assessment for today’s classrooms™ module 5 how do i manage all this?

Assessment For Today’s Classrooms™

Module 5How Do I Manage All

This?

Assessment For Today’s Classrooms, Module 5

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1. Discuss what records need to be organized in a classroom.

2. Discuss how you would organize them.3. Create a visual to display your results

for the whole group. (i.e. mind map, graphic organizer, chart, list, report, etc.)

Organizing Records Activity Instructions


Independently:

1. Complete the Anticipation Guide on the topic of Readability.

2. Read the article on Readability. 3. Predict the readability level of the text

brought to class. 4. Use one of the readability formulas on the

text that was brought to class.Once you are in your group, complete the following tasks: • Discuss findings and the implications on

instruction.• Discuss the answers to the Anticipation

Guide.

Readability Activity Instructions


What It Is What It Is Not• Proactive• Qualitative• Rooted in assessment• Provides multiple

approaches to content, process, product

• Student-centered• A blend of whole class,

small group, and individual instruction

• Never looks the same

• Individualized instruction

• Chaotic• Another way of

providing homogeneous grouping

Information taken from How to Differentiate Instruction in Mixed Ability Classrooms by Carol Ann Tomlinson

Differentiated Instruction

Model for Diagnostic – Prescriptive Instruction• Know Standards• Know Students ° Screening ° Diagnosis

PLAN DO


• Instruct students whole group

o Planned lessons

Based on standards

Variety of materials

Appropriate teaching techniques

“I do it” Sometim

es “We do it”

• Assessmentso Gradeso Teacher-

made tests

• “You do it”• Differentiated

Instruction• Flexible Grouping• Respectful Tasks

ACT • “Sometimes we do it”• “We do it”• “You do it”• Progress monitoring• Record keeping

systems

CHECK


Plan for Diagnostic-Prescriptive Instruction (Example using Main

Idea)


Plan for Diagnostic-Prescriptive Instruction (Example using

Activity Instructions)


Anecdotal Chart ______________________s Class Date:______________


• The teacher is clear about what standards need to be taught.

• The teacher understands, appreciates, and builds upon student differences.

• Assessment and instruction are inseparable.• All students participate in appropriate

assignments.• Students and teachers are collaborative in

learning. • The teacher adjusts content, process, and

product in response to student readiness, interests, and learning profile.

• Goals are maximum growth and continued success.

• Flexibility is the key!

Key Principles of a Differentiated Classroom


“Assessment should always have more to do with helping students grow than with cataloging their mistakes.” Carol Ann Tomlinson


Partner Share ActivityInstructions:Make sure participants are sitting next to a “shoulder partner.” Invite them to label each other as “Partner A” and “Partner B”. Ask Partner A to tell Partner B – Name at least three things that need to be in place to ensure that assessment drives instruction in a classroom? • Partner B tell Partner A – Add anything to the list that may

have been missed. • Partner A tell Partner B – Summarize what has been said

in this conversation. • Partner B tell Partner A – Name one action step you plan

to take as a result of this class. • Partner A tell Partner B – Name one action step you plan

to take as a result of this class.

PowerPoint Presentation By:

Lawanna Martinec

Contact Information:

Diana Brown352-394-4411

[email protected]

Assessment For Today’s Classrooms™

PowerPoint PresentationModule 5How Do I Manage All This?

© 2013 PLS 3rd Learning.

assessment for today’s classrooms™ module 5 how do i manage all this?

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