every student response - pbworks
TRANSCRIPT
Every Student Response
Chalkboard splash/graffiti
Numerous students respond to a
prompt/question on the
chalkboard/whiteboard/chart paper at the
same time. Teacher makes observations of
individuals contributions.
Plickers
Teacher poses a question to the entire
group. Students use their individual
response cards to show their answer
(A,B,C,D). The teacher uses a smart phone
to “scan” the class and receive instant
feedback data.
Quick Quiz with GradeCam
Teacher asks between 1-10 questions
(similar to items on the summative
assessment). Students answer using their
assigned “bubble sheet.” Teacher or
student scans bubble sheet using webcam
to get instant grade.
Pinch Cards/Response Rings
Each student is given a pinch card
which contains multiple answer choices.
Students pinch the correct answer and hold
it up. Students can also be given binder
rings with more answer options.
Stuck with Me
At the end of a lesson students are
given a post it note. They record what
“stuck with them” and post it on their
assigned number on the chart.
Four Corners
The teacher poses a question to the
entire class. They assign each corner of the
room which a particular answer. Students
answer by moving to the corner they
believe to be correct.
Individual Whiteboards
Each student is given a dry erase
board to record their answer. When the
teacher asks each student holds up their
answer.
Options for cheap whiteboards
Shower board from Lowe’s
Laminated card stock
Clear page protectors
Shiny placemats from the Dollar Store
Plastic plate
Freezer bags
Whip Around
The teacher poses a question or a task. Students then
individually respond on a scrap piece of paper listing at least 3
thoughts/responses/statements. When they have done so,
students stand up. The teacher then randomly calls on a student to
share one of his or her ideas from the paper. Students check off
any items that are said by another student and sit down when all of
their ideas have been shared with the group, whether or not they
were the one to share them. The teacher continues to call on
students until they are all seated.
Student self-declared level
of understanding
3-2-1 Card
Teacher gives each student an index
card or small sheet of paper to record:
3 things you found out 2 interesting things 1 question you still
have
3 differences between ___ 2 effects of __ on ____ 1 question
you still have about the topic
3 important facts 2 interesting ideas 1 insight about yourself
as a learner
3 key words 2 new ideas 1 thought to think about
Write 3 questions about the text (unfamiliar words, confusing
passages or ideas) Write 2 predictions based on the text
(what will happen next based on the reading) Make one
connection based on the text (connect to something you
know or have experienced)
Color Coded Turn Ins
When students complete an
independent assignment, they place it in
one of four bins (Got It, Almost, Kind of,
Nope) depending on how they believe they
understood the concept.
The Colors of Understanding
Each student is given a set of colored
objects which they can use to indicate their
level of understanding during instructional
time.
I Can Statements
This form can be given each week in order for them to
document what they have learned. There is a section for them to
self-evaluate their learning and a space for them to show or explain
what they "can" do. At the beginning of a lesson, have the students
write down their "I Can" statement for the lesson in the space
provided. This way they hear, write, and read what they will be
learning. At the end of the lesson have students evaluate how well
they understand the concept and to show or explain what they
learned.
As I See It
Each student is given an index card or
small sheet of paper to record:
Personal Statements- When I read this, I imagine that…
Explanatory Statements- The angle changes because…
Prediction Statements- Based on the data, I predict…
Confusion Declarations- After today, I am still confused
about…
Laundry Day
This is a student self-assessment where they select
a group with which to study for a summative assessment.
Previous class work can also be used as criteria.
Tide(Those who feel they are drowning in information)
Gain(understand basics but missing some key parts
Bold(fairly confident, just some missing details)
Cheer (sure of success , looking for enrichment)
Four Corners
Teacher poses a question to the entire
class. Each corner of the classroom is
assigned a type of road based on the
students understanding of the topic.
Corner 1: The Dirt road (There’s so much dust, I can’t see
where I’m going! Help!!)
Corner 2: The Paved road (It’s fairly smooth, but there
are many potholes along the way.)
Corner 3: The Highway (I feel fairly confident but have
an occasional need to slowdown.)
Corner 4: The Interstate (I ’m traveling along and could
easily give directions to someone else.)
Corner One will pair with Corner Three; Corner Two will
pair with Corner four for peer tutoring
Random Response
Q&A
My Favorite “No”
Assign students a warm up problem or
two. Hand out index cards to the students.
Collect and quickly sort the index cards into
yes/no piles. Choose your favorite no
response and analyze it as a class.
Check out an example from Teaching
Channel
http://tinyurl.com/favoriteno
Misconception Friend
On an index card or small sheet of
paper, each student records one thing that
a fellow student might misunderstand about
the topic. On the back they model the
correct answer.
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.”
The Cold Call/Random Student Selector
Randomly call on a student who does
not have their hand up to gauge
understanding. You can also use a random
student selector online.
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? What 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 ________________________________?
- How might we prove/confirm ____________________________?
- How might this be viewed from the perspective of ___________?
- What alternatives should be considered ____________________?
- What approach/strategy could you use to ___________________?
Numbered Heads Together
Students sit in groups and each group
member is given a number. The teacher
poses a problem and all four students
discuss. The teacher calls a number and
that student is responsible for sharing for the
group.
Peer Assessment
Group Placemat
Students are arranged in groups of four and given a
large chart paper divide into five sections. Students are given
questions or calculations to do. They first work alone in their
section. Students compare their answers, reasoning, methods,
etc. They discuss and try to agree on the group’s idea of the
‘best answer’ which will be recorded in the center section.
The students are then given model answers and compare
their group answer with the teacher’s model answer.
Rubrics
Using a rubric, developed collaboratively, pairs of
students assess each other’s work. The process of marking
another’s work has a number of striking advantages over
having your work marked by the teacher. Students see
alternative ways of answering the question or solving the
problem; they see model answers or worked solutions and
have to study these closely during the marking; and they see
where marks are gained and lost. This makes the ‘goals’ clear.
Students also have to make judgments about their peer’s
work, which requires them to clarify their understanding of the
subject matter. It does not matter if students do not make
perfect judgments. The desired outcome is that learners
clarify their understanding, and set themselves goals for
improvement.
Online tools for creating rubrics include http://www.teach-
nology.com/web_tools/rubrics/,
http://www.rcampus.com/indexrubric.cfm,
http://rubistar.4teachers.org/index.php
Socratic Seminar
Students ask questions of one another
about an essential question, topic, or
selected text. The questions initiate a
conversation that continues with a series of
responses and additional questions.
Check out a socratic seminar in action:
https://www.teachingchannel.org/videos/bring-socratic-seminars-to-
the-classroom
Two Stars and a Wish Two Stars – areas where the student’s work excelled –
and one Wish – an area where there can be some level of
improvement. It can be administered in several ways:
1. Review an anonymous piece of work with the entire class and
have all students provide feedback
2. Break the class into pairs and have them review each other’s work
3. Have each student assess their own work
Three 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
Teacher Observation
Checklists
Teacher keeps ongoing anecdotal
notes on a checklist which contains the
standards or learning targets for that
specific unit.
Gallery Walk
Post 3-5 chart papers on the walls with a
question or topic on each. Have students respond
to the question or topic with written comments or
questions. After all student have make their
comments in a first round, students then make a
second round to read others’ comments and make
additional comments.
Conferencing
The teacher meets with students to discuss a
specific targeted skill. The teacher can record
the student’s progress toward the standard and
what is the next step for them.
See a teacher/student formative conference
https://www.youtube.com/watch?v=Pad1eAcsHho
Three Minute Conference
Letting students know that they are “almost
there” but that you would like to meet with them for a
three minute conference helps them understand where
they are in their learning. This is an opportunity to give
students oral feedback. For some students hearing what
they are doing well and what their next steps for
improvement could be is beneficial.
