Mapping to the Core
Professional Learning
Community
ELA Day 3
Housekeeping
PLC Norms
Listen to understand
Set aside preconceived notions
Speak openly and honestly
Pay attention to your “feathers”
*Manage electronic devices
What will it take for you to be
able to participate to your
fullest?
Day 3
•
•
•
•
•
•
Phase 3 of Curriculum Mapping
Where are you with the Course Expectations (BLUE SHEET)
Differentiating to close the gap
Deepening understanding content, skills and assessments
Lunch 11:30-12:30 on your own GRAD CREDIT TODAY
Team Time
Next Steps- Curriculum Mapping Software Day 4, bring a
laptop with wireless internet connection, your draft plan,
Big/Ideas for this course
Day 1-Laying the Foundation- Phase 1
Day 2-Consensus Mapping-Phase 2
Day 3- Continue Unit Development and align
assessments- Phase 3
Day 4-Training on Mapping Software and entering
units in the system.
Day 5-Read-throughs for upgrading with web 2.0
tools-Phase 4
Learning GoalsWork as vertical K-2 teams to better understand the New Common Core
Standards and the Ohio Model Curriculum.
Work as grade level teams to do consensus mapping.
Use the components of curriculum mapping to do unit planning (essential
understandings, concepts, skills (including Differentiation) and assessments).
Become familiar with mapping software.
Learn how to upgrade your units/lessons to include web 2.0 tools.
Use Web 2.0 programs to collaborate.
Essential Questions
How can we ensure a guaranteed viable curriculum for all students?
How can we develop quality consensus maps and units?
How can we develop a structure that will allow us to integrate 21stcentury
skills, assessments, and tools to better prepare our students for their
futures?
I Can monitor my progress…
15 minutes
What we know today does
not make yesterday wrong,
it makes tomorrow
better.
Carol Commodore
Curriculum, Instruction, and
Assessment
Where does differentiation fit?
5 minutes
Challenging how we were taught
Belief Statements
*Everyone learns differently
*Quality is more important than quantity (e.g.
significance trumps coverage)
*“One-size-fits-all” curriculum and instruction
presumes that content is more important than
students
SHIFTING PARADIGM
Differential education is a philosophy that is
focused on the confluence of student and
content.
Different vs Differentiated
It is essential that we are able to distinguish
between the notions of “different” and
“differentiated.” Creating modifications
without directing them to specific students
provides things that may be different but it
does not constitute differentiation.
NCLB
The current state of American education emphasizes just how
critical it is to have a clear understanding of the premises of
differentiation. Federal legislation such as No Child Left
Behind has put increasing stress on school systems, teachers,
and, especially, on students. Its focus on “all children” instead
of on “each child” is particularly problematic, as it invites
educators to concentrate their efforts on the group – and thus
the content taught – rather than on the needs of individual
learners. And yet the principles of equity require that each
student be central to the learning process and educated in
ways that address his/her needs and abilities appropriately.
Brain Research Supports Differentiation
Three principles from brain research:
emotional safety, appropriate challenges, and
self constructed meaning suggest that a onesize-fits-all approach to classroom instruction
teaching is ineffective for most students and
harmful to some.
10 COMMON Misunderstandings about
Differentiation
1. Differentiation is a set of strategies.
DI is an entire teaching philosophy grounded in knowing
students and responding to their needs.
2. Differentiation is group work.
Differentiation employs thoughtful, purposeful flexible
grouping. Sometimes students work alone, sometimes in
pairs, sometimes as a whole class, and sometimes in small
groups–depending upon demonstrated student need.
Misunderstandings…
3. “I already differentiate.”
While many teachers may use a strategy associated with differentiation or
may differentiate reactively, few have fully, proactively differentiated
classrooms–these classrooms develop and grow over time in response to
student need.
4. Differentiated lessons have to be creative, “cute,” and fun.
While engaging students is an important part of differentiation, it is more
important that the lesson be grounded rich curriculum
5. Differentiation is just the next educational fad.
Because differentiation is a philosophy of meeting a broad range of
students’ needs, only when students cease being different will the need
for differentiation disappear.
Misunderstandings continued…
6. Providing choice= differentiation
Different activities have to be held together by clear learning
goals.
7. Differentiation isn’t fair.
Fair does not always mean “the same.” In order for students
to reach the same goals, they may need to take different
paths to get there.
8. Differentiation means “dumbing down” the curriculum for
less advanced learners.
Differentiation means providing appropriate scaffolding to
help all learners reach common learning goals.
More misunderstandings…
9. Differentiation only works when kids are well-behaved.
Creating a responsive classroom can be a great way to improve
student behavior, as students’ needs are being met.
10. Preparing a differentiated lesson takes a huge amount of
time.
Creating any high-quality lesson takes time. As teachers get
their heads wrapped around the process, they become more
efficient and develop storehouses of differentiated lessons to
adapt.
Guiding Questions for a Differentiated
Classroom
•
•
•
•
In the content you must teach, what is it that you
want all of your students to know? CONTENT
How can each student best learn this in ways that
are appropriate to his/her specific needs? PROCESS
How can each student most effectively demonstrate
what s/he has learned? PRODUCT
How can divergent student needs be met?
ENVIRONMENT
Content
Why is teaching the “ESSENTIAL UNDERSTANDINGS” so
important?
• Because it promotes maximum retention
• Because we have a lot to teach in a little time so going indepth rather than “getting through everything with poorer
quality”
• Because it prevents “watering down” what students learn
which makes accommodating and modifying for struggling
and talented learners more manageable
PROCESS
• Use multi-sensory channels to help students process
information (music, pictures, websites, video streaming,
concrete materials, kinesthetic activity…)
• Present information in short bites using a variety of
approaches followed by various chances for elaboration and
rehearsal allowing more time for processing so the new
information is not lost.
How the Brain Learns (1995) Dr. Sousa
Environment
A differentiated classroom is a community of
learners grounded upon honoring diversity.
Equity in a differentiated classroom means
that all students get what they need to
achieve. Students understand how they learn
best and they are accountable for their needs.
Changing How We Teach
In order to achieve truly differential education for students, teachers must
modify standard classroom offerings in several areas. These areas include – but
are not limited to
– pacing and sophistication,
The speed with which students progress through the curriculum must be
accelerated or decelerated according to student need. Students must be
encouraged to delve as deeply into content as is challenging for them and then to
try and delve even more deeply.
-depth, and complexity
Learning activities must allow for student choice at levels of complexity that are
most appropriate; in other words, assignments must be tiered to take into account
different ways to meet the same goal.
-personalization.
Students must be provided with reality-based opportunities to interpret and
express what they are learning in ways that are personally relevant and
meaningful.
Knowing the Learners is KEY
Dr. David Sousa (1995) describes how we use all five senses to collect
information but they do not contribute equally to our knowledge base.
Students with different sensory preferences will behave differently during
learning.
Strong auditory learners are comfortable with lecture and discussion while
strong visual learners will doodle or look at other materials to satisfy their
visual craving.
If a teacher primarily uses a visual approach, the auditory learners will
want to talk about their learning and the strong kinesthetic learners will
become restless and find reasons to move.
These are NATURAL responses of students with strong learning
preferences which many interpret as misbehavior or inattention.
Cultural Preferences
• Some students will regard schedules as
important and others will not.
• Some students will be very verbal and others
reserved.
• Some students are creative and others are
analytical or reflective.
• Varying levels of skills and background add
further complexity.
Learning With Body Movements
Have you ever wondered why motor skills such as swimming or riding a
bike are usually remembered forever, whereas the skills involved in
speaking a foreign language are quickly forgotten if not constantly
practiced? The emerging research on the human brain has addressed this
question concerning motor learning vs. higher order cognitive learning,
and two findings have emerged.
•
First, learning of motor skills takes place in a different area within the brain-- a
more fundamental level than learning of languages.
•
Second, the brain considers motor skills more essential to survival. This suggests
that, whenever possible, teachers should pair factual memory tasks with physical
movements. Physical movement and this will greatly enhance retention for
students with learning disabilities, as well as most other students, even in the
upper grades and secondary school.
Getting students into groups
Use heterogeneous, flexible groupings that
are well structured and provide tasks that
require higher-level thinking
• For younger students group in pairs for short processing
activities and when that is successful have the pairs
team with another pair to share their findings.
• With older students groups of three to five work well.
Assign students to groups to ensure heterogeneous mix
and to avoid personality clashes.
Managing Groups
Rotate jobs so that every student gets a chance to do specific
jobs
Teacher circulates to monitor group work, asks questions,
gives feedback.
There is an understanding that all students are accountable
and random selection of reporting for the group helps to keep
students focused on task and participating.
Model and practice quality group routines and procedures on
short successful activities before assigning complex tasks.
More tips for groups…
Make expectations clear.
Require reflection on group work during the session and
reflect at the end on the quality of work and behavior. Set
goals for improvement each time.
Grading is not based upon group products, but the ability of
each student to show what he/she learned from the group
work.
Change groups every four to five weeks.
Cubing
Cubing is a technique which will assist students to consider a
concept from six points of view, by giving students
suggestions on how to conceptualize a particular concept.
While envisioning the six sides of a cube, the student is told
that each side represents a different way of looking at the
idea.
Side one - Describe it recall, name, locate, list
Side two - Compare it contrast, example, explain, write
Side three - Associate it connect, make design
Side four - Analyze it review, discuss, diagram
Side five - Apply it propose, suggest, prescribe
Side six - Argue for/against it debate, formulate, support.
Cubing
Cubing is a technique which will assist students to consider a
concept from six points of view, by giving students
suggestions on how to conceptualize a particular concept.
While envisioning the six sides of a cube, the student is told
that each side represents a different way of looking at the
idea.
Side one - Describe it recall, name, locate, list
Side two - Compare it contrast, example, explain, write
Side three - Associate it connect, make design
Side four - Analyze it review, discuss, diagram
Side five - Apply it propose, suggest, prescribe
Side six - Argue for/against it debate, formulate, support.
Ceiling Buster
A RAFT is…
…an engaging, high level strategy that encourages writing across
the curriculum
…a way to encourage students to…
–…assume a role
–…consider their audience, while they
–…examine a topic from their chosen perspective,
and
–…write in a particular format
Ceiling Buster
WebQuest
•Facilitates learning through directing students to potential sources for
inquiry research
•Focuses students on analyzing information rather than looking for it,
concentrates on analysis, synthesis, and evaluation
Helpful web sites include:
• http://webquest.org/index.php
• http://www.conservation.org/xp/CIWEB/
• http://www.livebinders.com/play/play_or_edit?id=61729
• http://d20webquests.pbworks.com/w/page/7475186/Useful%20Links
Ceiling Buster
Differentiated Stations
•Provides students activities based on readiness,
interest, or learning style
•Allows all students to be involved in meaningful
activities that respects student abilities while
offering all students a challenge
*Deb Diller-Stations http://www.debbiediller.com/
http://www.youtube.com/watch?v=FltUjfQi8f0
Questions to help implement MI
• Linguistic: How can I use the spoken or written word?
• Logical-Mathematical: How can I bring in numbers,
calculations, logic, classifications, or critical thinking?
• Spatial: How can I use visual aids, visualization, color, art,
metaphor, or visual organizers?
• Musical: How can I bring in music or environmental sounds,
or set key points in a rhythm or melody?
• Bodily-Kinesthetic: How can I involve the whole body, or
hands-on experiences?
• Interpersonal: How can I engage students in peer or crossage sharing, cooperative learning or large-group
simulation?
• Intrapersonal: How can I evoke personal feelings or
memories, or give students choices?
http://surfaquarium.com/MI/inventory.htm
Let assessment DATA drive instruction
Especially pertinent in today’s atmosphere of accountability,
standardization, and testing is the fact that differentiation is
rooted solidly in two of the major components of assessment,
those that come at the beginning of learning and continue
throughout the process rather than the one that comes at the
end and is incarnated in “the test.”
A thorough knowledge of where to begin teaching students
can be gained from placement assessment, a strategy which
should occur before the onset of instruction.
-Discuss assessments that you use.
Pre-Assessment
Purpose:
Gather information to be used in planning instruction that
will match students’ zone of proximal development with
instruction as well as capitalize on interests, learning
styles, intelligence strengths, etc.
Pre-Assessment in a Differentiated
Classroom
Method: Assess across a range of profile
dimensions to measure students’
 Level of proficiency in pre-requisite knowledge,
skills and understandings
 Current level of knowledge and understanding of
the content and skills to be taught
 Learning styles
 Interests
 Intelligence strengths
Approaches to Pre-Assessment
Formal
 Pre-tests/quizzes
 Performance on prior end-of-unit assessments
Informal




Journal entries
Webbing activities
Systematic Observation
KWL
ONGOING Formative ASSESSMENT
Purpose: A “temperature check” to find out:




What students have learned up to this point,
Where there are gaps in learning,
Where students have exceeded expectations
Where students have questions
Ongoing, formative assessment gives teachers information that they need
to create appropriately differentiated work for students. Such assessment
appraises student progress by providing continuous feedback to teachers
and to students; it is a guide to teaching and learning, a way to track
student development and to determine what changes, if any, need to be
made to increase their growth. It gives teachers the data they need to
monitor and, if necessary, modify both curricular and instructional design.
Formative assessment allows everyone to know where they stand –
teachers and students – and “where they need to go from here.”
Ongoing Formative Assessment
Formal
 Quizzes—NEVER pop-quizzes
 Mini performance tasks
 Homework assignments
Informal
 Webbing activities
 Journal entries
 Systematic observation
Product
How do we know the students learned the
essential understandings?
Post-Assessment in a Differentiated
Classroom
Purpose:
 Through a culminating activity, evaluate
the success of students in attaining the
knowledge and skills, understanding the
concepts, principles and generalizations, and
applying the learning that were the goals of
instruction
Principles of Post Assessment
 Represents a culmination of learning experiences which have
been targeted at achieving and integrating a set of goals and
objectives
 Ensures a clear match between the expected outcomes of
instruction and the task(s) provided
 Provides for a sampling of the most important outcomes of
the learning experiences
 Allows for performance at the level of learning expected
Principles of Post Assessment
Allows for demonstration of learning using preferred
mode of learning and producing within the
constraints of the expected outcomes
 Allows for demonstration of what students have
learned
 Is a learning experience
 Has clearly specified criteria which allow for clear
communication of which goals and objectives have
been achieved at what level
Grading in a Differentiated Classroom
 Clearly communicates standards that are being used
 Clearly delineates separate grades
 for growth (changes in learning from the beginning to the end of
the instructional component)
 for achievement relative to standards of performance
 for effort
 Provides full disclosure to all
 Heeds student voices
 Are never used to punish
Break- 10 minutes
Wikispace… 10 minutes to
review resources
Indicators of Sound Classroom
Assessment Practices
1. Why Assess?
2. Assess What?
3. Assess How?
4. Communicate How?
5. Involve Students How?
*count off by 5’s and go to the designated spot in
the room to discuss your section on Table 3.3
15 minutes discussion and 10 minutes to draw Nonlinguistic of
5 Keys to Quality Assessments
Keys to Quality Classroom Assessment
Accurate Assessment
Key 1: Clear Purposes
What’s the purpose?
Who will use the results?
What will they use the
results to do ?
Key 2: Clear Targets
What are the learning
targets?
Are they clear?
Are they good?
Key 3: Sound Design
What method?
Quality questions?
Sampled how?
Avoid bias how?
Effectively Used
Key 4: Effective
Communication
How manage information?
How report? To whom?
Key 5: Student Involvement
Students are users, too
Students can track progress and
communicate, too
Students need to understand targets, too
Students can assess, too
Why do we need assessments of
LEARNING?
• To keep parents
and faculty
informed on how
close the student
performance is to
the standard set
for him.– Grades
and report cards
Why do we need assessments
of LEARNING?
• To measure the
efficiency of the
curriculum plan
and the teaching
of the standards - AYP
Why do we need assessments of
LEARNING?
• To find out if the
kids are learning
and to what extent
they are or are not.
• Measure growth.
Traditional Assessments of
LEARNING?
• Class Exams
• Classroom tests used to
give grades and check
retention
• Ohio Proficiency and
Achievement Tests
• ACT/SAT tests
• These assessments are
typically tests and quiz
formats and are given
AFTER the learning takes
place
Matching assessments to learning targets
To quickly sample mastery
of concepts and skills,
use…
To test the use of skills
and reasoning ability to
solve problems and see
relationships use…..
To test the ability to
create quality products
use…
•
•
•
•
•
Multiple choice tests
True/false questions
Matching questions
Fill in the blank sentences
Labeling tasks
• extended oral or written
response assessments with
rubrics
• Performance assessments
with rubrics
Adapted from Rick Stiggins, Student-Involved Classroom Assessment
Why do we need assessments for
LEARNING?
• To inform the kids to what extent they are or
are not learning what is expected.
• To motivate students and help them focus on
what is important.
– Does this count?
– Is this going to be on the test?
• To give students tools to monitor their own
specific strengths and weaknesses so goals
can be set.
Assessments for LEARNING?
– Pre-assessments used to plan and preview
instruction
– Diagnostic tests and quizzes that are used to plan
the next steps of instruction
– Self-assessments that help students set new goals
– Performance and authentic assessments that give
students a chance to redo and revise if they miss
the mark
• This range of assessments are given before, during
and are part of the learning process.
Beliefs About Assessment
• We need a balance of assessment types
• Assessments must be matched with clear learning targets – state indicators,
etc.
• There should be multiple methods and levels of assessments used regularly
• Assessment results are used to guide learning as well as improve curriculum
• Students need to be actively involved in the assessment process:
– Know criteria and learning targets before learning and testing
– Receive specific and timely feedback – rubrics and checklists
– Analyze their own data
– Set learning goals as a result of this feedback
Lunch 11:30-12:30
Set a bookmark
For WORDLE
http://www.wordle.net/
Definitions of Authentic Assessments
• Methods that emphasize learning and thinking, especially higherorder thinking skills such as problem-solving strategies (Collins)
• Tasks that focus on students’ ability to produce a quality product
or performance (Wiggins)
• Disciplined inquiry that integrates and produces knowledge, rather
than reproduces fragments of information others have discovered
(Newmann)
• A new type of positive interaction between the assessor and
assessee (Wiggins)
• An examination of differences between trivial school tasks (e.g.
giving definitions of biological terms) and more meaningful
performance in nonschool settings (e.g. completing a field survey
of wildlife) (Newmann)
Indicators of Sound Classroom
Assessment Practices
1. Why Assess?
2. Assess What?
3. Assess How?
4. Communicate How?
5. Involve Students How?
*count off by 5’s and go to the designated spot in
the room to discuss your section on Table 3.3
15 minutes discussion and 10 minutes to draw Nonlinguistic of
On-going feedback is key to
effective self-adjustment
Learning to compare
the actual against the optimal;
the intent vs. effect
Feedback confirms or disconfirms against
a specific standard or goal—no personal
value judgment is made
Feedback is descriptive, not evaluative
Feedback is not praise or blame
Feedback is not guidance/advice
Key 4: Effective Communication
• Rubrics
• Feedback
Descriptive Feedback
• Is it frequent?
• Is it descriptive?
– What doing well;
– One thing to improve on;
– Suggestion for improvement
• On formative assessments
How do students interpret feedback?
Teacher says…
Develop these ideas further”…
But student thinks…
Yes, but how?
Teacher says…
“More detail needed”…
But student thinks…
Yes, but I’d thought it had all the details it
needed, so now I’m not clear.
Teacher says…
You must try harder”…
But student thinks…
!!!!!!!!!!!!!!!
Teacher says…
“Ask”…..
But student thinks…
About what?
Teacher says…
“Good Work”…
But student thinks…
How good? In what ways?
Rubrics
• Are they provided to students at the
beginning of the learning?
• Are they incremental and mirror the
learning targets?
• Do they practice scoring answers in class
with a rubric?
WHY Rubrics?
•
•
•
•
•
Help meet recommended practices (collect info)
More efficient than anecdotal records
More descriptive than checklists (Y/N)
Able to capture small increments in change
Can describe the different attributes involved in
successful performance
• Help to describe process and qualitative
differences
Two types…
• Holistic rubrics – evaluate the product as a
whole, rather than the sum of the parts
• Analytic rubrics – examine the different skills
involved or the features of a product
individually
– Weighted rubrics – weighted so that more weight
is given to skills that are considered more
important and a total score can be derived from
the individual ratings.
– Combined rubrics – holistic and analytic rubric
How can you get students to
understand?
Steps in creating a rubric…
• Match your scoring guide with your learning targets and
skill instruction.
• Specify the characteristics, skills, or behaviors that you will
be looking for, as well as common mistakes you do not
want to see
• Describe below average, average, and above average
performance for each attribute
• Write descriptions for excellent and poor work using the
descriptors for all the attributes
• Collect samples of work to help you refine benchmarks
• Revise rubric as necessary
*Helpful Adjectives and Adverbs
for Rubric Construction
Not Meeting Expectations
None
Never
Incomplete
Inadequate
Unsatisfactory
Unclear
Rarely clear
…to an unacceptable level
Includes no elements of…
Improper
Unclear
Inappropriate
Lacks enough of…
Inconsequential,
Unimportant
Unnecessary
Illogical
Random
Progressing
Fewer than ___
Seldom, rarely
Less than complete
Less than adequate
Minimal
Vague
Sometimes unclear or
inaccurate
…to a minimal level
Includes few elements of…
Sometimes improper
Somewhat unclear
Limited
Minimal amount of…
Somewhat relevant
Somewhat useful
Somewhat reasonable
Somewhat instinctive
Proficient
More than ___
Sometimes, often
Somewhat complete
Adequate
Satisfactory
Understandable
Often clear, often accurate
…to an acceptable level
Includes most elements
of…
Somewhat proper
Some degree of clarity
Somewhat appropriate
Adequate number of…
Important
Essential
Reasonable
Somewhat intuitive
Exemplary
All
Always
Complete
Superior
Maximum
Articulate
Clear, accurate
…to the highest level
Includes all elements
of…
Clear
Proper
Appropriate
All Necessary…
Significant
Critical, crucial
Logical, rational
Intuitive
Exploring Rubrics
Prentice Hall http://www.phschool.com/professional_development/professional_library/alternative_assessme
nt/index.html
MidLink Magazine’s Teacher Resource Room - http://www.ncsu.edu/midlink/ho.html
Kathy Schrock’s Guide - http://school.discovery.com/schrockguide/assess.html
The Staff Room, Ontario, CA - http://www.odyssey.on.ca/~elaine.coxon/rubrics.htm
*This chart provides some very general suggestions to “jump-start” your rubric construction.
Your mission will be to clarify these terms by adding specific requirements.
Avoid vague terms by qualifying your descriptors and defining exactly what you want from the students.
Copyright © 2000, SASinSchool 
Cary, NC, USA. All Rights Reserved.(May be reproduced for classroom use as long as no fee is charged
Weighted Rubric for Portfolio
Scale
Final Score _______
A= ______
Name ___________
(100)
B = ______
Final grade _______
C= ______
D= ______
Criteria
Form
Visual
Appeal
Organization
Knowledge of
Key Concepts
Reflections
Indicators
4
3
0 errors
2
1-2 errors
1
Spelling
Grammar
Sentence structure
0 errors and a high
level of writing
Cover
Artwork
Graphics
All 3 elements are
creatively and
visually appealing
All 3 elements
included
Completeness
Timeliness
Table of Contents
All 3 elements
demonstrate high
level of
organization
All 3 elements
included
Key concepts
Evidence of understanding
Application
Evidence of
ability to apply
knowledge to new
situations
Evidence of high
level of
understanding of
key concepts
Evidence of basic
level of
understanding of
key concepts
Evidence of key
concepts
included in
portfolio
One per piece
Depth of reflection
Ability to self-assess
Reflections show
insightfulness and
ability to selfassess
Insightful
reflections for
each piece
Missing 1
reflection
Missing 2 or
more reflections
Score
2-3 errors
__ x 3 __
(12)
Missing 1 element
Missing 2
elements
__ x 4 __
(16)
Missing 1 element
Missing 2
elements
__ x 5 __
(20)
__ x 6 __
(24)
__ x 7 __
(28)
Checklist Rubric to assess Speech
Criteria
4
Language
Grammar
Sentence Structure
Vocabulary
Technical terms
Appropriateness
Main ideas
Thesis
Topic sentences
Support
Examples
Definitions
Visual Aids
Graphics
Color
Appropriateness
Technology
PowerPoint
Slides
Video
3
2
1
Criteria
Novice
In progress
Meets
Expectations
Exceeds
Expectations
Identifies
Real
Problem
Problem?
What
Problem?
Someone else
points out there is a
problem.
Recognizes there
is a problem.
Identifies
“real problem”
Gather
Facts
Does not realize the
need to gather facts
Able to gather one
fact on own
Knows where to look
to obtain additional
facts
Accesses
information to
obtain all necessary
facts
Brainstorm
Possible
Solutions
Does not generate
any solutions
Generates one
idea with someone’s
assistance
Generates 2 or 3
solutions
independently
Generates 4 creative
solutions
independently
Evaluates
Effectiveness of
Possible Solutions
Does not evaluate the
effectiveness of
possible solutions
Recognizes pluses and
minuses of some of
the solutions
Takes time to analyze
effectiveness of each
possible solution
Uses refection to
decide what to do
differently next time
Assessments are…
• Demonstrations of learning
• Tangible products, projects, or observable
performances
• Multiple types of assessment to give a
more complete picture of learning
Is there a BALANCE?
• Make changes to your chart or add additions now that
you have watched the video
Assessments are ….
• Create a WORDLE to demonstrate your
understanding of Assessments.
• http://www.wordle.net/
5 minutes
Assessment Methods
Traditional
Quizzes & Tests
Worth being familiar with
Paper/pencil
Selected Response
Constructed Response
Important to know and do
Performance
Tasks and
Projects
Complex
Open-ended
Authentic
Enduring Understanding
Key 5: Student Involvement
• Done through:
–
–
–
–
–
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feedback,
student friendly learning targets,
posted learning targets,
practice assessments,
student-led conferences
goal setting
• Sometimes difficult to see by just viewing the
assessment
Break- 10 minutes
Team Time to follow
If the skills are scaffold we get to a
deeper level of understanding
Wikispace…
How Can I Close the Gap?
1. What will we do AFTER the students have
completed the formative assessment to
differentiate instruction?
2. What interventions will we provide for students
who do not do well on the formative
assessment?
3. What will we do for the students who are on
track?
4. What will we do for the students who excel?
5. What extension activities will we provide?
Who do you
recommend
for the door
prizes?
Next Steps…
• Day 4 is online hands on using the mapping
software
• BRING your laptop (let me know ahead of time if
you need one of ours).
• Bring all your work in a WORD version so that you
can cut and paste into the template.