Differentiating
Assessment____________________________________________________________
Differentiated Assessment
todays means of modifying
tomorrows instruction
-Carol Ann Tomlinson
Western Carolina University
August 1, 2011
When somebody hands you a glob of kids, they dont hand you a
matched set. - Carol Ann Tomlinson
Differentiated Instruction
Principles of Effective Differentiation (Non-Negotiables)
(ReadinessInterests Learning ProfileRespectful
TasksHigh-QualityCurriculumFlexible
GroupingContinuousAssessmentSupportiveLearningEnvironmentContent
Process ProductAnchors)
Teachers Can Differentiate (Elements of Curriculum and
Instruction)
According to Learner Differences
+
Differentiated Assessment Guidelines(from Differentiated
Assessment for Middle and High School Classrooms, Blaz, 2008)
Guidelines:1. Assess daily.2. Be formative whenever possible: a
temperature check not just to measure knowledge but to give
feedback.3. Ask students to apply the knowledge and skills gained
in basically the same way they practiced that knowledge/skills.
There should be a clear match between the expected outcomes of a
unit and the tasks provided as the assessment.4. Be timely; make
results quickly available to the student.5. Extend knowledge,
rather than merely measure it.6. Never surprise students. Tell them
what they will learn, how to learn it, and how they will know they
have learned it. No pop quizzes, no surprise categories. Test what
was taught following the same manner in which it was practiced.7.
Have clear criteria (checklist/rubric) that communicate how
students will be assessed.8. Be authentic. Students should be asked
to perform in as close to a real-life situation as possible in the
classroom.Assessment should be linked to the method of performance.
student learning styles. the level of cognitive ability (Blooms or
another). student skill level.
Differentiated Assessment is not just a test at the end of a
unit. It is ONGOING. Its purpose is to screen and identify those
who need assistance or to help plan instruction. It provides
feedback for both teacher and student. reflects student learning,
achievement, motivation, and attitudes on instructionally relevant
classroom instruction. provides multiple ways for students to
demonstrate their learning: tests (individual as well as
partner/group tests), observations, interviews, self-evaluations,
and many other formats to be discussed in this section. identifies
both what is right and what is wrong, and suggests how to fix what
is wrong.
______________________________________________________________________________
Become an assessment junkie. Everything that a student says and
does is a potential source of assessment data. Assessment should be
an ongoing process, conducted inflexible but distinct stages, and
it should maximize opportunities for each student to open the
widest possible window on his or her learning. -Carol Ann
Tomlinson
Assessment-Three Types
(from training with Carol Ann Tomlinson, March 18, 2008)
Assessment and instruction are inseparable. It is todays means
of understanding how to modify tomorrows instruction.
Assessment always has more to do with helping students grow
than with cataloging their mistakes."
-Carol Ann Tomlinson
Pre-Assessment is any method, strategy, or process used to
determine a students current level of readiness or interest in
order to plan appropriate instruction. Pre-assessment
provides data to determine options for students.
helps determine differences before planning.
helps teachers design activities that are respectful and
challenging.
allows teachers to meet students where they are.
identifies starting points for instruction.
identifies learning gaps.
makes efficient use of instructional time.
Formative Assessment is a process of accumulating information
about a students progress to help make instructional decisions that
will improve his/her understanding and achievement levels.
Formative assessment
depicts a students life as a learner.
is used to make instructional adjustments.
alerts the teacher about student misconceptions - early warning
signals.
allows students to build on previous experience.
provides regular feedback.
provides evidence of progress.
aligns with instructional/curricular outcomes.
Summative Assessment is a means to determine a students mastery
and understanding of information, skills, concepts, or processes.
Summative Assessment
should reflect formative assessments that precede it.
should match material taught.
may determine a students exit achievement.
may be tied to a final decision, grade, or report.
should align with instructional/curricular outcomes.
may be a form of alternative assessment.
Differentiated Assessment: Pre-Assessment(from Differentiated
Assessment for Middle and High School Classrooms, Blaz, 2008)(from
Differentiated Instructional Management, Chapman and King,
2008)
Pre-Assessment
Pre-Assessment: A formal or informal test administered to
pinpoint what the learner knows about an upcoming standard, skill,
topic, or concept. The teacher analyzes the data to identify each
students background knowledge, prior experiences, abilities,
interests, and attitudes in relation to the new learning.
The most useful pre-assessment data is gathered 1-2 weeks prior
to planning the unit. This gives the teacher time to analyze each
students strengths and needs for the upcoming unit. This type of
assessment is crucial because the results are used to plan lessons
for individuals in the differentiated classroom. By identifying
strengths and weaknesses ahead of time, the teacher works smarter,
not harder.
Instructional Benefits of Using Pre-Assessment Reveals the
students knowledge base related to the upcoming topic or skill.
Pinpoints the learners knowledge on standards, concepts, and
objectives. Reveals specific needs for re-teaching, grade-level
instruction, or enrichment. Reveals students interests, talents,
attitudes, likes/dislikes, feelings/emotions. Guides the teacher in
selecting or designing the most appropriate instructional
strategies to accommodate identified individual and group
needs.
Teachers Role Pre-assess students 1-2 weeks prior to new unit of
study. Decide how pre-assessment tools will optimize planning for
individual needs. Plan lessons and activities for individuals and
small groups based on their current knowledge levels. Use
pre-assessment as a promo for an upcoming topic or skill. Develop a
repertoire of formal and informal pre-assessment tools, and let the
data needed determine which tool to use in any given situation.
Students Role Show what you know and what you do not know so you
can learn more. Search your memory bank to reveal experiences to
link to the lesson. Share personal knowledge and experiences
related to the topic on the assessment. Realize any negative
experience you had with a topic or skill in the past can be
replaced with a positive experience. Identify areas of interest to
explore during the upcoming study.
Pre-Assessment: Reflecting on the Students(adapted from training
with Carol Ann Tomlinson, March 18, 2008)Study Your StudentsGet to
Know ThemRisk Connecting with Them
What do I want to know about my students as individuals? As a
group? What do I already know? How well do they read? Write? How
well do they understand when they listen? Whats hardest for them in
school? How do they feel about their peers? How do their peers feel
about them? How does their culture affect their learning? How does
gender affect them? What do they already know about what I plan to
teach? What are their dreams? What are their interests? How do they
work best? What kind of adult support do they have outside of
school? What experiences do they have that enable them to relate to
what we study? What attitudes do they have about learning? About
school?
To respect the dignity of young people means taking them
seriously as whole human beings, not just as students. Who are
these young people? What do they bring to school in terms of social
and cultural experiences and identities? How old are they, and what
expectations do school and society have for people that age? What
is around them in terms of media messages, living conditions,
community resources, and so on? Questions like these help us to see
whole persons rather than just students in our classrooms. And when
we do that, the door to respecting their dignity is opened.
- James Beane, A Reason to Teach
Pre-Assessment Tools(from Differentiated Assessment for Middle
and High School Classrooms, Blaz, 2008)(from Differentiated
Instructional Management, Chapman and King, 2008)
Pre-assessment is used to determine student readiness (prior
knowledge and interests) and make decisions on how to differentiate
the idea, concept, process, or unit. Because such assessments do
NOT reflect student mastery of content, they are NOT to be used to
grade students.
Pre-assessments include, but are not limited to KWL charts
Teacher-made pretests Checklists Observations of students
Conversations/conferences with individual students Directed
questioning Results from the previous years state mandated tests
Visual organizers like mind maps or webs Graphic Organizers
Tic-Tac-Toe Boards/Choice Boards Multiple Intelligence Surveys
Learning Styles Inventory/Profiles Interest Surveys Grades from
previous years Brainstorming Color Clusters Squaring Off Journals
Paper Pass Frayer Diagram Walkabouts Response Cards: Yes/No Cards,
Like/Dislike cards Writing Prompts/Samples Body Signals: Stand Up,
Sit Down; Thumb It; Fist of Five
Examples of Verbal Responses I know I want to learn I do not
know I know some about it To improve I need to I need I like I do
not like I am afraid of I look forward to I hope I get to
learnPaper Pass (Pre- or Formative Assessment)(from Differentiated
Instructional Strategies, Gregory and Chapman, 2005)
This activity uses several large pieces of chart paper.1. (Pass
the Paper!)Place a different subject heading about your new unit on
the top of each piece of paper (depends on the number of topics you
want to pre-assess). 2. Each group gets a different colored
marker.3. Each group brainstorms and writes down what it knows
about its topic. 4. The group passes the paper to the next group
(pre-determine this).5. The second group reads all that has been
written.6. The second group writes down what else it knows about
the topic.7. The second group passes the paper to the next group to
add to its sheet.8. The last group finishes its brainstorming and
passes the paper back to its home group.9. The last group takes the
information and groups it according to the information on the
sheet.10. Each group can determine its grouping or have
pre-determined grouping suggestions.11. Each group shares and then
posts all the papers.
Pre-Assessment of Student Interest
(adapted from training with Carol Ann Tomlinson, March 18,
2008)
Directions: This puzzle is about you, your interests, and
hobbies you may like to do.
On each piece of the puzzle, write things that you like to do in
your free time.
You can add more pieces if you would like and can give
additional information on the back of the puzzle pieces.
The most important single factor in the learning process is the
relationship
between a teacher and a pupil, and this critical
relationship-not strategies
or instructional tactics-provides the basis for effective
instruction.
William Bender (Council for Exceptional Children)
Interest Survey
(adapted from training with Carol Ann Tomlinson, March 18,
2008)
NAME: _________________________________________
1. What types of TV programs do you like to watch? Why?
2. What hobbies do you have? How much time do you spend on your
hobbies?
3. If you could have anything you want, what would you choose?
Why?
4. Tell about your favorite game.
5. What kinds of movies do you like to see? Why?
6. Tell about a vacation you would like to take.
7. What is your least favorite activity or subject in school?
Why?
8. What is your favorite activity or subject in school? Why?
9. What kinds of things have you collected?
10. What kinds of books do you like?
11. What are your favorite magazines?
12. What parts of the newspaper do you look at/read?
13. What is your first choice about what to do at home when you
have free time?
14. If you could talk to any person alive, who would it be?
Why?
15. What three (3) questions would you ask this person (in
#14)?
16. Imagine that you could invent something to make the world a
better place. Describe the invention.
17. What is something you can do really well?
18. Tell me something else about yourself that you would like me
to know.
Math Interest Survey
(adapted from training with Carol Ann Tomlinson, March 18,
2008)
NAME: _________________________________________
1. How do you feel about math?
2. Do you think you are good in math? Why? Why not
3. What are you best areas in math?
4. What are your weakest areas in math?
5. Do you think it is important to be good in math? Why? Why
not
6. What do you think are characteristics of students who are
good in math? Why?
7. What do you do when you come to a math problem you cant
solve?
8. How do you use math outside of class?
9. What do you like to do most when you have free time?
10. What else should I know about you to teach you effectively
this year?
Pre-Assessment: At My Best
(adapted from training with Carol Ann Tomlinson, March 18,
2008)
Thinking about your strengths and best features, please answer
the following:
1. A positive thing people say about me is:
2. When Im feeling great at school, its probably because:
3. A dream I have for myself is:
4. A thing I like spending time on is:
5. Something that captures my imagination is:
6. The best thing about my family is:
7. My strength as a learner is:
8. What I can contribute to the classroom is:
9. A thing I wish people knew about me is:
10. Im proud of:
Pre-Assessment-Frayer Diagram
(adapted from training with Carol Ann Tomlinson, March 18,
2008)
Directions
Complete the chart to show what you know about ASSESSMENT. Write
as much as you can.
(DefinitionInformationExamplesNon-examples)
(Assessment)
SELF Report Card
Your View on Assessment
My favorite way to I know that I have reallybe assessed is
learned something when
(NAME________________)
I typically assess When I think about assessingstudents by
students, I have learned that
Why do you assess? Take a moment to think about the reasons you
assess students and jot your reasons below.
How do you assess? Take a moment to think about how you assess
your students. List some ways you assess in the space below.
Formative Assessment
Catherine Garrison & Michael Ehringhaus
Formative Assessments are
For Learning The purpose of formative assessment is to enhance
learningnot to allocate grades. Summative assessments are designed
to allocate grades. The goal of formative assessment is to improve;
summative assessment to prove.
Embedded in Instruction Formative assessments are considered a
part of instruction and the instructional sequence. What students
are taught is reflected in what they are assessed.
They produce
Non-threatening Results Formative assessments are scored but not
graded. Students mark their own work and are encouraged to raise
questions about the assessment and the material covered by the
assessment.
Direct and Immediate Feedback Results of formative assessments
are produced on the spot; teachers and students get them
immediately. Teachers get a view of both individual and class
performances while students learn how well they have done.
Structured Information Teachers can judge success and plan
improvements based on the formative results. Students can see
progress and experience success. Both teachers and students learn
from the assessment results.
Ways to Improve Summarized formative results provide a basis for
the teacher to re-visit topics in the unit if necessary. Individual
student responses provide a basis for giving students additional
experiences in areas where they performed less well.
A good analogy for this is the road test that is required to
receive a driver's license. What if, before getting your driver's
license, you received a grade every time you sat behind the wheel
to practice driving? What if your final grade for the driving test
was the average of all of the grades you received while practicing?
Because of the initial low grades you received during the process
of learning to drive, your final grade would not accurately reflect
your ability to drive a car. In the beginning of learning to drive,
how confident or motivated to learn would you feel? Would any of
the grades you received provide you with guidance on what you
needed to do next to improve your driving skills? Your final
driving test, or summative assessment, would be the accountability
measure that establishes whether or not you have the driving skills
necessary for a driver's licensenot a reflection of all the driving
practice that leads to it. The same holds true for classroom
instruction, learning, and assessment.
Formative Assessment
Strategies(http://daretodifferentiate.wikispaces.com/file/view/03+-+Formative+Assessment+Strategies.pdf)
Tools for Formative AssessmentTechniques to Check for
Understanding
Index Card Summaries/Questions
Periodically, distribute index cards and ask students to write
on both sides, with these instructions: (Side 1) Based on our study
of (unit topic), list a big idea that you understand and word it as
a summary statement. (Side 2) Identify something about (unit topic)
that you do not yet fully understand and word it as a statement or
question.
Hand Signals
Ask students to display a designated hand signal to indicate
their understanding of a specific concept, principal, or process: -
I understand____________ and can explain it (e.g., thumbs up). - I
do not yet understand ____________ (e.g., thumbs down). - Im not
completely sure about ____________ (e.g., wave hand).
One Minute Essay
A one-minute essay question (or one-minute question) is a
focused question with a specific goal that can, in fact, be
answered within a minute or two.
Analogy Prompt
Periodically, present students with an analogy prompt: (A
designated concept, principle, or process) is like
_________________ because
_________________________________________________.
Web or Concept Map
Any of several forms of graphic organizers which allow learners
to perceive relationships between concepts through diagramming key
words representing those concepts.
Misconception Check
Present students with common or predictable misconceptions about
a designated concept, principle, or process. Ask them whether they
agree or disagree and explain why. The misconception check can also
be presented in the form of a multiple-choice or true-false
quiz.
Student Conference
One-on-one conversation with students to check their level of
understanding.
A-B-C Summaries
Each student in the class is assigned a different letter of the
alphabet. They must select a word starting with that letter that is
related to the topic being studied.
3-Minute Pause
The Three-Minute Pause provides a chance for students to stop,
reflect on the concepts and ideas that have just been introduced,
make connections to prior knowledge or experience, and seek
clarification.
I changed my attitude about
I became more aware of
I was surprised about
I felt
I related to
I empathized with
Observation
Walk around the classroom and observe students as they work to
check for learning. Strategies include:Anecdotal
RecordsConferences
Checklists
Exit Card
Exit cards are written student responses to questions posed at
the end of a class or learning activity or at the end of a day.
Portfolio Check
Check the progress of a students portfolio. A portfolio is a
purposeful collection of significant work, carefully selected,
dated and presented to tell the story of a students achievement or
growth in well-defined areas of performance, such as reading,
writing, math, etc. A portfolio usually includes personal
reflections where the student explains why each piece was chosen
and what it shows about his/her growing skills and abilities.
Quiz
Quizzes assess students for factual information, concepts and
skills. There is usually a single best answer. Some quiz examples
are:
Multiple Choice
True/False
Short Answer
Paper and Pencil
Matching
Extended Response
Journal Entry
Students record in a journal their understanding of the topic,
concept, or lesson taught. The teacher reviews the entry to see if
the student has gained an understanding of the topic, lesson or
concept that was taught.
Choral Response
In response t o a cue, all students respond verbally at the same
time. The response can be either to answer a question or to repeat
something the teacher has said.
Idea Spinner
The teacher creates a spinner marked into 4 quadrants and
labeled Predict, Explain, Summarize, Evaluate. After new material
is presented, the teacher spins the spinner and asks students to
answer a question based on the location of the spinner. For
example, if the spinner lands in the Summarize quadrant, the
teacher might say, List the key concepts just presented.
Inside-Outside Circle
Inside and outside circles of students face each other. Within
each pair of facing students, students quiz each other with
questions they have written. Outside circle moves to create new
pairs. Repeat.
Numbered Heads Together
Each student is assigned a number. Members of a group work
together to agree on an answer. The teacher randomly selects one
number. Student with that number answers for the group.
One Sentence Summary
Students are asked to write a summary sentence that answers the
who, what where, when, why, how questions about the topic.
One Word Summary
Select (or invent) one word which best summarizes a topic.
ThinkDots/Cubing
After students have worked to gain essential knowledge,
understanding, and skill about a topic, they can use ThinkDots to
review, demonstrate, and extend their thinking on the subject.
ThinkDots are made of six cards that are hole-punched in one
corner. The set is held together with a notebook ring, a loop of
string, or any other device that allows students to flip easily
through the set. Each card has one of more dots on its front.
On the back of each card is a question or task that asks
students to work directly with important knowledge,
understanding, and skills related to the topic they are
studying.
Think-Pair- Share
Students think individually, then pair (discuss with partner),
then share with the class.
Tic-Tac-Toe
Think-Tac-Toe
Student options can be presented as a list of activities on a
"menu" from which students can choose or arranged in a
"Tic-Tac-Toe" fashion.
In selecting activities for the student choice, teachers should
provide a range of ability and complexity to allow for the needs of
individual students.
A blank "free" space can be left in the menu or in the
Tic-Tac-Toe matrix for students to suggest a choice of their own.
The choice is always with teacher approval for appropriateness of
content and level of difficulty.
Ticket to Leave
Closing activity where students respond in writing or verbally
to short assignments.
Turn to Your Partner
Teacher gives direction to students. Students formulate
individual response, and then turn to a partner to share their
answers. Teacher calls on several random pairs to share their
answers with the class.
Rock-Paper-Scissors
Teacher poses a problem or question. With a partner, discuss
solutions/answers. Do Rock-Paper-Scissors with partner. The winner
stands and the teacher will choose one or more of the winners
to
answer the question.
Play several times to give more students opportunities
to answer question/problem.
Twitter Posts
Students summarize what they have learned using
no more than 140 characters. Can be used as ticket
out the door. Can create a 14x10 grid to use.
Yes-No Cards
On a large index card, write yes or got it on one side. On the
other side, write no or no clue. Teacher asks a review question. If
student knows the answer, he/she will hold up the yes side. If
student doesnt know the answer, he/she will hold up the no side of
the card.
This short assessment can give the teacher a quick look at what
the students are ready for, understand, or get.
Oral Questioning
*How is __________ similar to/different from
_______________?
*What are the characteristics/parts of _______________?
*In what other ways might we show show/illustrate
_______________?
*What is the big idea, key concept, moral in
_______________?
*How does ________________ relate to _______________?
*What ideas/details can you add to _______________?
*Give an example of _______________?
*What is wrong with _______________?
*What might you infer from _______________?
*What conclusions might be drawn from _______________?
*What question are we trying to answer/problem are we trying to
solve? ___?
*What are you assuming about _______________?
*What might happen if _______________?
*What criteria would you use to judge/evaluate
_______________?
*What evidence supports _______________?
ThinkDots
ThinkDots is a versatile strategy for thinking and talking about
a concept, topic, idea, or issue from multiple perspectives. They
can be used to introduce a unit; for sense-making activities, for
small-group discussions, or for test review.
All students can work with the same set of ThinkDots or with
different sets that have been designed for readiness, interest, or
learning profile needs.
Procedure
Students are in groups of 2-4 with one set of ThinkDots and die
per group.
They take turns rolling the die, finding the card with the
corresponding number of dots, reading the prompt aloud, and
sharing.
If the student is not comfortable with the roll of the die,
he/she may roll one more time.
Option #1: Students roll the die to divide up the cards. They
silently read and response to their prompts, and then take turns
sharing in numerical order.
Option #2: Have students take notes on their conversation.
Option #3: Tier your ThinkDots for readiness. Develop two or
more versions of the card sets, focused on t he same learning goals
but that require students to think at varying levels of complexity
and abstraction.
Suggestions:
Use colored paper and/or colored dots to indicate different
readiness levels, interests or learning
styles.
Have students work in pairs.
Let students choose which activities for example: roll the die
and choose any three; create complex activities and have students
choose just one to work on over a number of days.
After students have worked on activity cards individually, have
them come together in groups by levels, interest or learning style
to synthesize the ideas and associated skills.
See website page (given to you) to access examples of
ThinkDots.
Cubing
What is Cubing?
Cubing is an instructional strategy designed to help students
think about a topic or idea from many different angles. A cube
includes 6 commands, one on each of its six faces, followed by a
prompt that describes the task the students should do related to
the command. Cubing can help students think at different levels of
Blooms Taxonomy.
How are cubes used?
Step 1: Identify the concept or targeted skill that will be the
focus of the activity.
Step 2: Create commands for the cubes that align with the key
concept. The commands on each cube should be differentiated to meet
the needs of the learners
Step 3: Make sure that students understand the commands and the
directions of the tasks.
Step 4: Group students according to readiness, interest, or
learning profile. Cubes or task cards can be different colors in
order to align with the needs of the different groups.
Step 5: Students in each group take turns rolling the die. To
provide choice, allow the student to roll again if he/she did not
want to do the first command. Each student rolls the die and
completes their given task. The group members should all be doing
different tasks.
What are the advantages to using Cubing?
Incorporates higher level thinking skills.
It is a simple way to differentiate, while still instructing
each student on the same topic or skill. Each cube may contain the
same commands, but the tasks on the cubes will be different
according to the needs of the various groups.
Rolling the die adds excitement and anticipation. It takes what
may be a boring assignment and makes it fun and engaging.
Cubing is an excellent strategy for the tactile/kinesthetic
learners.
All of the cubes cover the same types of questions and skills,
just at various levels.
Terrific Tips for Cubing:
Use more than one cube. Each cube should contain commands and
tasks that are aligned with the ability levels of the different
groups.
Create one average ability cube first. Then, use those tasks as
a guide to create two other cubes- low ability and high
ability.
Allow students to roll the die 2-4 times depending on the
length/magnitude of the assignment.
Leave one face on the cube as an opinion task where there is no
right or wrong answer.
Always have one easier question and one harder question on each
cube, regardless of the level the cube is intended for.
For some activities, students may be responsible for doing more
than one side of the cube.
Differentiate cubing questions by color-coding the cubes. Ex.
Blue=Knowledge and Comprehension (Low) Green=Application and
Analysis (Average) Red=Synthesis and Evaluation (High). But
remember to change the colors periodically to align with different
levels so that students do not get labeled as the low blue group,
etc
Differentiating by Interest or Learning Profile: Create many
cubes for learning or review activities. 2-3 sides of all the cubes
can have the same task. The remaining 3-4 sides can have tasks
related to specific interests or learning profiles.
Example of how a command and task can be related to the same
topic, but differentiated in order to meet the needs of lower
ability and higher ability students:
1. Lower Question- Describe the desert using as much information
as you can, and involve your five senses in the description.
2. Higher Question- Describe how your life would change if you
moved to the desert. Use your senses and explain why changes would
occur.
Where can I find questions for cubes?
Quizzes, Worksheets, Textbooks, Study Guide Problems, Teacher
Generated/Student Generated
Cubing Activities for Stories (Product Options)
Write a letter to Character.
Create and perform a puppet show of the story
Create a mural or picture to show a scene from the story.
Make a Venn Diagram to compare and contrast 2 characters, 2
stories, etc
Develop a story map for Book.
Create an art project that illustrates the sequence of events in
the book (1st, 2nd)
List characteristics of the characters.
Write a different ending.
Write a letter to the author.
Read another book by the same author. Compare and contrast.
Read another book about the same topic. Compare and
contrast.
Choose 4 interesting words from the story. Then, use a thesaurus
to find synonyms for each of the words.
Question Cubes
Who
What
When
Where
Why
How
Might
Can
Will
Is
Should
Did
Story Starter Cubes
On the moon
Caught in a tornado
The best vacation
The game winning play
The new invention
Favorite animal
The rainforest
On the farm
Cafeteria disaster
Cube Commands
Describe
Illustrate
Evaluate
What is the significance of
Compare
Change
Cartoon
Put __ in historical perspective
Associate
Solve
Contrast
What are the causes/effects
Analyze
Question
Investigate
Relate ___ to ___
Apply
Rearrange
Argue for
Tell the parts of
Connect
Satirize
Argue against...
In your opinion
References and Resources
http://www.foridahoteachers.org/strategies.htm
http://www.lincolnparkboe.org/DI.htm
http://curry.edschool.virginia.edu/files/nagc_cubing_think_dots.pdf
http://boe.ming.k12.wv.us/teachers/di/di_docs/strategies_cubing_think_dots/CubingThinkdotpp.ppt#256,1,CUBING/THINKDOTS
Tic-Tac-Toe/Think-Tac-Toe
Tic-tac-toe, also known as Think-tac-toe, is a differentiation
tool that offers collection of activities from which students can
choose to do to demonstrate their understanding. It is presented in
the form of a nine square grid similar to a tic-tac-toe board and
students may be expected to complete from one to three in a
row.
The activities vary in content, process, and product and can be
tailored to address different levels of
student readiness, interests, and learning styles. The center
square may be left open for the student to select an activity of
their own.
Tic-tac-toe activities may be given to every student in the
class, higher ability students for extension activities, or lower
students for review and practice. As with related strategies, it is
important that no matter which choices students make, they must
grapple with the key ideas and use the keys skills central to the
topic or area of study. In other words, whichever choices the
student makes, he/she should be addressing the same KUDs as the
others,
Involvement in this strategy encourages independent learning.
Teachers should check in with students periodically and require
students to keep a log of their progress.
In place of lengthy activities, the tic-tac-toe board may also
be used with shorter, open-ended questions posed at varying levels
of Blooms Taxonomy.
Tic-Tac-Toe Grid Assessment
Design a graphic organizer with facts about Differentiated
Instruction using at least 20 terms.
Write a one-week diary entry (thats 5 entries) of a teacher who
uses Differentiated Instruction in his/her classroom.
Write a newspaper article announcing the success of your class
after you incorporated Differentiated Instruction with your
students.
Write a 50-word text message to a teacher friend explaining why
he/she needs to incorporate Differentiated Instruction in his/her
classroom.
Create a timeline of how you plan to implement Differentiated
Instruction in your classroom.
(CAN BE A FREE SPACE)
Design the perfect physical layout of a Differentiated
classroom.
Create a game (such as Concentration) using Differentiated
Instruction terms and definitions.
Create and draw a Differentiated logo to display with the
advertisement for a Differentiated Instruction class at the local
community college.
Create a step-by-step set of instructions you would use to teach
diverse students how to do an activity in PE.
Tic-Tac-Toe Menu Using Blooms Taxonomy
Directions: Chose activities in a tic-tac-toe design. When you
have completed the activities in a rowhorizontally, vertically, or
diagonallyor in the 4 corners, you may decide to be finished. Or
you may decide to keep going and complete more activities. Star the
activities you plan to complete. Color in the box when you finish
the activity.
I have created new knowledge.
I can critically examine the content. (evaluating)
I can take my understanding to a deeper level. (analyzing)
I can use my understanding in some meaningful way.
(applying)
I can understand what is being explained/done.
I can recall specific details, information, and ideas from the
text. (remember)
Collect
Facts or ideas which are important to you.
Teach
A lesson about your topic to our class. Include as least one
visual aid.
Draw
A diagram, map or picture of your topic.
Judge
Two different viewpoints about an issue. Explain your
decision.
Photograph
Videotape, or film part of your presentation.
Demonstrate
Something to show what you have learned.
Graph
Some part of your study to show how many or how few.
Create
An original poem, dance, picture, song, or story.
Dramatize
Something to show what you have learned.
Survey
Others to learn their opinions about some fact, idea, or feature
of your study.
Forecast
How your topic will change in the next 10 years.
Build
A model or diorama to illustrate what you have learned.
Create
An original game using the facts you have learned.
Memorize
And recite a quote or a short list of facts about your
topic.
Write
An editorial for the student newspaper or draw an editorial
cartoon.
Compare
Two things from your study. Look for ways they are alike and
different.
Novel Think-Tac-Toe
(from Fulfilling the Promise of the Differentiated Classroom,
ASCD, C. Tomlinson, 2003)
Basic Level
Directions: Select and complete one activity from each
horizontal row to help you and others think about your novel.
Remember to make your work thoughtful, original, accurate and
detailed.
Create a pair of collages that
compare you and a character from
the book. Compare and contrast
physical and personality traits. Label
your collages so viewers understand
your thinking.
Write a bio-poem about yourself and
another one about a main character in the book so your readers
see how you and the character are alike and
different. Be sure to include the
most important traits in each poem.
Write a recipe or set of directions for
how you would solve a problem and
another for how a main character in
the book would solve a problem.
Your list should help us know you and the character.
Draw/paint and write a greeting card
that invites us into the scenery and
mood of an important part of the
book. Be sure the verse helps us
understand what is important in the
scene and why.
Make a model or map of a key place
in your life, and an important one in
the novel. Find a way to help viewers understand both what the
places are like and why they are important in your life and the
characters.
Make two timelines. The first should
illustrate and describe at least 6-8
shifts in settings in the book. The
second should explain and illustrate
how the mood changes with the
change in setting.
Using books of proverbs and/or
quotations, find at least 6-8 that you
feel reflect what is important about the novels theme. Find at
least 6-8 that do the same for your life. Display them and explain
your choices.
Interview a key character from the
book to find out what lessons he/she
thinks we should learn from events in the book. Use a Parade
magazine interview article as a model. Be sure the interview is
thorough.
Find several songs you think reflect
an important message from the book. Prepare an audio collage.
Write an exhibit card that helps your listener understand how you
think these songs express the books meaning.
Novel Think-Tac-Toe
Advanced Level
Directions: Select and complete one activity from each
horizontal row to help you and others think about your novel.
Remember to make your work thoughtful, original, accurate and
detailed.
Write a bio-poem about yourself and
another about a main character in the
book so your readers see how you
and the character are alike and
different. Be sure to include the most
important traits in each poem.
A character in the book is being
written up in the paper 20 years after
the novel ends. Write the piece.
Where has life taken him/her? Why?
Now, do the same for yourself 20
years from now. Make sure both
pieces are interesting feature articles.
You are a profiler. Write and illustrate a full and useful
profile of an interesting character from the book with emphasis on
personality traits and mode of operating. While youre at it,
profile yourself too.
Research a town/place you feel is
equivalent to the one in which the
novel is set. Use maps, sketches,
population and other demographic
data to help you make comparisons
and contrasts.
Make a model or a map of a key
place in your life, and an important
one in the novel. Find a way to help
viewers understand both what the
places are like and why they are
important in your life and the
characters.
The time and place in which people
find themselves and when events
happen shape those people and
events in important ways. Find a way to convincingly prove that
idea using this book.
Find out about famous people in
history or current events whose
experiences and lives reflect the
essential themes of this novel. Show
us what youve learned.
Create a multi-media presentation
that fully explores a key theme from
the novel. Use at least 3 media (for
example painting, music, poetry,
photography, drama, sculpture,
calligraphy, etc.) in your exploration.
Find several songs you think reflect
an important message from the book. Prepare an audio collage.
Write an exhibit card that helps your listener understand how you
think these songs express the books meaning.
Magic Book: Instructions
1. Each person needs two single sheets of ditto paper.
2. Fold the first sheet in half (hamburger style) and tear the
sheet in half.
3. Save one half and tear it in half again, making two strips of
equal length and width. Save the two strips and put the half
aside.
4. Take the second whole sheet of paper and fold it in half like
a hamburger bun fold.
5. Then, fold both sides back toward the fold creating "wings"
or the letter "w" if you look at it from the end.
6. Grasp the middle section of the same piece of paper, between
the two wings and mark off two spots to create thirds.
7. Now, tear the two marked spots through the fold to the mark.
When you are done they should look like three teeth.
8. Now, open the torn paper and weave the two strips through the
sections on each side.
9. After the weaving is done, fold the book together with the
six sections in the middle, giving it a good crease.
10. Carefully find the middle and open to these six sections;
close it again.
11. Carefully find the two edges beneath the six sectioned
middle and pull those far edges out to see the big "magic" page,
hidden behind the six sections.
12. The "Magic Book" is ready for the note-taking activity.
Front Back
Summative Assessment
Catherine Garrison & Michael Ehringhaus
Summative Assessmentsare given periodically to determine at a
particular point in time what students know and do not know. Many
associate summative assessments only with standardized tests such
as state assessments, but they are also used at and are an
important part of district and classroom programs. Summative
assessment at the district/classroom level is an accountability
measure that is generally used as part of the grading process. The
list is long, but here are some examples of summative
assessments:
Performance Tasks/Demonstrations
Portfolio Review
State assessments
District benchmark or interim assessments
End-of-unit or chapter tests
End-of-term or semester exams
Scores that are used for accountability for schools (AYP) and
students (report card grades)
Summative Assessments
should reflect assessments that precede it.
should match the material taught.
may determine a students exit achievement
may be tied to a final decision, grade, or report.
The key is to think of summative assessment as a means to gauge,
at a particular point in time, student learning relative to content
standards. Although the information that is gleaned from this type
of assessment is important, it can only help in evaluating certain
aspects of the learning process. Because they are spread out and
occurafterinstruction every few weeks, months, or once a year,
summative assessments are tools to help evaluate the effectiveness
of programs, school improvement goals, alignment of curriculum, or
student placement in specific programs. Summative assessments
happen too far down the learning path to provide information at the
classroom level and to make instructional adjustments and
interventionsduringthe learning process. It takes formative
assessment to accomplish this.
Summative Assessment Ideas
"Good summative assessments--tests and other graded
evaluations--must be demonstrably reliable, valid, and free of
bias" (Angelo and Cross, 1993).
As a greater number of provinces begin placing emphasis on
summative assessment (activities which assess the students mastery
of a larger unit of material), there is a great opportunity for
teachers to be creative. Summative assessments can not only
evaluate the students knowledge base, but also tap into their
creativity and allow for extra research.
Remember that many activities (such as creating a brochure) can
be used at any grade level as long as the expectations are adjusted
accordingly, or extra resources made available for the younger
grades.
Arts-Based Assessments
Create a Collage
Docudrama
Storyboard/Commercial
Brochure
Poster
Bulletin board design
Scrapbook
Encyclopedia of definitions, historical references, and
images
Model-making/scale model
Music
Compose a piece of music based on the topic
Design and create a CD (choose music and design the CD cover) of
the topics music
Activity-Based Assessments
Debate
Recreate a historical debate
Debates on the pros and cons of the topic
Thinking Skills Assessments
Concept mapping
Create a concept map of the terms and concepts learned in this
unit
Map making
Create a map of the topic (if appropriate), for a traveler; use
city maps as a source of ideas
Media analysis
Comment on the portrayal of the topic in the media (articles,
advertisements)
Visual/Graphics organizer
Creative writing
Write a work of fiction
Create a poetry anthology
Reading response
Read an article on a giventopicand write a response
Technology & Media-Based Assessments
Multi-media presentation
Create a PowerPoint presentation based on researchtopic
Create a presentation which includes visual effects, audio
effects, and a physical demonstration
What Is a Grade?(adapted from training with Carol Ann Tomlinson,
March 18, 2008)
From a learners perspective, we should seek to ensure that
grades keep the success to effort ratio in balance. Grades
contribute to the students sense that when they work hard,
something good generally comes out of it. ensure that students
develop a growth mindset. Grades, in conjunction with tasks and
experiences, contribute to student trust that sustained effort and
hard work make most things possible.
From a parents perspective, we should seek to ensure that grades
communicate clearly. A parent can trust that the grade is a very
accurate representation of just what a student knows, understands,
and can do in a given subject, at a given time, based on clearly
understood criteria. support the parent in supporting learning.
Grades guide parents in what to do next to encourage student
growth.
From a measurement perspective, we should seek to ensure that
grades are RELIABLE. If we were to use the same measure a couple of
days, weeks, or months later, the results would be relatively the
same for a given student. VALID. We actually measured what we meant
to measure.
Ten Practices That Dilute a Grades Validity and Effectiveness):
Avoid!
(from Fair Isnt Always Equal: Differentiated Assessment and
Grading, Rich Wormeli)
1. Penalizing students multiple attempts at mastery.
2. Grading practice/homework as students come to know concepts.
Feedback; not grades.
3. Withholding assistance (not scaffolding or differentiating)
in the learning when it is needed.
4. Group grades
5. Incorporating non-academic factors (behavior, attendance, and
effort)
6. Assessing students in ways that do not accurately indicate
students mastery. Student responses are hindered by the assessment
format.
7. Grading on a curve.
8. Allowing extra credit.
9. Defining supposedly criterion-based grades in terms of
norm-referenced descriptions (above average, average, etc.).
10. Recording zeroes for work not done.
Debriefing Bingo
(adapted from
http://www.teamworkandteamplay.com/resources.html)
After reflecting on the activities just completed, be prepared
to discuss the following events by choosing any that create a line
of five (5) boxes in a row. For example, you can discuss five
separate events during todays experience where you may have
listened to someone (tell about it), tried something new (what this
new thing was), considered a different point of view (share it with
the group), played outside your comfort zone (what event put you
there), and offered someone encouragement (who they were and what
you did).
Laughed
Changed Something
Offered a Suggestion
Developed a New Skill
Listened to Someone
Used Problem-Solving Skills
Said Thank You
Was glad to Be Part of This Team
Tried Something New
Assisted Someone
Saw Something Amazing
Cheered
Considered a Different Point of View
Made an Improvement
Sacrificed Personal Goals for the Good of the Group
Tried, but Just Could Not Do It
Played Outside Personal Comfort Zone
Applauded
Learned Something New
Expanded Personal Boundaries
Offered Someone Encouragement
Played a Different Role
Considered a Different Point of View
Felt Challenged
Asked Someone for Help
Great Websites to Visit
1. Learning to Love Assessment Carol Ann Tomlinson
http://www.ascd.org/publications/educational-leadership/dec07/vol65/num04/Learning-to-Love-Assessment.aspx
2. Sample Layered Curriculum Units at Kathy Nunleys website
http://www.help4teachers.com/samples2.htm
3.
http://school.discoveryeducation.com/schrockguide/assess.html
4. Formative Assessment and Differentiated Instruction
http://www.formativedifferentiated.com/powerpoints.html
5. Icebreakers
www.uky.edu/studentactivities/leadership
6. ThinkDots for Literary Devices
http://www.epd86.org/bolin/Literary_thinkdots.pdf
7. A Parents Guide to Facebook
http://www.connectsafely.org/pdfs/fbparents.pdf
8. Being Smart Rules (Social Media Safety for Kids)
http://www.kidsmart.org.uk/
9. Common Sense Media Curriculum for K-12
http://www.commonsensemedia.org/educators/curriculum
10. Drive Belonging and Engagement in the Classroom Using
Facebook
http://openedpractices.org/files/Face%20book%20as%20info%20literacy.pdf
11. Best Practices for Social Media Usage in North Carolina
http://www.records.ncdcr.gov/guides/best_practices_socialmedia_usage_20091217.pdf
12. Differentiated Instruction Wikis
http://westworldweb.wikispaces.com/Differentiated+Instruction
13. The Wright Family Story
http://www.cdc.gov/healthyyouth/shi/training/10-Resources/docs/WrightFamily.pdf
14. Think-tac-toe and cubing activities
http://www.narragansett.k12.ri.us/Nes/DInew/tttcubingact.html
15. PowerPoint of magic book instructions
www.marthabeesmusic.com/MagicFoldingBook.ppt
16. Seventy-five bookmarks containing sets of questions about
setting, plot, types of literature, reading attitudes, and more
that can be used in a Tic-Tac-Toe menu
http://www.eht.k12.nj.us/~jonesj/differentiated%20instruction/Tic-Tac-Toe.htm
17. Making Books with Susan Kapuscinski Gaylord You can download
Recycled Materials for Making Books for free. There are 8 others
Making Books e-books that you can download from $2.95 - $19.95.
http://stores.lulu.com/store.php?fStoreID=1810835
18. 50 Ways to use Twitter in the classroom.
http://www.teachhub.com/news/article/cat/14/item/462
19. 100 Inspiring Ways to Use Social Media in the Classroom
http://www.onlineuniversities.com/blog/2010/05/100-inspiring-ways-to-use-social-media-in-the-classroom/
20. Top Ten Social Networking for Kids
http://www.commonsensemedia.org/website-lists/social-networking
kids?utm_source=newsletter06.23.11&utm_medium=email&utm_campaign=feature2
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