Teacher DIAL Sessions 10/19,

11/19, 4/6KUDO’s (know, understand, be able to do)

Pre and Formative Assessments

Lo-Prep Differentiation: R.A.F.T.S.

Application and Sharing

Differentiated Instruction

Defined

“Differentiated instruction is a teaching philosophy based on the premise that teachers should adapt instruction to student differences. Rather than marching students through the curriculum lockstep, teachers should modify their instruction to meet students’ varying readiness levels, learning preferences, and interests. Therefore, the teacher proactively plans a variety of ways to ‘get at’ and express learning.”

Carol Ann Tomlinson

Differentiation

Is a teacher’s response to learner’s needsShaped by mindset & guided by general principles

of differentiationContinual

assessment

Teachers can differentiate through

Content Process Product Affect/Environment

According to students’

Readiness

Through a variety of instructional strategies such as:

RAFTS…Graphic Organizers…Scaffolding Reading…Cubing…Think-Tac-Toe…Learning Contracts…Tiering… Learning/Interest Centers… Independent Studies….Intelligence Preferences…Orbitals…

Complex Instruction…4MAT…Web Quests & Web Inquiry…ETC.

Respectful tasks

Flexible grouping

Quality Curriculum

Bldg. Community

Interest Learning Profile

Overview of D. I.

What you already know

• At your tables, examine “Getting Started,” (handout 13). Suggest a few ways Ms. Creighton could improve her plans for differentiation.

As you will see, you already have expertise in this area, or you would not thrive as a teacher!

A crucial digression

Let’s examine the role of standards, curriculum, essential questions, enduring understandings, and KUD’s (know, understand, and be able to do) on the differentiation process

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Why teachers need to focus on essentials:An analysis of state and national content standards yielded a total of 255 standards and 3,968 benchmarks students are expected to learn. The researchers calculated that if students spent 30 minutes on each benchmark (and many require much more time for mastery), it would take nine additional years of school for students to “learn”them!Marzano and Kendall, 1998--cited in Tomlinson & McTighe(2006). Differentiated Instruction & Understanding by Design: Connecting content & kids. Alexandria, VA: ASCD, pp. 24-25.

Flaws in the standards I

• Too much content: • 71% more content than we have time to

teach• Kindergarten would have to extend to grade

21 to adequately cover all standards

Flaws in the standards II

• Lack of unidimensionality: • “Students will develop fluency in adding,

subtracting, multiplying, and dividing whole numbers” (NCTM, 2000, p.392)

• 241 benchmarks, when “unpacked,” represent 741 unique elements (Marzano, 2002)

Flaws in the standards III

• Over general & not measurable: • “Explore the use of mathematical patterns”• “Demonstrate an interest in reading a

variety of genres”• “Make observations of scientific interest”See Making Standards Useful in the Classroom Marzano & Haystead, ASCD, 2008

Jamie Vollmer’s “Increasing Burden”

From basic literacy, citizenship, enculturation and religious training, the following have been added to teachers’ plates each decade.

Take a deep breath:

From 1900 - 1910 we added

• Nutrition• Immunization• Health

From 1910 - 1930 we added

• Physical Education• Organized athletics• Vocational education• Home economics• Agricultural education• Transportation

In the 1940’s we added

• Business education• Art• Music• Speech• Drama• Half-day kindergarten• Lunch (schools provided 1/3 of children’s meals)

In the 1950’s we added

• Additional math and science• Driver’s education• Safety education• Additional music and art • Sex education• Foreign Language

In the 1960’s we added

• Advanced placement• Title One• Head start• Adult education• Consumer education• Career education• Recreation education

In the 1970’s we added

• Special education (never fully funded) • Title IX• Drug education• Parent education• Character education• Environmental education• Women’s studies• Breakfast (school meals may be the only food

some children eat)

Get ready for the 80’s!

In the 1980’s we added 1 of 3

• Key boarding• Computers• Gifted education• Multi-cultural and gender fair education• ESL• Hispanic heritage education• ECFE• PSEO

In the 1980’s we added 2 of 3

• Jump start, early start, even start, prime start• Full day Kindergarten• Pre-school for children at risk• After school programs• Alternative education• Stranger & danger education• Anti-smoking education

In the 1980’s we added 3 of 3

• Sex abuse education• CIS• Mandatory reporting• Expansion of health and psychological services

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In the 1990’s we added 1 of 2

• Conflict resolution• Peer mediation• Aids and HIV awareness• CPR• Death education• Computers and the internet• Inclusion• Tech prep• School to work

In the 1990’s we added 2 of 2

• Gang education• Bus safety• Water safety• Bike safety• Gun safety

In the 2000’s, we added

• NCLB (under funded)• MCAs• BSTs• A variety of other standardized, high stakes

tests

How much time has been added?

!

Conclusions

1. Teachers must know their content standards, essential questions, enduring understandings and what they want their students to know, understand, and be able to do;

2. Teachers must be willing to eliminate or combine standards; better to be selective than superficial!

Tomlinson 08

Readiness Interest Learning Profile

Content Books at varied reading levels,Spelling lists based on starting point

Range of books showing application of big ideas to varied fields

Teaching in varied modes (auditory, visual, kinesthetic, analytical, practical, creative

Process Tiered activities, Small group instruction,Mini-workshops,Flexible use of time

Expert groups,Jigsaw,Application options,Interest centers

Choice of working conditions, Tasks based on Sternberg’s Intelligences

Product Tiered products,Personal goals,Varied resource options,Varied check-in requirements

Use of student interests in teacher product design,Let’s Make a Deal options,

Complex Instruction,Varied expression options, Culture-/gender-based choices

Tomlinson 08

Teaching Time Materials & Tasks

Groups Space

Provide notes for students who struggle with taking them

Allow students to move ahead in texts & with skills

Provide reading & web material at different levels

Meet with students in small groups to re-teach or extend

Provide space for peer collaboration

Stop often for student sharing and questions

Provide 2nd opportunities for mastery

Use contracts, tiering, mini-workshops, etc.

Use heterogeneous review groups

Use cue walls, help boards, word walls

Use past student work as models

Allow drafts to be turned in early for teacher review

Use computer programs for review & extension

Use homogeneous work groups (esp. for adv. Learners)

To Address Readiness Tomlinson 08

Teaching Time Materials & Tasks

Groups Space

Attach key understandings to student interests

Use some time in each unit for relevance

Use interest-based materials

Use interest-alike groups

Devote some space in the room to student inquiry

Share your interests & how key ideas & skills relate to them

Make time for student-generated inquiry (e.g. Orbitals)

Focus RAFTs journal prompts, perf. tasks, etc. on interests

Use student expert-groups

Make space available for student collaboration

Invite students to co-teach on interests

Conclude lessons with “so what” time

Use biography & autobiography

Use Jigsaw groups

Use interest centers or boards

To Address InterestsTomlinson 08

Teaching Time Materials & Tasks

Groups Space

Present in multiple modes (visual, auditory, demonstration)

Provide time to work alone and time to work with peers

Use Analytical, Creative, & Practical Applications

Use Complex Instruction groups

Have quiet space available

Give students advance signals/cues to prompt thinking

Honor student pace of working when possible

Provide both competition & collaboration

Use similar & mixed learning profile groups as part of flexible grouping

Ensure places to work without visual distractions

Use examples related to both genders & many cultures

Honor cultural perspectives on time

Help students use auditory vs. visual preferences

Use synthesis groups to express ideas in varied modes

Use an “independent study area”

To Address Learning Profile Tomlinson 08

The learning goals must be clear and on target.

Planning a Focused CurriculumPlanning a Focused Curriculum

Facts (Columbus came to the “New World”)

Vocabulary (voyage, scurvy)

Concepts (exploration, change)

Principles/Generalizations/Big Ideas (Change can be both positive and negative. Exploration results in change. People’s perspectives affect how they respond to change).

Skills

Basic (literacy, numeracy)

Thinking (analysis, evidence of reasoning,

questioning)

Of the Discipline (graphing/math/social

studies)

Planning (goal setting; use of time)

Social

KNOW

UNDERSTAND

BE ABLE TO DO

In general, these are held steady

as a core for nearly all

learners in a differentiated classroom.**Exception--linear skills and

information that can be assessed for mastery in the

sequence (e.g. spelling)

KNOW……

Differentiation is a philosophy that honors and celebrates the unique qualities of each student.

A student-centered classroom based on well-defined individual needs provides the appropriate context for differentiation.

Research and rationale to support building healthy classroom environments

Ways to assess students’ learning profiles and how to use the information to develop healthy learning communities

Strategies to develop classroom communities that support differentiation including flexible grouping strategies

Classroom management techniques that support differentiation

UNDERSTAND THAT……

 Students’ learning needs differ in many ways, and responsive teaching requires a proactive approach to meeting those needs while maintaining high quality and rigorous curriculum.

A student-centered classroom based on well-defined individual needs provides the appropriate context for differentiation.

 When students assume ownership and responsibility for classroom procedures, learning, and developing a personal best work effort, the result is high achievement and motivation.

 A classroom environment that supports differentiation balances student voice and choice with teacher direction, is cooperative rather than competitive and honors and celebrates student differences instead of hiding or ignoring them.

BE ABLE TO DO……

  

Explain the theoretical basis for differentiation Assess learning profiles and manage the information for all studentsDetermine practical applications for new knowledge, understanding, and skills related to classroom communities Discuss, collaborate, question, plan, and reflectSelf-assess

These are the facts, vocabulary, dates, places, names, and examples you want students to giveyou.

The know is massively forgettable.

“Teaching facts in isolation is like trying to pump water uphill.” Carol Tomlinson

KNOW (Facts,Vocabulary, Definitions)

• Definitions of Plot, Character, etc.

• The trig derivatives

• Tropical Climate

• Latitude and Longitude

• Key vocabulary: Union, Confederacy, Slavery, Emancipation…

• July 4, 1776

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• Basic skills of any discipline • Thinking skills • Skills of planning, independent learning, etc.

The skill portion encourages the students to “think” like the professionals who use the knowledge and skill daily as a matter of how they do business. This is what it means to “be like” a doctor, a scientist, a writer or an artist.

Skills

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BE ABLE TO DO (Skills: Basic Skills, Skills of the Discipline, Skills of Independence, Social Skills, Skills of

Production)

• Describe these using verbs or phrases:• Analyze, test for meaning• Solve a problem to find perimeter• Write a well supported argument• Evaluate work according to specific criteria• Contribute to the success of a group or team• Use graphics to represent data appropriately

These are the written statements of truth, the core to the meaning(s) of the lesson(s) or unit. These are what connect the parts of a subject to the student’s life and to other subjects.

It is through the understanding component of instruction that we teach our students to truly grasp the “point” of the lesson or the experience.

Understandings are purposeful. They focus on the key ideas that require students to understand information and make connections while evaluating the relationships that exit within the understandings.

Major Concepts and Subconcepts

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What is Understanding? Can you explain what understanding

means to you?

How is it different from knowing and doing?

How do you know when you understand?

How do you know if you UNDERSTAND?

Think - Pair - Share• Talk to someone nearby about ways you could demonstrate that you understand a concept, or ways you ensure that your student understand something• Be ready to share your list with the large group

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NAEP Test Item:

“How many buses does the army need to transport 1,128

soldiers if each bus holds 36 soldiers?”

One-third of US 8th graders answered:

“31 remainder 12”

A student who UNDERSTANDS something can…

• Explain it clearly, giving examples• Use it• Compare and contrast it with other concepts• Relate it to other instances in the subject studies, other

subjects and personal life experiences• Transfer it to unfamiliar settings• Discover the concept embedded within a novel problem• Combine it appropriately with other understandings• Pose new problems that exemplify or embody the

concept• Create analogies, models, metaphors, symbols, or

pictures of the concept• Pose and answer “what-if” questions that alter variables

in a problematic situation• Generate questions and hypotheses that lead to new

knowledge and further inquiries• Generalize from specifics to form a concept• Use the knowledge to appropriately assess his or her

performance, or that of someone else.Adopted from Barell, J. (1995) Teaching for thoughtfulness: Classroom Strategies

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Explanation...

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“Uncoverage” of big ideasneeded for understandings

• Point beyond the specific knowledge and skills in a unit to the larger, transferable insights we want students to gain.

• Provide a skeleton or framework in which students can continue to add specific knowledge, skill, and understanding.

• Go beyond knowing and doing.

• Can be K-12 or year long (overarching) or subject and unit topic specific (topical)

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Knowledge vs. Understanding

–An understanding is an unobvious and important inference, a big idea needing “uncoverage” in the unit; knowledge is a set of established “facts”.

–Understandings make sense of facts, skills, and ideas: they tell us what our knowledge means; they ‘connect the dots’

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Understandings... Great artists often break with conventions to

better express what they see and feel. Price is a function of supply and demand. Friendships can be deepened or undone by hard

times History is the story told by the “winners” F = ma (weight is not mass) Might does not make right Math models simplify physical relations – and

even sometimes distort relations – to deepen our understanding of them

The storyteller rarely tells the meaning of the story

Some questions for identifying truly “big ideas”

– Does it have many layers and nuances, not obvious to the naïve or inexperienced person?

– Do you have to dig deep to really understand its meanings and implications even if you have a surface grasp of it?

– Is it (therefore) prone to misunderstanding as well as disagreement?

– Does it yield optimal depth and breadth of insight into the subject?

– Does it reflect the core ideas as judged by experts?

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Writing Understandings Begin with the stem “Students will

understand that…” Explain the “why or so what” about

the understanding. Are not just truisms are statements

of facts by definition (e.g., triangles have three sides)

Do not use the phrase, “Students will understand how to…” this would be a skill.

Hints for Writing Essential Understandings

Essential understandings synthesize ideas to show an important relationship, usually by combining two or more concepts.

For example:

People’s perspectives influence their behavior.

Time, location, and events shape cultural beliefs and practices.

Tips:

• When writing essential understandings, verbs should be active and in the present tense to ensure that the statement is timeless.

• Don’t use personal nouns- they cause essential understanding to become too specific, and it may become a fact.

• Make certain that an essential understanding reflects a relationship of two or more concepts.

• Write essential understandings a complete sentences.

• Ask the question: What are the bigger ideas that transfer to other situations.

Concepts

Some concepts • span across several subject areas• represent significant ideas, phenomena,intellectual process,

or persistent problems• Are timeless• Can be represented though different examples, with all

examples having the same attributes• And universalFor example, the concepts of patterns, interdependence,

symmetry, system and power can be examined in a variety of subjects or even serve as concepts for a unit that integrates several subjects.

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Sample Large Understandings

Overarching (large in scope) Understandings highlight the recurring & transferable ‘big’ ideas in a subject English: Constant reflection on audience

and purpose is key to effective writing and speaking

Math: Much of math involves a modeling cycle:

using abstractions to represent things, manipulating the abstractions via logical

rules, checking how well results match the

original thing (from AAAS Science Literacy Atlas)

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Samples Understandings in History

Overarching (for year or program) from a Standard

SWUT civilizations leave legacies to help us understand our past and create our present and future.

Topical (Unit on Greek Civilization) From a Benchmark or grade level expectation

SWUT that the Greek contribution to the arts including architecture continue to influence artists and architects throughout western civilization.

SWUT that the Greek form of a republican government became a factor in creating democracies throughout the world.

Big Ideas and Understandings for the Art Studio

JoAnn Gray

• Artists are motivated and inspired by stimuli on the inside and the outside.

• Visual information in the way of symbols and icons are used to convey meaning (emotion, information, ideas).

• Art materials undergo physical change when employed in a piece.• Art materials and tools offer the artist opportunities and challenge the

artist with limitations.• Artists make deliberate decisions about elements, principles, and

materials in their work to convey meaning and emotion.• Important historical conclusions about people and culture can be

drawn from the study of art.• Throughout the creative process, an artist may stop to evaluate,

revise or set new goals to improve the work.

Understanding Presumes Knowledge.

KnowledgeDoes Not Presume

Understanding.

Understandings and Essential Questions involve“Big Ideas”

• Is it a Big Idea? Does it –– have lasting value/transfer to other inquiries? – serve as a key concept for making important

facts, skills, and actions more connected, coherent, meaningful, and useful?

– summarize key findings/expert insights in a subject or discipline?

– require “uncoverage” (since it is an abstract or often-misunderstood idea)?

Understandings Serve as…

Velcro

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Let’s Play

“KUDos”

Play K-U-D (2 - 4 people)

Shuffle the cards in your envelope.Read each statement and decide whether it is knowledge, understanding or skill.

Create the headings K-U-D on a piece of paper then sort the cards placing them under the correct heading:K - know: facts and vocabularyU - understand that: big ideas, conceptsD - be able to do: skills of the discipline

Checking your KUDosAfter you fill in each separate Know, Understand and Do, draw a line from each Know and Do statement to the corresponding Understand statement. If you have a Know or Do statement that does not relate to any Understand statements, either eliminate it or add an Understand statement that gives it meaning and content.

Know Understand Do

ASCD 2007 Tools for High Quality Differentiated Instruction

Stage 1- Desired Results

Stage 2- Assessment Evidence

Stage 3- Learning Plan

Standard(s):

Understandings Essential questions

Knowledge Skills

Performance-based Task + Rubric

Other Evidence (quiz, write up, report, etc.)

Self assessment/self monitoring

Daily lesson plans

Should NOT bedifferentiated

May bedifferentiated

May bedifferentiated

Should be differentiated

if assessment data tells you there

is a need

Understanding by Design

Some teacherstalk about---

LEARNING

Some teacherstalk about---

GRADES

ASSESSMENT

VS. VS.

• Can these two coexist peacefully?• Should one receive emphasis over the other?

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Assessment in a Differentiated Classroom

• Assessment drives instruction. (Assessment information helps the teacher map next steps for varied learners and the class as a whole.)

• Assessment occurs consistently as the unit begins, throughout the unit and as the unit ends. (Pre-assessment, formative and summative assessment are regular parts of the teaching/learning cycle.)

• Teachers assess student readiness, interest and learning profile.• Assessments are part of “teaching for success.”• Assessment information helps students chart and contribute to

their own growth.• Assessment MAY be differentiated.• Assessment information is more useful to the teacher than

grades.• Assessment is more focused on personal growth than on peer

competition. 67

assessments servedifferent purposes…

With your group, take 5 discuss the reasons you assess students.

How do we define ASSESSMENT ?

It’s about guiding students, not judging them.

It’s about informing instruction, not filling grade books.

It’s about before, during, & after—not just after.

It’s about teaching for success—not gotcha teaching.

Tomlinson 08

“Assessment is today’s means ofunderstanding how to modifytomorrow’s instruction.”

Carol Tomlinson

Assessment has more to do with helping students grow than with

cataloging their mistakes.

--- Carol Ann Tomlinson

Two Views of Assessment --

Assessment is for:GatekeepingJudgingRight AnswersControlComparison to othersUse with single

activities

Assessment is for:NurturingGuidingSelf-ReflectionInformationComparison to taskUse over multiple

activities

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Generate a list of ideas of what is typically assessed in a classroom. Are there other things that could or should be assessed?

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Use Pre-, Formative and Summative Assessments

Pre and Formative Assessment (Assessment FOR Learning)

• Assessment occurring before and during the process of a unit or a course. During the formation of a concept or item. Answers question: How are students doing? What are they learning? What misconceptions do they have?

• Quiz, teacher observations, mid-unit test, one-minute essay

• Gives feedback to either the teacher or student (or both) on what revisions to make to teaching or to student work.

Summative Assessment • (Assessment OF Learning)

• The assessment done at the end of a unit, course, grade level. Provides a final summation of learning.

• End of chapter, final exam, final draft of writing portfolio, senior exhibition.

• The adding-up or summary stage. Summarizes the learning for both the teacher and the student.

WHAT CAN BE ASSESSED?

Skills

Concepts

READINESS INTEREST LEARNINGPROFILE

ContentKnowledge

• Interest Surveys• Interest Centers• Self-Selection

• Areas of Strength and Weakness• Work Preferences• Self Awareness

Most teachers assess students at theend of an instructional unit or sequence.

When assessment and instruction areinterwoven, both the students and theteacher benefit. The next slide suggestsa diagnostic continuum forongoing assessment.

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On-going Assessment:A Diagnostic Continuum

Preassessment(Finding Out)

Formative Assessment(Keeping Track & Checking -up)

Summative Assessment(Making sure)

Feedback and Goal Setting

Pre-testGraphing for GreatnessInventoryKWLChecklistObservationSelf-evaluationQuestioning

Conference Exit CardPeer evaluation Portfolio Check3-minute pause QuizObservation Journal EntryTalkaround Self-evaluationQuestioning

Unit TestPerformance TaskProduct/ExhibitDemonstrationPortfolio Review

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Take a moment to list some ways you typically assess students in your classroom.

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Preassessment Is...Any method, strategy or process used to determine astudent’s current level of readiness or interest in order toplan for appropriate instruction.

• provides data to determine options for students • helps determine differences before planning•helps teacher design activities that are respectful and challenging•allows teachers to meet students where they are•identifies starting point for instruction•identifies learning gaps•makes efficient use of instructional time

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Common Types of Readiness or Pre- Assessments

• K-W-L Check• Pre-test• Skills Check• Misconception check• Writing samples or journal with prompt• Mind mapping (graphic organizer)• Checklist through observation, cruising• Student products and work samples• Interviews or oral defense• Draw what you know• Anticipation/reaction guide• Informal Q and A

Teacher prepared pretests KWL charts and other graphic organizers Writing prompts/samples Questioning Guess Box Picture Interpretation Prediction Teacher observation/checklists Student demonstrations and discussions Initiating activities Informational surveys/Questionnaires/Inventories Student interviews Student products and work samples Self-evaluations Portfolio analysis Game activities Show of hands to determine understandingDrawing related to topic or content Standardized test information Anticipation journals

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Your Turn!• Using your KUD list, begin to design

a quick pre-assessment for your unit!

Try one!

Formative Assessment Is...

A process of accumulating information about a student’sprogress to help make instructional decisions that willimprove his/her understandings and achievement levels.

• Depicts student’s life as a learner• used to make instructional adjustments• alerts the teacher about student misconceptions “early warning signal”• allows students to build on previous experiences• provides regular feedback• provides evidence of progress• aligns with instructional/curricular outcomes

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The power of formative assessment lies in its

double-barreled approach, addressing both cognitive and motivational factors at

the same time.--- Susan Brookhart

Key Elements of Formative Assessment:

•Establishment of a classroom culture that encourages interaction and the use of assessment tools.•Establishment of learning goals and tracking of individual student progress toward those goals.•Use of varied instruction methods to meet diverse student needs.•Use of varied approaches to assessing student understanding.•Feedback on student performance and adaptation of instruction to meet identified needs.•Active involvement of students in the learning process.

----Organisation for Economic Cooperation and Development

Formative assessment critical

• We do too much “testing” and not enough “feedback giving”– The research is clear: lots of formative

assessment and opportunities to use it is key to the greatest gains in learning, as measured on conventional tests

• See Black and Wiliam, “Inside the Black Box” in the Kappan; and How People Learn, Bransford et al.

Four Criteria ofQuality Feedback

1. It must be timely.2. It must be specific.3. It must be understandable

to the receiver.4. It must allow the student to

act on the feedback (refine, revise, practice, and retry).

Wiggins, 1998

We know that more frequent feedback is associated with improved student work

ethic, motivation, and performance.

WILL WE CHANGE THE TIMING OF OUR FEEDBACK?

Douglas B. ReevesAccountability for Learning

Ongoing Assessment StrategiesWork alone or with a partner.

• Read over the examples in the next 14 slides.• Make note of any questions you may have.• How could you use these strategies to drive

instruction? • How will ongoing assessment help you teach

for success?• Note: Homework and quizzes are not

included in the slides, but would certainly be considered formative assessment.

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THINKING ABOUT ON-GOING ASSESSMENT

STUDENT DATA SOURCES1. Journal entry2. Short answer test3. Open response test4. Home learning5. Notebook6. Oral response7. Portfolio entry8. Exhibition9. Culminating product10. Question writing11. Problem solving

TEACHER DATA MECHANISMS

1. Anecdotal records2. Observation by checklist3. Skills checklist4. Class discussion5. Small group interaction6. Teacher – student

conference7. Assessment stations8. Exit cards9. Problem posing10.Performance tasks and

rubrics 93

Squaring OffWhole Group Assessment1. Place a card in each corner of the room with one of the

following words or phrases that are effective ways to group according to learner knowledge.

Rarely ever Sometimes Often I have it!Dirt road Paved road Highway Yellow brick road2. Tell the students to go to the corner of the room that

matches their place in the learning journey.3. Participants go to the corner that most closely matches their

own learning status and discuss what they know about the topic and why they chose to go there.

Gregory, G.H. & Chapman, C. (2001). Differentiated Instructional Strategies: One Size Doesn’t Fit All. Thousand Oaks CA: Corwin Press. 94

Yes/No Cards• Using a 4x6 index card the student writes YES on one

side and NO on the other.• When a question is asked the students hold up YES or

NO.1. Ask the students if they know the following vocabulary

words and what they mean.2. Call out a word. If a student is holding a YES they may

be called on to give the correct answer.3. Remind them that if they don’t know the words it is OK

because they will be learning them.4. You can do the same thing with conceptual ideas, etc.

YESNO

Gregory, G.H. & Chapman, C. (2001). Differentiated Instructional Strategies: One Size Doesn’t Fit All. Thousand Oaks CA: Corwin Press.

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Thumb It!• Have students respond with the position of their

thumb to get an assessment of what their current understanding of a topic being studied.

• Where I am now in my understanding of ______?

Up Sideways Down Full Speed Ahead! Slow Down, I’m getting Stop! I’m lost.

confused.

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Fist of FiveShow the number of fingers on a scale,

with 1 being lowest and 5 the highest.

Ask, How well do you feel you know this information?

5. I know it so well I could explain it to anyone.

6. I can do it alone.7. I need some help.8. I could use more practice.1. I am only beginning.

Gregory, G.H. & Chapman, C. (2001). Differentiated Instructional Strategies: One Size Doesn’t Fit All. Thousand Oaks CA: Corwin Press.

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Assessment Strategies to Support Success

1.Whip Around: Assessment)• Teacher poses question• Students write response• Students read written responses rapidly, in

specified order.• Teacher takes notes• Develop closure / clarification / summary

2. Status checks: (Assessment)• Thumbs up/thumbs down/ wiggle palm• Colored cards (red, green, yellow)• Windshield–

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3. Quartet Quiz: (Assessment)– Teacher poses question– Students write/prepare response– Students meet in quads and check answers– Summarizer reports, “We know/ We wonder”– Teacher records on board– Closure/clarification/next steps

Assessment Strategies to Support Success

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4. Jigsaw Check: (Review/Assessment)• Teacher assigns students to groups of 5-6• Teacher gives each student a question card, posing a Key

understanding question• Students read their question to group• Scorecard Keeper records # of students for each question who

are:• Really sure• Pretty sure• Foggy• clueless

• Students scramble to groups with same question they have/prepare solid answer

• Go back to original groups, share answers• Re-read questions• Re-do scoreboard• Report before and after scoreboards

Assessment Strategies to Support Success

100

Directions: Complete the chart to show what you know about Civil Rights.

Write as much as you can.

Definition Information

Examples Non-ExamplesPatriotism

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WORDS

Brett Favre

PICTURE

Your turn!

Use the Frayer template and create an assessment you could use in your classroom. Note that

you can change the prompts!

Exit Cards

List

• 3 things you learned today

• 2 things you’d like to learn more about

• 1 question you still have

Exit Cards

Explain the difference between simile and metaphor. Give some examples of each as part of your explanation.

Exit Cards

We have been learning about patriotism. Use words and/or pictures to show your

understanding of what it is. What questions do you have about this?

topic?

Journal Prompts for Ongoing Assessment

A. Write a step by step set of directions, including diagrams and computations, to show someone who has been absent how to do the kind of problem we’ve worked with this week.

B. Write a set of directions for someone who is going to solve a problem in their life by using the kind of math problem we’ve studied this week. Explain their problem first. Be sure the directions address their problem, not just the computations.

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EXIT CARDS

Design an Exit CardGeneral open-ended questions

1. Write one thing you learned today.2. What area gave you the most difficulty today?3. Something that really helped me in my learning today was ....4. What connection did you make today that made you say, "AHA! I get it!"5. Describe how you solved a problem today.6. Something I still don't understand is ...7. Write a question you'd like to ask or something you'd like to know more about.8. What mathematical terms do you clearly understand or have difficulty understanding?9. Did working with a partner make your work easier or harder. Please explain.10. In what ways do you see today's mathematics connected to your everyday life?

Designing an Exit Card 2

A RAFT is . . .

An engaging, high level strategy that

encourages writing across the curriculum

and encourages students to:

Assume a role

Consider their audience

Communicate in a variety of formats

Examine a topic from different perspectives

R.A.F.T guidelines

• Role of the writer: reporter, observer, eyewitness, participant?

• Audience: Who will be reading this? An editor? Classmate? Historical figure?

• Format: How will this be presented? Poem? Article? Cartoon? Email? Diary?

• Topic:Who or what is the subject? A person, place, thing, event?

Use strong roles & audiences

• Ad agencies• Athletes• Cartoonists• Pen pals• Historical figures• TV characters• Body organs

• Historical events• Animals and plants• Inanimate objects• Mythological creatures• Parts of speech• Literary figures• Math symbols

Use strong formats

• Ads• Application• Brochure• “Dear Abby” letter• Debate• Editorial• E-mail• Epitaph• Wanted poster

• Greeting card• Journal entry• Letter• List • Map• Motto• Poster• Top ten list• Test question

Use provocative & varied verbs• Advise• Appeal• Brainstorm• Convince• Decipher• Defend• Diagnose• Highlight

• Inspect• Introduce• Disprove• Quote• Reflect• Showcase• Urge• Warn

Quality RAFTS

• Tied to standards, outcomes, essential ?’s• Offer choice (are differentiated via readiness and

learning styles)• Are rigorous (high end Bloom)• Require thinking outside the box• Focus clearly on what students need to know,

understand, and be able to do (KUD’s) within the lesson or units

• Inclined toward fun!

A DI exampleRole Audience Format Topic

You

Giftedstudent

Strugglingstudent

____?__

Sample RAFT StripsRole Audience Format Topic

SemicolonMiddle School Diary Entry I Wish You Really

Understood Where I Belong

N.Y. Times Public Op Ed piece How our Language Defines Who We Are

Huck Finn Tom Sawyer Note hidden in a tree knot

A Few Things You Should Know

Rain Drop Future Droplets Advice Column The Beauty of Cycles

Lung Owner Owner’s Guide To Maximize Product Life

Rain Forest John Q. Citizen Paste Up “Ransom” Note

Before It’s Too Late

Reporter Public Obituary Hitler is Dead

Martin Luther King TV audience of 2010 Speech The Dream Revisited

Thomas Jefferson Current Residents of Virginia

Full page newspaper ad

If I could Talk to You Now

Fractions Whole numbers Petition To Be Considered A Part of the Family

A word problem Students in your class Set of directions How to Get to Know Me

Lan

guag

e A

rts

Scie

nce

His

tory

Mat

h

Format based on the work of Doug Buehl cited in Teaching Reading in the Content Areas: If Not Me Then Who?, Bill Meyer and Martin, 1998

R.A.F.T. siteshttp://www.greece.k12.ny.us/instruction/ELA/6-12/Reading/Reading%20Strategies/RAFT.htm

http://www.tantasqua.org/Superintendent/Profdevelopment/etraft.html

http://www.earth.uni.edu/EECP/mid/mod3_la.html

Practice with RAFTs

• At your table, create an abbreviated• lesson using the RAFT Template:• Establish the KUD’s• State the general topic• Create several products/outcomes/tasks that relate to

learning styles or Bloom• Transfer to a transparency and share with the whole

group

RAFT:

ROLE AUDIENCE FORMAT TOPIC

Quality DI

Requires a “GROWTH” or

“FLUID” mindset.

How Do We Choose to See the Kids in Front of Us?

Worthy ResilientCompetent Curious Capable Promising Strong Creative

How Does that Lead us to Feel About Them?

Anger DistressResentment AlienationRepulsion Pessimistic Distant Rejecting

Interest RespectAffection OptimismAdmiration ConcernEmpathy Intrigued

Disown PunishAvoid BlameCoerce OverlookNeglect Excuse

Own EncourageBefriend EmpowerMentor InvestNurture Affirm

How Does that Shape How We Act Toward Them?

Incapable DefiantDisruptive Turned OffDisrespectful DeviantDiscouraged Destructive

The Predictive Power of MINDSET

FIXED GROWTH-Success comes from -Success comes from effort being smart -With hard work, most students-Genetics, environment can do most things determine what we can do -Teachers can override students’-Some kids are smart - profiles some aren’t -A key role of the teacher is-Teachers can’t do anything to set high goals, provide high about students’ profiles support, ensure student focus --

to find the thing that makes school work for a student

Carol Tomlinson, 2009

TEACHER MINDSET

Mindset

Who

Where

What

How

Shapes student self-perception

Builds or erodes group trust

I teach what I believe you can learn

Coverage vs whatever it takes

TALK ABOUT IT . . .

How does teacher MINDSET impact who, where, what & how we teach?

What are the implications of MINDSET for differentiation?

Evidence that schools Evidence that schools

are Fixed Mindset Organizations are Fluid Mindset Organizations

See how much evidence for each column you can generate.

Plan for November 19Continue with:

1. Choice boards

2. Multiple Intelligences

3. Tiering

4. Bloom’s (revised) Taxonomy

Pluses, Minuses, Questions…

Burning Questions???

Suggested Resources Related to Differentiated InstructionASCD.org, Educational Leadership magazine, ASCD video seriesBrandt, Ron (1998) Powerful Learning. Alexandria, VA: Association for Supervision and

Curriculum Development.Cooper, J. David (2000). Literacy: Helping Children Construct Meaning, Fourth Edition. Boston,

MA: Houghton Mifflin Co.Cummings, Carol (2000). Winning Strategies for Classroom Management. Alexandria, VA:

Association for Supervision and Curriculum Development.Erickson, H. Lynn (1998). Concept-Based Curriculum and Instruction: Teaching Beyond the

Facts. Thousand Oaks, CA: Corwin Press, Inc.Erickson, H. Lynn (2001). Stirring the Head, Heart, and Soul, Second Edition. Thousand Oaks,

CA: Corwin Press, Inc.Gibbs, Jeanne (1995). Tribes: A New Way of Learning and Being Together. Sausalito, California:

Center Source SystemsJensen, Eric (1998). Teaching With the Brain in Mind. Alexandria, VA: Association for

Supervision and Curriculum Development.Keene, Ellin Oliver $ Zimmerman, Susan (1997). Mosaic of Thought: Teaching Comprehension in

a Reader's Workshop. Portsmouth, NH: HeinemannLevine, Mel (2002). A Mind at a Time. New York: Simon and Schuster.Marzano, Robert J. (2000). Transforming Classroom Grading. Alexandria, VA: Association for

Supervision and Curriculum Development.Marzano, Robert J. & Pickering, Debra J. & Pollock, Jane E. (2001). Classroom Instruction That

Works: Research-based Strategies for Increasing Student Achievement. Alexandria, VA: Association for Supervision and Curriculum Development.

Silver, Harvey & Strong, Richard W. & Perini, Matthew J. (2000). So Each May Learn: Integrating Learning Styles and Multiple Intelligences. Alexandria, VA: Association for Supervision and Curriculum Development.

Reeves, Douglas B. (2004). Accountability for Learning: How Teachers and Leaders Can Take Charge. Alexandria, VA: Association for Supervision and Curriculum Development.

Sternberg, Robert. (1998). Successful Intelligence: How Practical and Creative Intelligence Determine Success in Life.

Stiggins, Richard J. (1997). Student-Centered Classroom Assessment, Second Edition. New Jersey: Prentice-Hall Inc.

Strachota, B. (1996). On Their Side: Helping Children Take Charge of Their Learning. Greenfield, MA: Northeast Society for Children.

Stronge, James H. (2002) Qualities of Effective Teachers, Alexandria, VA: Association for Supervision and Curriculum Development.

Tomlinson, C. (1996). Differentiating Instruction for Mixed Ability Classrooms; A Professional Inquiry Kit. Alexandria, VA: Association for Supervision and Curriculum Development.

Tomlinson, C. (1999). The Differentiated Classroom: Responding to the Needs of All Learners. Alexandria, VA: Association for Supervision and Curriculum Development.

Tomlinson, C. & Allan, Susan D. (2000). Leadership for Differentiating Schools and Classrooms. Alexandria, VA: Association for Supervision and Curriculum Development.

Tomlinson, C. & Eidson, Caroline Cunningham (2003). Differentiation in Practice: A Resource Guide for Differentiating Curriculum, Grades K-5. Alexandria, VA: Association for Supervision and

Curriculum Development. Tomlinson, C. (2003). Fulfilling the Promise of the Differentiated Classroom: Strategies and Tools for

Responsive Teaching. Alexandria, VA: Association for Supervision and Curriculum Development.

Wiggins, Grant & McTighe, Jay (1998. Understanding By Design. Alexandria, VA: Association for Supervision and Curriculum Development.

Winebrenner, S. (2001). Teaching Gifted Kids in the Regular Classroom (revised, expanded, updated edition). Minneapolis, MN: Free Spirit.

Winebrenner, S. (1996). Teaching Kids With Learning Difficulties in the Regular Classroom. Minneapolis, MN: Free Spirit.