03_-_formative_assessment_strategies.pdf | |
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25quickformativeassessments.pdf | |
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Assessment/Instructional Strategies
The first step in assessing in differentiated instruction is preassessment. Preassessment could have been talked about in the previous lesson of building community as it is a way of learning about your students. It doesn't have to be a pencil and paper assessment, it could be formal. Formative assessment is a great way to learn about students and their strengths and weaknesses. At the top of the page, I have included a checklist of different formative assessment strategies and another file with 25 different types of formative assessments. In the video above, I really enjoyed the "Who Cares Challenge."
Jay McTighe says that before planning an activity, the teacher should think like and assessor. I also liked McTighe's theory that students should be proven innocent of understanding until convicted. If students can apply what the are learning to new situations (transfer) and they can explain, understanding is taken place. That application and explanation is evidence of convicting the student (McTighe).
Carol Tomlinson says that grades should communicate very clearly about student status relating to teaching goals. I agree with the need of 3-P grading that Tomlinson talks about. If we graded on performance, process, and progress instead of only grading performance, students would be more motivated to become better in all three phases. The better the students processes become, the greater their progress will be. Therefore, performance will be enhanced.
Instruction in DI should be geared towards more than one intelligence or learning preference. When using multiple intelligence activities, however, you should make sure all activities used are aligned with learning goals (Jessica Hockett). Learning centers, stations, and corners are beneficial and all tasks should be based on learning styles and profiles. The should account for readiness as well. Designing tasks needs to be a creative process with the objective to teach to all students and meet the same learning goals. Hockett also says that when content is new, shudents should be allowed to work within their preferred intelligence. When content is more familiar, that's when you might ask students to step out of their comfort zone and find other ways to achieve understanding. In the video below, Rick Wormeli points out great teaching in all phases of differentiated instruction. He just happens to use my all-time favorite movie, "The Sound of Music," to do it. Take a look!
The first step in assessing in differentiated instruction is preassessment. Preassessment could have been talked about in the previous lesson of building community as it is a way of learning about your students. It doesn't have to be a pencil and paper assessment, it could be formal. Formative assessment is a great way to learn about students and their strengths and weaknesses. At the top of the page, I have included a checklist of different formative assessment strategies and another file with 25 different types of formative assessments. In the video above, I really enjoyed the "Who Cares Challenge."
Jay McTighe says that before planning an activity, the teacher should think like and assessor. I also liked McTighe's theory that students should be proven innocent of understanding until convicted. If students can apply what the are learning to new situations (transfer) and they can explain, understanding is taken place. That application and explanation is evidence of convicting the student (McTighe).
Carol Tomlinson says that grades should communicate very clearly about student status relating to teaching goals. I agree with the need of 3-P grading that Tomlinson talks about. If we graded on performance, process, and progress instead of only grading performance, students would be more motivated to become better in all three phases. The better the students processes become, the greater their progress will be. Therefore, performance will be enhanced.
Instruction in DI should be geared towards more than one intelligence or learning preference. When using multiple intelligence activities, however, you should make sure all activities used are aligned with learning goals (Jessica Hockett). Learning centers, stations, and corners are beneficial and all tasks should be based on learning styles and profiles. The should account for readiness as well. Designing tasks needs to be a creative process with the objective to teach to all students and meet the same learning goals. Hockett also says that when content is new, shudents should be allowed to work within their preferred intelligence. When content is more familiar, that's when you might ask students to step out of their comfort zone and find other ways to achieve understanding. In the video below, Rick Wormeli points out great teaching in all phases of differentiated instruction. He just happens to use my all-time favorite movie, "The Sound of Music," to do it. Take a look!