Overview of the Student Success 2011 Summer Program for
Differentiated Instruction: Assessment and Evaluation
The material provided in this package is for your use and adaptation. Facilitators may choose to work
through a module before beginning the board-specific application activities or intersperse sections of the
modules throughout the board-specific portions of the agenda.
Our expectation is that all participants will have an opportunity to meet the following learning goals:
• Develop a common understanding of the language of assessment
• Identify what effective implementation of AfL and AaL looks like in the classroom
• Develop effective student-friendly learning goals and quality success criteria
• Develop differentiated tasks that align with learning goals and success criteria
As with other summer program modules, it is expected that at least one half day of the session is spent on
this learning.
Materials Required for the 2011 Student Success Summer Program for Differentiated Instruction
(DI), Assessment and Evaluation
Provided by Student Success/Learning to 18
 Power Point with Speaker’s notes
 Facilitator Overview
 Handouts (Copy Handout 2 on ledger sized paper)
To be Ordered
 2010 DI Educator’s Package (one per participant ) ISBN 978-1-4435-2254-0
 Growing Success, Assessment, Evaluation, and Reporting in Ontario Schools, First Edition,
Covering Grades 1 to 12 (one for every two or three participants) ISBN 978-1-4435-2284-7
 2010 Differentiated Instruction Facilitator’s Guide with secondary DI DVD (one per
faciliatator) ISBN 978-1-4435-2256-4
Additional Resources (Facilitator Responsibility)
o 2007 Differentiated Instruction Educator’s Package Enhancements - Facilitator’s
Guide – Assessment for Learning.
o Variety of Curriculum Documents appropriate to audience.
To be downloaded or streamed
 AER Edugains, Video Resources
http://www.edugains.ca/newsite/aer2/aervideo/learninggoals.html
Segment 1: The Foundation of Assessment for Learning,
Segment 2: Developing Learning Goals
Segment 4: Developing Success Criteria
 From AER Edugains, Print and Other Resources – Resources
Purposes of Assessment (with Dr. Lorna Earl)
http://www.edugains.ca/resourcesAER/PrintandOtherResources/EarlVideo/index.html?movieID=1
Ontario Ministry of Education, SS/L-18ITEB 2011 Differentiated Instruction/Assessment Summer Program
Optional
o Assessment DI Cards
 Sharing and Clarifying the Learning Goal(s)
 Identifying Success Criteria
 Sharing and Clarifying Success Criteria
At the Board
 Chart paper, highlighters, markers
 Sticky notes – 3 different colours
 Computer, Speakers,
 LCD Projector,
 Internet Access
Background Resources
NOTE: - The other AER Video segments and the Viewer’s Guide for Learning Goals and Success
Criteria will support facilitators in planning the other parts of this session
Visible Learning, John Hattie chapters 9 and 10
The Art and Science of Teaching, Robert Marzano chapter 1
Advancing Formative Assessment in Every Classroom, Connie Moss, Susan Brookhart, chapters 1 and 2
Ontario Ministry of Education, SS/L-18ITEB 2011 Differentiated Instruction/Assessment Summer Program
Agenda
Learning
Sequence
Knowing the
Learner
Ontario Context
Agenda, Handout
Package and learning
Goals
Details/Notes
(see Speaker’s Notes on slides)
MINDS ON
Group Profile – before the session begins
As participants are entering they complete the Group Profile charts on the wall.
Conversations – before the session begins
Facilitators circulate and engage in conversation to assess the level of expertise with DI
and knowledge of Growing Success
Ontario Context
These slides are common to all the Summer workshop presentations. Please use the slide
notes to highlight the focus of the Ministry core priorities and Student Success/Learning to
18.
Review the agenda pointing out the structure of the three part lesson. Ensure that the
participants have all of the handouts. Review the learning goals for the session
Materials
(Photocopy a complete package
of handouts for all participants)
Slide 2
Chart Paper
Markers or stickers
Slides 3-7
Slides 8 -10
Handout Package
Knowing the Learner
Building Community
Table Profile
Table groups complete their profile, share highlights with the whole group and discuss
experiences using class or student profiles as a basis for differentiation.
Connections Slide
This slide has been provided to support facilitators moving around the presentation. It
provides links to key presentation slides and slides that provide support for the learning
throughout the session. The slide can be accessed by clicking on the apples in the bottom
right hand corner of any slide when it is presentation mode. By clicking on any of the links
it will take you directly to that slide.
Knowing the Learner
Diagnostic
Placemat Activity 1 – (Diagnostic Assessment for Learning, Assessment as Learning, and
Assessment of Learning)
Point out why the terms formative and summative are being replaced (Slide 14).
Participants complete Placemat Activity #1 on their own and then Think Pair Share,
followed by a whole group debrief.
NOTE: Success criteria for this activity
Ontario Ministry of Education, SS/L-18ITEB 2011 Differentiated Instruction/Assessment Summer Program
Slides 11-12
Handout 1: Table Profile
(one per table)
Slide 13
Slides 14- 18
Handout 2: Placemat
•
Participants will articulate that it is how the assessment information is used that
determines the purpose of the assessment.
Participants will articulate that assessment is used to mean a set of actions undertaken by
the teacher and the student to gather information about student learning.
Consolidation of
Assessment for as and
of Learning
Differentiated Activities for Consolidation (adapt to the readiness of the group)
Participants read or view the materials appropriate to “where they are” or “how they
would like to learn”. It is not necessary for all groups to report back to the whole group.
NOTE: If the group has a clear understanding of assessment for, as and of learning the
consolidation activity could be tailored to highlight the resource rather than the content.
Differentiating
Assessment
Action
Assessment Centres – Placemat Activity 2
Participants select a centre of interest; for, as or of learning and complete Placemat
activity 2 .
Each centre reports back to the whole group and participants fill in their Placemat Activity
2 charts.
Slides 19-20
Video -Purposes of Assessment
Handout 3: Assessment
Growing Success
2010 DI Educator’s PackageEducator’s Guide
Slides 21-23
Handout 2 : Placemat
References: Growing Success
p.31
Foundation of
Assessment for
Learning
Connecting to DI
Video Segment 1 - The Foundation of Assessment for Learning
Participants use the Video Viewing Guide to capture their thinking as they watch the video
The Foundation of Assessment for Learning. Table groups discuss their thoughts. Each
table group member then reads a relevant section in Growing Success and shares any new
information with the group so that it can be noted in the last column.
This slide offers an opportunity to link to DI. Participants should see that having clearly
articulated learning goals and success criteria is critical before DI can begin. Only the
process, product, topic, entry points and learning environment may be differentiated. The
Ontario Ministry of Education, SS/L-18ITEB 2011 Differentiated Instruction/Assessment Summer Program
Slides 24-28
Handout 4: Guided Viewing
for Foundations of Assessment
for Learning
Video - Foundation of
Assessment for Learning
Growing Success
Slide 29
learning goals and success criteria remain the same for all students (IEP may allow for
exceptions.)
Developing Learning
Goals
Writing Effective
Learning Goals
Differentiating Tasks
and Assessment
Video Segment 2 – Developing Learning Goals
Before Viewing
Participants complete the Concept Attainment to consider the criteria for effective
learning goals
During Viewing
Participants add to their Concept Attainment chart on criteria for effective learning goals
Stop the video at strategic points to facilitate a discussion as required
After Viewing
Consolidate with participants the criteria for writing an effective learning goal.
Slides: 30-33
Handout 5: Concept
Attainment for Effective
Learning Goals
Video- Developing Learning
Goals
Subject/grade Specific Groups – Placemat Activity 3
Groups choose an overall expectation and, considering the criteria, create a learning goal
from the overall expectation, consider what specific expectations support that overall
expectation and write them as learning goals.
Groups may exchange with peers to obtain feedback on the alignment of the expectations
and goals.
Slides 34
Differentiated Instruction
Use Slide 35 to review the underlying principles of DI and the elements of effective
differentiated instruction. Use more of the Educator’s Package and the DI Introductory
Professional Learning Module if required to review/deepen understanding of DI.
Slide 35- 38
Handout 3: Placemat
A variety of curriculum
documents appropriate for the
audience.
2010 DI Educator’s Package
Handout 3: Placemat
Differentiating Tasks and Assessment - Subject Pairs / Triads – Placemat Activity 3
(cont’d)
Based on their learning goals, small groups think of differentiated ways to provide
opportunities for students to demonstrate the learning goals.
Groups exchange with peers to obtain feedback on the differentiated task aligns with the
learning goals.
Ontario Ministry of Education, SS/L-18ITEB 2011 Differentiated Instruction/Assessment Summer Program
Developing Success
Criteria
Gathering Evidence of
Learning –
Triangulation
Making Connections
Video Segment 3 – Developing Success Criteria Placemat Activity 3 (cont’d)
Participants watch the video using the three questions as a lens for viewing. After viewing
ensure that there is a clear understanding of success criteria.
Developing Success Criteria – Subject Pairs /Triads
The groups develop success criteria for the tasks they developed, ensuring that the same
success criteria apply to all of the tasks. They note the success criteria on the placemat
(Activity 3).
Put up poster paper with a triangle drawn on it. At each of the points the facilitator has
written an O, P, C
Evidence Sort – Triangulation
Table groups think of all the ways they know that students are learning. Participants list
one idea per sticky note, using different colours to indicate assessment for, as and of
learning. Next they categorize their ideas under the three headings; observations,
conversations and products and place them on the triangles posted in the room.
Patterns and trends
Discuss the patterns and trends that emerge form the wall charts.
Participants return to their learning goals and related tasks on the placemat to check for a
balance of evidence sources. (Placemat Activity 3 – Question 4)
Use this slide to clarify how all of the elements discussed in this session pertain to the
three assessment questions and how they look differently for students and teachers. Table
groups make connections to Placemat Activities.
Slides 39-40
Video Segment 3 - Developing
Success Criteria
Handout 2: Placemat
Slide 41 -46
Small post it notes – 3 colours
Chart paper on the wall
Handout 2: Placemat
Slide 47 -48
CONSOLIDATION
Consolidation
Five Strategies
Review the five strategies that support assessment for, as and of learning.
Video – DI Secondary Understanding Canadian Law
Participants view the video and make connections to the Five Strategies on Handout 6.
Reflection
Reflection on Learning Goals - Table Groups
Table groups reflect on the extent to which they have met the learning goals of the
Ontario Ministry of Education, SS/L-18ITEB 2011 Differentiated Instruction/Assessment Summer Program
Slide 50 – 51
Video segment – DI Secondary
DVD – Understanding Canadian
Law
Handout 6: Guided Viewing –
Five Strategies Consolidation
Slides 52-54
session.
Exit Cards
Individuals complete exit cards prepared by the facilitator according to local
needs/context.
Conclusion
Please stress the importance of providing session feedback via the on-line survey.
Ontario Ministry of Education, SS/L-18ITEB 2011 Differentiated Instruction/Assessment Summer Program
Survey Monkey Session
Feedback
If you have questions, please contact:
Anne Clifton
Karen Greenham
John Piper
416-325-4712
416- 325-4711
416 314 7277
anne.clifton@ontario.ca karen.greenham@ontario.ca
John.piper@ontario.ca
Student Success/Learning to 18 Implementation, Training and Evaluation Branch
900 Bay Street, 4th Floor
Toronto ON M7A 1L2
Fax: 416-327-6749
Ontario Ministry of Education, SS/L-18ITEB 2011 Differentiated Instruction/Assessment Summer Program