By: Dr. Sally Wan Class website: kbip.weebly.

com

EDUC3140 CURRICULAR STRATEGIES FOR TACKLING INDIVIDUAL DIFFERENCES

Session 11: Differentiated assessment strategies

Quick Review
DIFFERENTIATED LESSON PLANNING 1. What is a differentiated lesson plan? 2. Components of a differentiated lesson plan 3. How to write a differentiated lesson plan?

Learning objectives Pre-assessment Hook Differentiation by process

Instructional methods Inquiry-mode methods Flexible grouping Tiering Anchor activity Station approach Cubing Graphic organizer ICT tools (Blooms Taxonomy, Multiple Intelligences) Curriculum compacting Mastery learning Cubing Creativity

Differentiation by content

Learning targets

Differentiation by product Differentiated assessment

Roles

of formative and summative assessments Checking for understanding Common problems encountered in student learning

Differentiation by product

Differentiation by product

Culminating learning experience that occurs after many days or weeks of study Demonstration and extension of what they know, understand, and are able to do

Differentiation by product
Conduct a debate Present a puppet show Develop games Write books

Develop web pages

Products
Write a photo essay

Make a video documentary Give a presentation

Write a song

Product Possibilities

VISUAL Advertisement Collage Poster Flow chart Venn diagram Painting Map Video Story map Timeline

AUDITORY Audiotape News broadcast Speech Debate Lecture Group discussion Interview Round table discussion Book review Teach others

WRITTEN Book report Letter Poetry Research paper Story Checklist Journal Essay Newsletter Survey

KINESTHETIC A model Performance of a dance or skit Sculpture Mobile Diorama Dramatization Experiment Pantomime Role play Display

Four Square Products, page 144. From Differentiating Instruction in a Whole-Group Setting, 38 2005 Crystal Springs Books. Used with permission from the author. All rights reserved.

Differentiated Assessment

 on-going not always graded assessments for learning

determination of mastery of objectives assessments of learning

Knowing more about formative assessment: YouTube https://www.youtube.com/watch?v=ab4hbIsOonU

What is differentiated assessment?

Differentiated assessment is an ongoing process through which teachers gather data before, during, and after instruction using multiple formative and summative tools. (Chapman & King, 2012:1)

Chapman, C. & King, R. (2012). Differentiated assessment strategies: one tool doesnt fill all. Thousand Oaks, CA: Corwin.

The Chapman and King Dozen: Differentiated Formative Assessment

1.

Use a variety of pre-assessment tools to identify the learners knowledge base and prior experiences. Design specific plans based on formative assessment results. Strategically assess students before, during, and after learning. Involve the learner in intriguing and engaging assessment activities and strategies. Continually monitor and use effective interventions. Use flexible grouping strategies to optimize learning. Use a variety of assessment tools. Plan assessment activities to produce success experiences for the learner. Teach learners to create and apply self-assessment strategies. Provide immediate feedback and assistance. Emphasize individual growth. Celebrate success.

2. 3. 4.

5. 6. 7. 8.

9. 10. 11. 12.

Checking for understanding

1. 2. 3. 4.

Using oral language Using writing Using projects and performances Using tests

formative

summative

Source: Frey, N. & Fisher, D. (2011). The formative assessment action plan: practical steps to more successful teaching and learning. Alexandria, VA: ASCD.

Checking for understanding

Understanding involves the appropriate application of concepts and principles to questions or problems posed. --Howard Gardner, 1991 Real comprehension of a notion or a theory --implies the reinvention of this theory by the studentTrue understanding manifests itself by spontaneous applications.--Jean Piaget

Checking for understanding oral language

Checking for understanding oral language

Checking for understanding oral language

Involves speaking and listening Classrooms are often overwhelmed by teacher talk In high-achieving classrooms, teachers spoke 55% of the time, compared to low-achieving classrooms, where teachers spoke 80% of the time (Flanders, 1970)

Checking for understanding oral language Effective Questioning Processes

Stage 1: Prepare the Question Identify instructional purpose Determine content focus Select cognitive level Consider wording and syntax
Stage 2: Present the Question Indicate response format Ask the question Select Respondent
Source: Walsh, J. A., & Sattes, B. D. (2005). Quality questioning: Research-based practice to engage every learner. Thousand Oaks, CA: Corwin Press.

Stage 3: Prompt Student Responses Pause after asking question Assist non-respondent Pause following student response
Stage 4: Process Student Responses Provide appropriate feedback Expand and use correct responses Elicit student reactions and questions Stage 5: Reflect on Questioning Practice Analyze questions Map respondent selection Evaluate student response patterns Examine teacher and student reactions

Further understanding about effective questioning: https://www.youtube.com/watch?v=KF-_eA3jW48&list=PL589F264C9BD8B345

Checking for understanding oral language

Checking for understanding writing

Interactive writing Read, Write, Pair, Share Summary writing RAFT

RAFT

Role of the Writer

Who are you as the writer? A movie star? The President? A plant? To whom are you writing? Yourself? A company?

Audience

Format

In what format are you writing? A diary entry? A newspaper? A love letter? What are you writing about?

Topic

RAFT in Language Learning

RAFT in Physical Education

Checking for understanding

project based model assignment
Oral presentations

Collaborative learning Portfolios Foldables

Tips for assessing project based model assignment

Preassess a project: a teachers checklist Preassess a project: a students survey Assess a post-project display Use a project timeline

Assess the project-based assignment (1) Preassess a project: a teachers checklist

The project-based assignment is

1. 2. 3. 4. 5.

6.
7. 8. 9. 10. 11.

Developed with ongoing monitoring throughout the work. Designed within the students level of success. Content related and relevant to the learners needs. Designed to be completed independently. Devised to engage the student in researching and processing information. Designed to fit the time frame. Providing the student experience with new learning. Filled with high-interest activities. Created with accessible resources and materials. Designed with process checkpoints. Easily assessed with an assessment tool (e.g. rubrics***)

(Resource: http://rubistar.4teachers.org/index.php?screen=NewRubric&section_id=10#10 )

Assess the project-based assignment (2) Preassess a project: a students survey

What are the most interesting sub-topics of this study for me? Which part would make a good project? What do I want to learn? What is the timeline? How will I meet the requirements of the progress checkpoints? Where can I find the material and resources? What are my greatest concerns or needs related to the assignment? What do I need before I begin the project? Who do I want to be my peer evaluator or advisor? How will the product look like when it is finished? How will I present the project? Which self-assessment tools do I need I use? How will my work be assessed?

Assess the project-based assignment (3) Assess a post-project display

Did the project tasks address the content objectives? Did the student grow in his or her knowledge base through these experiences? Are all parts of the project accurate? Does the project reflect learning over a period of time? Is the student able to explain the info learned? Will there be allotted time for the student to present the project? Would this project be beneficial for another learner?

Assess the project-based assignment (4) Use a project timeline

1. 2. 3. 4. 5. 6. 7. 8. 9.

Items to check: Submit the selected topic. Share your plan for the project. List identified materials and needed resources. Bring in research reference notes. Share an outline of the research paper. Brainstorm ideas for the presentation. Select a way to present the material. Read the final paper. Rehearse the presentation.

Check for Understanding: Using Tests

Considerations for Test Design

More than cataloging mistakes Match items with purpose Use it to plan future instruction!

Make Instructions Explicit

Make Instructions Explicit

Common problems encountered

Why students forget and why they remember?

Why students forget and why they remember?

Chapman & Kings Memory Obstacles Chart

Memory obstacles Lapse of memory Description Information is forgotten over time. Facts and skills are not remembered. If you do use it you lose it! The mind is on something else. Attention is not focused. Physical discomfort is evident. In another world! Information is known but it cannot be expressed. It is on the tip of the tongue.

Inattentive

Lack of retrieval cues

Why students forget and why they remember?

Chapman & Kings Memory Obstacles Chart

Memory obstacles Distorted facts and skills Description Previous information was learnt incorrectly. Confused. Feelings, biases, beliefs, and emotions hinder learning. That is what I believe. Ideas are cemented in the mind and cannot be forgotten. Information is learnt one way, so it is difficult to learn a new approach.

Personal agenda obstacles

An established mind-set

Why students forget and why they remember?

Chapman & Kings Memory Obstacles Chart

Memory obstacles No background knowledge Description There is little or no experience with the task or information. Lost! I am out in left field. There is trouble distinguishing the difference of the look, sound, or meaning of terms. Too much to handle! Outside noises or actions interfere and grab attention. A loud disturbance, intercom announcement, or inappropriate behaviour pulls learners off task. What was that?

Fact confusion

External interruptions

Group Task: Solutions to the Memory Obstacles (15mins)

39

Differentiation
Is a teacher's response to learners need

Respectful tasks

Flexible grouping

Continual assessment

Teachers can differentiate through

Content Process Product

According to students
Readiness Interests Learning Profile Environment

Through a variety of instructional strategies

(Tomlinson 2006)

Are teachers small potatoes?

Why being a teacher?

Your teaching vision?

How to survive?

What can you do?