evaluator
It is absolute. It is comparative
The content provider has been teaching in a B.Ed. College. He was searching for content on this topic on the internet. But he failed to get relevant materials. eventually, he prepares one on his own and uploads the same in slideshare for the convenience of the learners. This topic will help B.Ed. trainess to a great extent.
Classroom Management assessment for learning activities and tools.pdfMr Bounab Samir
Assessment Stage ( AFL & AOL ) is of great importance for both teacher and learners . Assessment for learning (AfL) is very valuable when inserted in teaching and learning process
This set of different activities and tools for teachers to use in order to use while dealing with assessment for learning:
I hope you find it useful!....
How to plan lesson ? ( according to CBA > < Official Approach in Algerian eaducational system, PPU and PDP frame works & PIASP teaching grammar or pronunciation items .
Why activity is important in teaching?
It is equally important that each activity is meaningful, and ensures learners’ learning progress and advancement through the didactic unit or input sessions.
Activities should build on previous activities and avoid being repetitive, they should enable learners to engage with and develop their skills, knowledge and understandings in different ways.
Activities help learners to make and sustain the effort of learning. They provide practice in the basic language skills – listening, speaking, reading and writing. They encourage learners to interact and communicate.
Opportunities For Students to Review Curricular Content and to Develop Cooper...noblex1
When teachers initially attempt to redesign block-of-time lessons, they frequently ask about the format of a typical lesson. Numerous creative instructional approaches are possible within longer time frames; therefore, teachers should be cautious about relying too heavily on familiar daily instructional routines. As a general strategy, however, teachers might consider planning 3-4 activities during the instructional block, ensuring that at least one activity will involve direct and substantial engagement of students in the learning process. A block-of-time lesson could be structured in the following manner:
Review previous learning. In a sense, teachers who have previously employed traditional direct instruction methods should feel fairly proficient with this portion of the lesson provided, of course, that they include opportunities for direct student involvement. Approximately 20-30 minutes could be allocated for instructional input.
Student performance. Group experiences provide students with an opportunity to master the lesson content while engaging in hands-on activities. Experiments, cooperative learning, role-playing, case studies, and computer simulations can each be used to provide effective experiences. Approximately 30-40 minutes of the lesson may be devoted to this activity.
Guided practice/reteaching. Individual student mastery remains the foundation of effective teaching, and it is appropriate to incorporate guided practice (individually or with a group) so teachers can assess levels of student understanding. This component is especially critical for schools with alternate-day schedules, since students will most likely not have an opportunity to correct learning errors for two or more days. Teachers should reteach and reinforce the day's objectives, provide closure, and assign homework. Time allocated for review, reteaching, and homework should be 5-15 minutes.
A cautionary note: Larger blocks should not be viewed by either teachers or students as a method for routinely permitting students to complete homework assignments in class. Valuable instructional time will be forever lost, with resultant decreases in student achievement.
Teacher Effectiveness Coach Success Factors
Put Students First
- Analyzing student work
- PD with direct impact on student learning
- Is intended learning of lessons showing up in student work?
- Observation of student and teachers
- Ask students what they are learning
- Interview students: what are they learning? Why? How are they doing?
- Student Engagement feedback to teacher. On-task behavior, improvement over time
- Shift focus from accountability to administration/district mandates to students and outcomes
Achieve Results
- Utilize relevant and timely data
- Follow through on commitments
- Shift and enlarge or narrow focus as needed
Source: https://ebookschoice.com/opportunities-for-students-to-review-curricular-content-and-to-develop-cooperative-learning-skills/
Test production process - Approaches to language testing - Techniques of lang...Phạm Phúc Khánh Minh
The test production process
+ Item analysis: Classical Test Theory (CTT) vs Item-Response Theory (IRT)
Approaches to language testing
+ Essay-translation
+ Structuralist
+ Integrative
+ Communicative
Techniques of language testing: Item types
(1) Multiple choice and other selection types
(2) Candidate supplied response item types
(3) Non-item-based task types
Bloom’s taxonomy and testing
Types of tests: proficiency, achievement, diagnostic, placement
Types of testing: direct vs indirect tests, discrete point vs integrative tests, criterion-referenced vs norm-referenced tests, objective vs subjective tests
Adapting published materials can help teacher develop their methodology. Besides, the presentation gives more details on materials for General English.
How to Create Map Views in the Odoo 17 ERPCeline George
The map views are useful for providing a geographical representation of data. They allow users to visualize and analyze the data in a more intuitive manner.
Synthetic Fiber Construction in lab .pptxPavel ( NSTU)
Synthetic fiber production is a fascinating and complex field that blends chemistry, engineering, and environmental science. By understanding these aspects, students can gain a comprehensive view of synthetic fiber production, its impact on society and the environment, and the potential for future innovations. Synthetic fibers play a crucial role in modern society, impacting various aspects of daily life, industry, and the environment. ynthetic fibers are integral to modern life, offering a range of benefits from cost-effectiveness and versatility to innovative applications and performance characteristics. While they pose environmental challenges, ongoing research and development aim to create more sustainable and eco-friendly alternatives. Understanding the importance of synthetic fibers helps in appreciating their role in the economy, industry, and daily life, while also emphasizing the need for sustainable practices and innovation.
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
We all have good and bad thoughts from time to time and situation to situation. We are bombarded daily with spiraling thoughts(both negative and positive) creating all-consuming feel , making us difficult to manage with associated suffering. Good thoughts are like our Mob Signal (Positive thought) amidst noise(negative thought) in the atmosphere. Negative thoughts like noise outweigh positive thoughts. These thoughts often create unwanted confusion, trouble, stress and frustration in our mind as well as chaos in our physical world. Negative thoughts are also known as “distorted thinking”.
Ethnobotany and Ethnopharmacology:
Ethnobotany in herbal drug evaluation,
Impact of Ethnobotany in traditional medicine,
New development in herbals,
Bio-prospecting tools for drug discovery,
Role of Ethnopharmacology in drug evaluation,
Reverse Pharmacology.
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
How to Split Bills in the Odoo 17 POS ModuleCeline George
Bills have a main role in point of sale procedure. It will help to track sales, handling payments and giving receipts to customers. Bill splitting also has an important role in POS. For example, If some friends come together for dinner and if they want to divide the bill then it is possible by POS bill splitting. This slide will show how to split bills in odoo 17 POS.
The Art Pastor's Guide to Sabbath | Steve ThomasonSteve Thomason
What is the purpose of the Sabbath Law in the Torah. It is interesting to compare how the context of the law shifts from Exodus to Deuteronomy. Who gets to rest, and why?
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
For more information, visit-www.vavaclasses.com
The Roman Empire A Historical Colossus.pdfkaushalkr1407
The Roman Empire, a vast and enduring power, stands as one of history's most remarkable civilizations, leaving an indelible imprint on the world. It emerged from the Roman Republic, transitioning into an imperial powerhouse under the leadership of Augustus Caesar in 27 BCE. This transformation marked the beginning of an era defined by unprecedented territorial expansion, architectural marvels, and profound cultural influence.
The empire's roots lie in the city of Rome, founded, according to legend, by Romulus in 753 BCE. Over centuries, Rome evolved from a small settlement to a formidable republic, characterized by a complex political system with elected officials and checks on power. However, internal strife, class conflicts, and military ambitions paved the way for the end of the Republic. Julius Caesar’s dictatorship and subsequent assassination in 44 BCE created a power vacuum, leading to a civil war. Octavian, later Augustus, emerged victorious, heralding the Roman Empire’s birth.
Under Augustus, the empire experienced the Pax Romana, a 200-year period of relative peace and stability. Augustus reformed the military, established efficient administrative systems, and initiated grand construction projects. The empire's borders expanded, encompassing territories from Britain to Egypt and from Spain to the Euphrates. Roman legions, renowned for their discipline and engineering prowess, secured and maintained these vast territories, building roads, fortifications, and cities that facilitated control and integration.
The Roman Empire’s society was hierarchical, with a rigid class system. At the top were the patricians, wealthy elites who held significant political power. Below them were the plebeians, free citizens with limited political influence, and the vast numbers of slaves who formed the backbone of the economy. The family unit was central, governed by the paterfamilias, the male head who held absolute authority.
Culturally, the Romans were eclectic, absorbing and adapting elements from the civilizations they encountered, particularly the Greeks. Roman art, literature, and philosophy reflected this synthesis, creating a rich cultural tapestry. Latin, the Roman language, became the lingua franca of the Western world, influencing numerous modern languages.
Roman architecture and engineering achievements were monumental. They perfected the arch, vault, and dome, constructing enduring structures like the Colosseum, Pantheon, and aqueducts. These engineering marvels not only showcased Roman ingenuity but also served practical purposes, from public entertainment to water supply.
2. Definition of Formative Assessment
Why should we use it?
Advantages and Disadvantages
Types of Formative Assessment
Techniques in Formative Assessment
3. Formative Assessments (“assessment for
learning”) (Stiggins, 2007)
• on going assessments, observations, summaries,
and reviews that inform teacher instruction and
provide students feedback on a daily basis (Fisher
& Frey, 2007) support learning during the
learning process
Summative Assessments (“assessment of
learning”)
• to measure how much our students have learned
up to a particular point in time (Stiggins)
4. Formative assessments:
check for understanding along the way
guide teacher decision making about future
instructions
provide feedback to students so they can
improve their performance
help teachers differentiate instructions and
thus improve student achievement.
5. The most powerful moderator in the
enhancement of achievement:
helps teachers identify the current state of
learners’ knowledge and skills
create appropriate lessons, activities
and groupings
inform students about their progress to
help them set goals
6. Results of formative assessment adjust their
teaching strategies and match students with
appropriate materials and learning conditions.
Help a teacher determine:
how to group students
whether students need alternative materials
how much time to allocate to specific learning activities
which concepts need to be re-taught to
specific students, and
which students are ready to advance.
7. 1. Advantages:
For teachers:
helps identify students who are struggling with
particular tasks or operating under misconceptions
improved instruction that addresses student learning
fosters student motivation, on-task behavior, and self-
awareness
8. 1. Advantages:
For students:
offers increased feelings of confidence and control
encourages students to engage in more complex thinking
and problem solving and to hold higher expectations for
their own learning
help students spend more time on challenging tasks,
develop an ability to assess their own work, and become
effective evaluators of the work of their peers
9. 2. Disadvantages:
Be hugely time–consuming
Be likely to need different kinds of formative
assessment at different stages in students’
“learning journeys”
Be difficult to measure how best to do it
with groups of students who may be at
different stages of development
11. - Address a specific skill
- Used in skill assessment such as team and leadership exercises
- The teacher may walk around the room as students are engaged in
an activity
Record on informal notes
For example: Students are working on a writing challenge
The teacher may record what is observed
12. - Vary in purpose, design and complexity
- Focus on “Purpose”
13. Students maintain a log where they record their
learning, or respond to a lesson regarding their
understanding.
The teacher collects all or some of the logs after
students have completed a task.
Students will comment on their level of comfort
with the information, as well as what was learned
and what questions they may still have.
14. Students demonstrate knowledge on a specific
set of standards by presenting information to
the entire group.
A rubric is given prior to the creation of the
presentation and the student/group is evaluated
via this document.
Further small group lessons will be created as a
result of this information.
15. Students reflect on their learning, and assess
where they are in the continuum.
Students can also be used a peer evaluators,
explaining how they feel a product reflects what
was expected.
16. Students have a 3 ring binder where they keep all their
writing, informal and final drafts. The teacher periodically
reviews select writing and has a discussion of strengths and
weaknesses.
In the back there is a two column response page. The
teacher can indicate what the student needs to work on and
then the student indicates in future writing where this is
demonstrated.
18. a. Reciprocal questioning
- 2 or 3 students, whole class, especially for older
students
- The teacher circulates around the classroom, listens
to questions asked and the objectives they
represent and listens to answer for depth of
knowledge
19. b. Think-pair-share
- Students: + are presented with a difficult question
associated with content being learned.
+ think about answers
+ pair with another person to discuss
answers
+ share their responses with the whole
class.
- The teacher can circulate during the partner
discussions to listen to student discussion of the
topic and then hear the group thoughts on the
question. Additional instruction or clarification can
be provided.
20. c. Focused Listing
- Students can be asked either at the beginning
(determining prior knowledge), middle (formative-
instruction can be adapted or elaborated upon), or
end (summative-let the teacher see what learning
has occurred) of a lesson or unit of study to list
ideas, concepts, etc. that they have learned about
a topic.
21. d. Anticipation Guides
- Students complete the first section of this guide
prior to reading and/or instruction.
- Students’ responses to the items are discussed in
class.
- Reading and/or instruction follows the discussion.
- Students complete the second section of the guide
after instruction.
- Responses are checked and changes in response are
discussed.
-> This activity provides a great deal of information to
the teacher, i.e. depth of student prior knowledge and
level of knowledge following reading and instruction.
22. e. Listening Center - Stories on Tape
- Students tape record their version of what they
learned within a specific topic.
- Students can be assigned small sections of a unit, or
volunteer to write about and tape a certain section
of what was studied in class.
- Teachers can select the best tapes on a topic to be
placed within the listening center; students who
have not mastered those learning objectives can
listen to the tape.
-> This activity allows the teacher to know who has
learned what information.
23. a. Podcasting
- Podcasting is a Web-based broadcast that shares
audio content. It provides an avenue for learners to
take control of their own learning.
- Students develop/create a podcast that presents in
a unique fashion what has been learned about a
specific topic.
- Teachers, peers, and the general public can listen
to these podcasts and teachers can determine what
objectives might need additional instruction.
24. b. Classroom Debates
- Students choose (or are selected) sides to take on
an issue. They must know the topic well in order to
defend/argue their position.
- Teachers can listen to the debate to gauge the
depth of student knowledge on a topic.
c. Puppet Show
- Especially useful with younger students
- Students write and present a puppet show that
demonstrates in a novel way what was learned
about a specific topic.
- Teachers could view the show or read the scripts to
determine which learning objectives had been
mastered and which ones needed additional
attention.
25. d. Quiz Game
- Students develop questions to go along with
specified categories. Teams attempt to answer the
questions and earn the most points.
- Teachers can look at the types of questions asked
and listen to the students’ answers to learn about
depth of knowledge and areas that might need
additional instruction.
26. e. Student-Created, Interactive Bulletin Boards
- Students develop an interactive bulletin board
display that showcases what they have learned
about a specific topic.
- The teacher can examine the bulletin board display
and activity to gauge depth of learning and to
suggest additional learning activities.
27. f. Mock Interviews
- Students act as news reporters/journalists and
interview classmates concerning aspects of topics
studied.
- Students develop varying difficulty level questions
and conduct mock interviews which can be tape
recorded for later listening or transcribing.
- Teachers can observe the interview/answer process
and/or listen to taped interview to see the level of
student learning/engagement with the content.
- Areas needing additional instruction or clarification
can be noted and developed.
28. g. Role Play
- Students can be assigned, or volunteer for, roles
that allow them to act out information that has
been learned about a specific topic.
- The teacher can view and listen carefully for
important concepts, vocabulary, etc. related to
what has been learned.
29. h. Student-Generated Diagrams/Drawings
- Students are asked to draw diagrams related to
what they are reading and learning in class.
- Teachers can view the diagrams to see if key
concepts are correctly portrayed.
30. i. Student-Generated Venn Diagrams
- Students can create Venn Diagrams comparing and
contrasting specific concepts or ideas being
learned.
- Teachers can view these diagrams for evidence of
student understanding.
31. a. Buddy Journals
- Students are assigned a partner for journal writing
activities. They can write daily to one another
about what is being studied/learned about a
specific topic.
- The teacher can read these buddy journals and then
respond to each student about what has been
learned, how it has been learned, and areas that
need additional instruction or
explanation/clarification.
32. b. Poems
- Students can create a unique poem that
demonstrates what was learned about a specific
topic/area.
- The teacher can read the poem and ask the student
to explain how s/he wrote the poem and what it
means to him/her.
- Poems can take a variety of forms/styles.
33. c. Quick-writes
- Students write, or draw, ideas, thoughts, feelings,
etc. on information that has been taught (5-10
minutes).
-> This short activity can enable the teacher to see
what information might need to be re-taught or
elaborated upon.
34. d. Focused Listing
- Students can be asked either at the beginning
(determining prior knowledge), middle (formative-
instruction can be adapted or elaborated upon), or
end (summative-let the teacher see what learning
has occurred) of a lesson or unit of study to list
ideas, concepts, etc. that they have learned about
a topic.
35. e. Two-Minute Paper
- Usually used at the end of a lesson.
- The teacher can ask the students to write for two
minutes about what they have learned that day, or
they can be asked to summarize the lesson.
f. Muddiest Point
- Students are asked at the end of a lesson or before
moving to a new topic to write down the one thing
that they least understood from what was taught.
-> This activity gives the teacher tremendous be re-
taught or elaborated upon.
36. g. Application Cards
- After teaching a topic, idea, or concept ask
students to write down one real-world application
for that topic or idea.
h. One-Sentence Summary
- After instruction, ask students to write about what
they have learned in one complete sentence.
37. i. RSQC2
- Within a two-minute time period, students must
recall and list in rank order the most important
points from the previous day’s lesson.
- Then in two additional minutes students write one
sentence summarizing those important points.
- Next, they write one major question that they
would like to have answered
- Then they identify two threads/components to
connect what they listed to the overall unit/course
goal.
39. Classroom debates
Choose (or are selected) sides to take on an issue
Defend/ argue their position
Mock interviews
Act as news reporters/ journalists and interview
classmates concerning aspects of topics studied
Conduct mock interviews which can be tape
recorded for later listening or transcribing
40. Jigsaw groups
Arranged in groups to learn about, read, and discuss a
learning topic
Discussion Questions/Prompts
The teacher can initiate class discussion to aid
comprehension of written materials by modeling how
to ask and answer questions such as:
(1) clarifying questions;
(2) verifying questions;
(3) refocusing questions;
(4) redirecting questions;
(5) narrowing the focus questions.
Helpful with older students and with struggling
readers
41. Anticipation Guides
Complete the first section of this guide prior to
reading and/or instruction
Complete the second section of the guide after
instruction
Provides a great deal of information to the
teacher, i.e. depth of student prior knowledge
and level of knowledge following reading and
instruction.
42. Concept Tests or Maps
Asked to vote with a show of hands on the correct
answer to a specific question that covers key concepts
posed
get the answer correct provided with a brief
explanation of the correct answer by the teacher
not get the answer correct given a few minutes so
that “neighbors” can discuss and try to convince the
other person to vote for their answer choice
43. Gallery Walk
Questions related to key concepts are written on either
poster paper or large sheets of writing paper and
placed at stations around the classroom.
sit at tables or stand at a station discuss possible
answers to the question write down key ideas or
thoughts
move to the next station in the room read the question
at that station and the written comments of the previous
group discuss those ideas and jot down their thoughts
related to that question for the next group to read and
respond to
return to the station where it started synthesize
comments make an oral report
a chance to gauge the depth of student
understanding of particular concepts and to
challenge misconceptions
44. Assessment Conversations
Classroom conversations between students and
the teacher that have the characteristics of
eliciting, recognizing, and using information:
Eliciting allows students to share as much as possible
of what they know or have learned about a topic.
Recognizing requires the teacher to make judgments
about the differences among student responses
Using this information is mainly meant to help
students achieve consensus on the information about a
topic.
46. Self-Assessment and/or Peer Assessment
Teachers can guide students in how to effectively
self assess their own learning and effectively use
peer assessment in grading group activities and
projects.
47. Rubrics
Students can use teacher-created rubrics covering
the grading of learning products/assessments to help
them:
(1) know what they should learn from a particular
lesson/unit of study
(2) plan how they will approach an assignment
(3) how they will assess their completion of a specific
learning activity and overall content learning
48. Click—Clunk Response Cards/Sticks
Students are given two index cards or two small
colored stock cards attached to popsicle sticks.
“Click” is raised when the student completely
understands what is being taught or read.
“Clunk” is raised when the child is confused, or
doesn’t understand what is being presented.
Work especially well with younger students
49. Mini-Lessons
Students prepare sections of topic lessons to
teach to peers, or to younger grade-level
students.
read, question, prepare activities and learning
materials associated with specific content in order to
learn the concepts themselves and to teach the
information to others.
This process can be completed individually
or in small groups.
50. Case-Based Instruction
Students structure their own learning using
the "story" of the case.
generate questions based both on their interests
and prior knowledge that relates to the topic of
study
Investigative cases are useful for lifelong
learning because they are open-ended and
draw from a broad range of situations in
which various thinking skill levels can be
applied.