1. DIFFERENTIATED
INSTRUCTION:
ASSESSMENT
This Example will Represent:
Pre-assessment: Determines Readiness
Formative Assessment: Promotes Learning and Helps
Instill Learning
Sumative Assessment:
Tracks how much has been learned
4. INSTRUCTIONS:
“WHAT YOU MIGHT INCLUDE”:
Questions and confusions on readings or class
discussions
Hypotheses on propositions or ideas raised by
readings or elsewhere
Responses generally to readings (emotional,
intellectual, spiritual)
Anecdotes from listening to the news
Connections made from class to “outside class” life
Found-pictures or images, relevant to class issues
Collages of the same/Word Collages of the same
Drawings, Charts, Thought Bubble exercises, etc.
And as many other entry-types as you might imagine!
5. WHAT PROMPTED ME TO DO
THIS?
Seeing curiosity in some of my “C” students that
outshined some of my “A” students, I set out to
attempt to assess (and therefore value) curiosity
21 st century skill: Critical Curiosity
Asking good questions seemed more
appropriate to the age/stage of students,
particularly as they answer: What is my
responsibilty as a global citizen?
6. WHAT ARE SOME OF THE
BENEFITS THAT I
OBSERVED?
• Students became comfortable asking, and not
needing to know the answers to, questions.
•
Students were, on the whole, more prepared for
class discussions
• I no longer had to read “definitive” arguments on
globalization… what China should do, how
international justice should work, etc ….from
teenagers.
7. HOW IS THIS DIFFERENT FROM
TRADITIONAL ASSESSMENT?
Students were asked explicitly not to polish their work
Good inquiry is prized over good answers
Process of knowledge building and knowledge play is
emphasized over “grasp”
8. THIS IS DIFFERENTIATED
INSTRUCTION BECAUSE…
Students who are particularly visual thinkers can use
visuals, students who are verbal can use text, students
who process through cumulated information
Students who are not very verbal in class have another
outlet for their daily participation both in the classroom
and during their homework
There are multiple ways to do an excellent job on this
assignment, and many different skills can come into
play.
9. WHAT STUDENTS SAID:
•Students said that the journals were “fun”
•…that for the 1st time note-taking seemed individual, and “fun”
•…that they made connections they would not have without the
drawing process/the crafting process
•…that they were more proud of journals than other assignments
•…that they thought they were pointless
•…that they found it difficult to remember to write in them
consistently.
