Slide 1
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November 19, 2015
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Slide 2
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Anticipation Guide
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Formative assessment is done at the end of the
learning process.
Formative assessment and instruction go hand-inhand.
Students are graded on every formative assessment.
Formative assessment can help teachers differentiate
instruction.
Formative assessment can influence student
engagement.
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Slide 3
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What is Formative Assessment?
 Takes place during the learning process
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 Informs both teachers and students
 Allows teachers to adjust instruction
 Involves students
 Cannot be separated from the
instructional process
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 Classroom assessment for learning
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Slide 4
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 Formative assessment gives teachers information that
they can use to inform their teaching and improve
learning while it is in progress and while the outcome
of the race can still be influenced.
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 Laura Greenstein
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Slide 5
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Formative Assessment for ALL!
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Slide 6
Using Formative Assessments and
Engaging Teaching
 Emphasize problem-based learning
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 Permit student choice and initiative
 Encourage depth rather than breadth
 Require student thinking (apply, analyze, evaluate,
create)
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 Offer multiple levels of challenge
 Designed to be relevant and authentic
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Slide 7
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Night
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Point of View
SS Soldier
Eliezer's father
number tattoo on arm
winter in Auschwitz
silence
cauldron of soup
train to Auschwitz
Dr. Mengele
Format
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 dramatic monologue
 poem
 song
 drawing with dialogue
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 friendly letter
 list of 8 hashtags with
explanations under them
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Slide 8
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Hold Ups!
 White boards
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 Great way to hold ALL students accountable for the
work.
 Students are actively involved in assessment and the
teacher receives immediate feedback.
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 When the students answer by holding up their answer,
the teacher can quickly determine who is
understanding and who needs help.
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Slide 9
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On the Spot!
 On the spot student engagement techniques allow the
teacher to quickly gauge the depth of student
understanding of concepts being taught.
 They are activities that require little or no advance
preparation.
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 You can insert several in a lesson the minute you
notice students starting to disengage.
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Slide 10
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On the Spot!
 Think-Pair-Share
 Quick-Write
 Quick-Draw
 Chalkboard Splash
 Thumbs Up/Down
 Ranking
 Numbered Heads Together
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Slide 11
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Rank these formative assessments from 1 – 7 in order
that you would be most likely to use in your classroom.
―Think-Pair-Share
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―Quick-Write
―Quick-Draw
―Chalkboard Splash
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―Thumbs Up/Down
―Ranking
―Numbered Heads Together
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Slide 12
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Let’s Move!
 Research shows that movement is linked to memory
and learning.
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 The fact that most of our learning environment calls
for students to sit still and silently for long periods of
time is a recipe for disengagement.
 The use of movement in a lesson will enhance learning
for students while providing evidence of active
participation and cognitive engagement.
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Slide 13
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Let’s Move!
Line-ups or Inside-Outside Circles
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Laundry Day
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Role-Play
Carousel Brainstorming
Tweet
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Slide 14
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Summarize, Review, Close
3-2-1 Exit Slip
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3X Summarize
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3 Things
Be the Illustrator
Postcard
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Slide 15
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Often teachers are talking and
explaining while students are
writing, and the students miss
what the teacher is saying
because they are so focused on
copying the notes.
Mackenzie, 8th grade student
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Slide 16
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Graphic organizers
www.readingquest.org
www.readwritethink.org
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Slide 17
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Notes!
Confer, Compare, Clarify
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Picture notes
Lecture T-Chart
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The 3-Sentence Wrap-Up
Pause, Star, Rank
Debate Team Carousel
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Slide 18
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Practice!
Three Sentence Wrap up
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Write three sentences about what
you have learned today.
Boil it down. Circle the most
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important words.
Use those words to write a 3 word
sentence.
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Slide 19
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Technology!
Kahoot!
Plickers
TodaysMeet
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Slide 20
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todaysmeet.com/assess
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 What is your 3 word sentence?
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Slide 21
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Anticipation Guide
1.
2.
3.
4.
5.
Formative assessment is done at the end of the
learning process.
Formative assessment and instruction go hand-inhand.
Students are graded on every formative assessment.
Formative assessment can help teachers differentiate
instruction.
Formative assessment can influence student
engagement.
___________________________________
___________________________________
___________________________________
___________________________________
___________________________________
___________________________________