Elements of Differentiation

1. Elements of Differentiation Community Curriculum • Teacher/Student Connections • Safe Environment • Shared Partnership Assessment • Essential KUDs (Targets) • Engagement • Teaching up Instruction • Pre-Assessments • Formative • (on-going) • Assessments to inform instruction • 3-P Grading • Addressing Readiness, Interests, Learning Profiles • Multiple strategies • Flexible management From C. Tomlinson, Wildly Exciting Education 2010

2. The ABC’s and 3 R’s of Informative Assessment Jacque Melin – GVSU www.formativedifferentiated.com

3. N O P Q R S T U V W X Y Z A B C D E F G H I J K L M From Fogarty & Pete – Wildly Exciting, 2010

4. INFORMATIVE ASSESSMENT N O P Q R S T U V W X Y Z A B C D E F G H I J K L M

5. Just because we taught it, Doesn’t mean they caught it!!!

6. Just because we taught it, Doesn’t mean they caught it!!!

7. STIGGINS, 2008 We have reached a tipping point: We either change our assessment beliefs and act accordingly, or we doom struggling learners to inevitable failure.

8. STIGGINS, 2008 • 1. Balance assessments. • 2. Refine standards. • 3. Assure assessment quality. • 4. Turn learners into assessors. • 5. Rethink feedback strategies. • 6. Build on learner successes. • 7. Assure assessment literacy.

9. INFORMATIVE ASSESSMENT A B CLASSROOM ASSESSMENTS D E F G HIGH-STAKES TESTS I J K L M N O P Q R S T U V W X Y Z

10. INFORMATIVE ASSESSMENT ANTICIPATORY GUIDES B CLASSROOM ASSESSMENTS DIAGNOSTIC E FORMATIVE G HIGH-STAKES TESTS I J K L M N O PRE-ASSESSMENTS Q R SUMMATIVE T U V W X Y Z

11. INFORMATIVE ASSESSMENT ANTICIPATORY GUIDES B CLASSROOM ASSESSMENTS DIAGNOSTIC E FORMATIVE, FORMAL G HIGH-STAKES TESTS INFORMAL J K L M N O PRE-ASSESSMENTS Q R SUMMATIVE T U V W X Y Z

12. INFORMATIVE ASSESSMENT ANTICIPATORY GUIDES B CLASSROOM ASSESSMENTS DIAGNOSTIC EXTENDED WRITTEN RESPONSE FORMATIVE, FORMAL G HIGH-STAKES TESTS INFORMAL J K L M N O PRE-ASSESSMENTS PERFORMANCE TASK Q R SUMMATIVE, SELECTED RESPONSE T U V W X Y Z

13. STIGGINS, 2008 • 1. Balance assessments. • 2. Refine standards. • 3. Assure assessment quality. • 4. Turn learners into assessors. • 5. Rethink feedback strategies. • 6. Build on learner successes. • 7. Assure assessment literacy.

14. INFORMATIVE ASSESSMENT ANTICIPATORY GUIDES BIAS CLASSROOM ASSESSMENTS DIAGNOSTIC EXTENDED WRITTEN RESPONSE FORMATIVE, FORMAL G HIGH-STAKES TESTS INFORMAL J K L M N O PRE-ASSESSMENTS PERFORMANCE TASK POWER STANDARDS QUALITY ASSESSMENTS R SUMMATIVE, SELECTED RESPONSE T U V W X Y Z

15. STIGGINS, 2008 • 1. Balance assessments. • 2. Refine standards. • 3. Assure assessment quality. • 4. Turn learners into assessors. • 5. Rethink feedback strategies. • 6. Build on learner successes. • 7. Assure assessment literacy.

16. INFORMATIVE ASSESSMENT ANTICIPATORY GUIDES BIAS CLASSROOM ASSESSMENTS DIAGNOSTIC DESCRIPTIVE FEEDBACK EXTENDED WRITTEN RESPONSE EVALUATIVE FEEDBACK FORMATIVE, FORMAL G HIGH-STAKES TESTS INFORMAL J K L M N O PRE-ASSESSMENTS PERFORMANCE TASK POWER STANDARDS QUALITY ASSESSMENTS R SUMMATIVE, SELECTED RESPONSE SELF & PEER ASSESSMENT TRACK PROGRESS U V W X Y Z

17. STIGGINS, 2008 • 1. Balance assessments. • 2. Refine standards. • 3. Assure assessment quality. • 4. Turn learners into assessors. • 5. Rethink feedback strategies. • 6. Build on learner successes. • 7. Assure assessment literacy.

18. Marzano, 2006

19. Anonymous Pre-Assessment • Number paper from 1-5 • Answer questions in the following way: • 5: I do this on an ongoing basis, or this happens all the time in my classroom • 4: I do this frequently, or this happens frequently in my classroom • 3: I do this sometimes, or this sometimes happens in my classroom • 2: I do this infrequently, or this happens infrequently in my classroom • 1: I don’t do this, or this doesn’t happen in my classroom

20. Question #1 • I understand the relationship between assessment and student motivation and use assessment to build student confidence rather than failure and defeat.

21. Question #2 • I articulate, in advance of teaching, the achievement targets my students are to hit.

22. Question #3 • My students describe what targets they are to hit and what comes next in their learning.

23. Question #4 • My students are actively, consistently, and effectively involved in assessment, including learning to manage their own learning through the skills of self-assessment.

24. Question #5 • My students actively, consistently, and effectively communicate with others about their achievement status and improvement.

25. INFORMATIVE ASSESSMENT ANTICIPATORY GUIDES BIAS CLASSROOM ASSESSMENTS DIAGNOSTIC DESCRIPTIVE FEEDBACK EXTENDED WRITTEN RESPONSE EVALUATIVE FEEDBACK FORMATIVE, FORMAL G HIGH-STAKES TESTS INFORMAL J K L M N O PRE-ASSESSMENTS PERFORMANCE TASK POWER STANDARDS QUALITY ASSESSMENTS R SUMMATIVE, SELECTED RESPONSE SELF & PEER ASSESSMENT TRACK PROGRESS USE “I CAN” STATEMENTS (TARGETS) V W X Y Z

28. INFORMATIVE ASSESSMENT ANTICIPATORY GUIDES BIAS CLASSROOM ASSESSMENTS DIAGNOSTIC DESCRIPTIVE FEEDBACK EXTENDED WRITTEN RESPONSE EVALUATIVE FEEDBACK FORMATIVE, FORMAL G HIGH-STAKES TESTS INFORMAL J K L M N O PRE-ASSESSMENTS PERFORMANCE TASK POWER STANDARDS QUALITY ASSESSMENTS ROUTINE, REFLECTIVE, RIGOROUS SUMMATIVE, SELECTED RESPONSE SELF & PEER ASSESSMENT TRACK PROGRESS USE “I CAN” STATEMENTS (TARGETS) V W X Y Z

29. Routine Assessments Everyday, All day Definition: Maximizing, optimizing feedback from students. Problem for Q’s: Only a few students respond – we make big decisions on a small amount of data. • Example: • Tell & Retell (cognitive rehearsal) • Signaling/Responding • -Agree/Disagree, Etc. • “Tell me more…” + wait time.

30. INFORMATIVE ASSESSMENT ANTICIPATORY GUIDES BIAS CLASSROOM ASSESSMENTS DIAGNOSTIC DESCRIPTIVE FEEDBACK EXTENDED WRITTEN RESPONSE EVALUATIVE FEEDBACK FORMATIVE, FORMAL G HIGH-STAKES TESTS INFORMAL J K L MAXIMIZING FEEDBACK N O PRE-ASSESSMENTS PERFORMANCE TASK POWER STANDARDS QUALITY ASSESSMENTS ROUTINE, REFLECTIVE, RIGOROUS SUMMATIVE, SELECTED RESPONSE SELF & PEER ASSESSMENT TRACK PROGRESS USE “I CAN” STATEMENTS (TARGETS) V W X Y Z

31. Reflective Assessments Many days, Deliberate ways Definition: Metacognitive & Reflective • Example: • One minute challenge (self assessment) • Goal setting • Metacognitive questions

32. INFORMATIVE ASSESSMENT ANTICIPATORY GUIDES BIAS CLASSROOM ASSESSMENTS DIAGNOSTIC DESCRIPTIVE FEEDBACK EXTENDED WRITTEN RESPONSE EVALUATIVE FEEDBACK FORMATIVE, FORMAL G HIGH-STAKES TESTS INFORMAL J K L MAXIMIZING FEEDBACK METACOGNITIVE N O PRE-ASSESSMENTS PERFORMANCE TASK POWER STANDARDS QUALITY ASSESSMENTS ROUTINE, REFLECTIVE, RIGOROUS SUMMATIVE, SELECTED RESPONSE SELF & PEER ASSESSMENT TRACK PROGRESS USE “I CAN” STATEMENTS (TARGETS) V W X Y Z

33. Rigorous Assessments Some days, thought provoking ways Definition: Philosophical shift – formative rather than summative. • Example: • Examining student work • Summative assessment as formative (item analysis) • Grades and grading practices.

34. INFORMATIVE ASSESSMENT ANTICIPATORY GUIDES BIAS CLASSROOM ASSESSMENTS DIAGNOSTIC DESCRIPTIVE FEEDBACK EXTENDED WRITTEN RESPONSE EVALUATIVE FEEDBACK FORMATIVE, FORMAL G HIGH-STAKES TESTS INFORMAL J K L MAXIMIZING FEEDBACK METACOGNITIVE N O PRE-ASSESSMENTS PERFORMANCE TASK POWER STANDARDS QUALITY ASSESSMENTS ROUTINE, REFLECTIVE, RIGOROUS SUMMATIVE, SELECTED RESPONSE SELF & PEER ASSESSMENT TRACK PROGRESS USE “I CAN” STATEMENTS (TARGETS) V W eXAMINING STUDENT WORK Y Z

35. ROUTINE ASSESSMENTS

36. Alphabet Graffiti Anticipatory Guides (pre- and formative)

37. Alphabet Graffiti Anticipatory Guides (pre- and formative)

38. Bump in the Road or Fogginess(formative) • Write down something from the lesson that they find confusing or difficult. • Collect responses and review, OR • Form small groups and ask students to share their “bumps” and seek clarification.

39. Crumpled Question Toss(formative) • Each student writes a question about something discussed during the unit (or questions are pre-written) • Crumple paper and gently toss to another. • Open crumpled paper and answer the question. • Re-crumple and toss. • Add any needed additional information. • Re-crumple and toss a third time. • Final student makes changes/additions, the presents the question/answers with class.

40. Card Trick(formative) • Each student picks a playing card. • When the teacher asks a question or gives a problem, discuss it with your partner. • The teacher will say something like, “all red cards stand” or “all Kings stand.” • The teacher will pick someone who is standing to respond.

41. Dry-Erase Back to Back Boards(formative) • You and your partner each get a mini-white board and stand back-to-back. • The teacher asks a question and you each answer on your board. • When the teacher says “turn around” you show each other your answers and discuss.

42. Entrance or Exit Cards(pre- or formative) • Students write a response to a teacher generated question on a slip of paper. • Teacher can review and re-teach. • Entrance cards – questions related to upcoming learning. • Exit cards – questions related to completed instruction. • Variation – use same question for both Entrance and Exit.

43. Exit Card (formative) • Name • Question: Not at this time YES Rate yourself: 1 = high confidence 2 = medium confidence 3 = I’m not sure on this Would you help someone else learn this?

44. Four Corners(formative) • Teacher posts questions, concepts, or vocabulary words in each of the corners of the room. • Each student is assigned a corner. Once in the corner, the students discuss the focus of the lesson in relation to the question, concept, or words. • Students may report out or move to another corner and repeat. • After students have moved, as a writing assignment they should be encouraged to reflect on changes in opinion or what they have learned.

45. Graphic Organizers or Learning Logs(pre- or formative)

46. Math Graph Organizers or Learning Logs

47. Pre-Assessing Using Graphic Organizers

48. Human Graph(pre-assessment or formative) • Demonstrated at the beginning of the presentation. • “Snowball” toss then human graph. x x x xxx x xxxx 1 2 3 4 5

49. Idea Spinner(formative) Predict Explain Evaluate Free Summarize • The teacher creates a spinner marked into 4 or 5 quadrants and labeled “Predict, Explain, Summarize, Evaluate” and “Free.” • 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.”

50. Journal Entry(formative) • Writing done to encourage reflection or exploration of ideas or interest. • Questions for reflection are often given by the teacher. • What did you think of the class? Why? • What did you learn today? What did you do in school today? • What happened in school today that made you feel proud? • How do you want to be evaluated? • One thing that the teacher could do to help me understand things better is… • One thing that I do that helps me learn the best is…