“Readiness”
November 11, 2009
Periods 1-6
2:20-3:00
Survey Results
Based on the data collected in October,
staff indicated the following as the greatest
challenges to planning and implementing
differentiated instruction:
1.
2.
3.
Readiness (22)
4. Product (17)
Learning Profile (21) 5. Flexible Grouping (16)
Process (19)
Strengths included:
1. Process (6)
4. Flexible Grouping (5)
2. Interest(6)
5. Content (5)
3. Product (6)
When I was a student, I
preferred to be assessed by
Please complete
When I don’t preassess my
students I have found that…
Not yet!!!!
I typically preassess my
students by…
Please complete
In my upcoming unit I might
Try to preassess by…
Not yet!!!!
“Assessment is today’s means of
understanding how to modify
tomorrow’s instruction.”
Carol Tomlinson
The first question to ask is…
WHAT CAN BE ASSESSED?
READINESS
Skills
Content
Knowledge
Concepts
INTEREST
LEARNING
PROFILE
• Interest Surveys • Areas of Strength
and Weakness
• Interest Centers
• Work Preferences
• Self-Selection
• Self Awareness
Skills
Who are your students and what are their skill
levels?
Consider researching past performance:
•Final Exams/Achievement Series
•External Assessments (PSATs)
•MAP-R scores (will provide RIT and Lexile)
•Anecdotal information
Possible Resources:
•My MCPS
•Gateway
•Check for IEPs, 504 plans, etc.
“Assessment should always have
more to do with helping students
grow than with cataloging their
mistakes.”
Carol Tomlinson
Most teachers assess students at the
end of an instructional unit or sequence.
When assessment and instruction are
interwoven, both the students and the
teacher benefit. In a differentiated
classroom assessment is ongoing.
On-going Assessment:
A Diagnostic Continuum
Preassessment
(Finding Out)
Formative Assessment
Summative Assessment
(Keeping Track & Checking -up)
(Making sure)
On-going Assessment:
A Diagnostic Continuum
Feedback and Goal Setting
Preassessment
(Finding Out)
Pre-test
Graphing for Greatness
Inventory
KWL
Checklist
Observation
Self-evaluation
Questioning
Formative Assessment
Summative Assessment
(Keeping Track & Checking -up)
(Making sure)
Conference
Peer evaluation
3-minute pause
Observation
Talk around
Questioning
Exit Card
Portfolio Check
Quiz
Journal Entry
Self-evaluation
Unit Test
Performance Task
Product/Exhibit
Demonstration
Portfolio Review
Preassessment Is...
Any method, strategy or process used to determine a student’s
current level of readiness or interest in order to plan for
appropriate instruction.
• Provides data that can
determine options for
students to take in
information, construct
meaning, and to
demonstrate understanding
of new information.
• Helps teachers anticipate
differences before
planning challenging and
respectful learning
experiences
• Assists with constructing
flexible grouping patterns.
• Helps determine which
students are ready for
advanced instruction.
• Allows teachers to meet
student where they are:
– Interests
– Experiences
– Passions
SOME THOUGHTS ON ASSESSMENT
Assessment refers to what happens on a daily basis in the classroom.
“…ways to use instruction to inform next steps”
…continual feedback that helps students progress over time.
“Assessment-Instruction Cycle”
used to be instruct, instruct, instruct, then assess
now assessment and instruction are interwoven
Students should be learning to self-assess, make adjustments, and
improve performance.
Not helping students gauge their performance can be costly
to them.
We need to give students models for what we are asking
them to do.
I typically preassess my
students by…
When I was a student, I
preferred to be assessed by
Please complete
Based on what
you just learned
take a minute
or so to
complete
the bottom
clouds.
Be prepared
to share with
your neighbor.
When I don’t preassess my
students I have found that…
Please complete
Please complete
In my upcoming unit I might
Try to preassess by…
Please complete
Peer Observations
Three required by April, 2010
•Observed lessons should reflect
integration of strategies/concepts
presented throughout the year.
•Forms available on T-shared
Ticket to Leave
Summarizer:
In order to guide future presentations rank your
top three challenges to planning and implementing
differentiated instruction. Feel free to still
include “readiness”.
Questions:
If you have additional questions or concerns note
these as well. (Don’t forget to include your name
so I can get back to you!)
Please leave it on the table before you leave.
Thank you!
Resources
Diane Heacox
Differentiating Instruction in the Regular Classroom
Carol Ann Tomlinson
How to Differentiate Instruction in Mixed-Ability
Classrooms
http://www.saskschools.ca/curr_content/constructivism/how/preassessment.html
http://www.wilmette39.org/DI39/DIPA/DIPA2.html
http://www.wilmette39.org/DI39/assess.html#2
http://www.flaguide.org/cat/minutepapers/minutepapers1.php
http://www.montgomeryschoolsmd.org/curriculum/enriched/giftedprograms/docs
/ppts/Assessment.ppt