“readiness” november 11, 2009 periods 1-6 2:20-3:00
TRANSCRIPT
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“Readiness”November 11, 2009Periods 1-62:20-3:00
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Survey ResultsBased on the data collected in October,staff indicated the following as the greatestchallenges to planning and implementingdifferentiated instruction:1. Readiness (22) 4. Product (17)2. Learning Profile (21) 5. Flexible Grouping
(16)3. Process (19)
Strengths included: 1. Process (6) 4. Flexible Grouping (5)2. Interest(6) 5. Content (5)3. Product (6)
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When I was a student, Ipreferred to be assessed by
I typically preassess mystudents by…
When I don’t preassess my students I have found that…
In my upcoming unit I mightTry to preassess by…
Please complete Please complete
Not yet!!!! Not yet!!!!
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“Assessment is today’s means ofunderstanding how to modifytomorrow’s instruction.”
Carol Tomlinson
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The first question to ask is…
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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
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Skills
Who are your students and what are their skill levels?Consider researching past performance:•Final Exams/Achievement Series•External Assessments (PSATs)•MAP-R scores (will provide RIT and Lexile)•Anecdotal information
Possible Resources:•My MCPS•Gateway•Check for IEPs, 504 plans, etc.
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“Assessment should always havemore to do with helping studentsgrow than with cataloging theirmistakes.”
Carol Tomlinson
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Most teachers assess students at theend of an instructional unit or sequence.
When assessment and instruction areinterwoven, both the students and theteacher benefit. In a differentiated classroom assessment is ongoing.
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On-going Assessment:A Diagnostic Continuum
Preassessment(Finding Out)
Formative Assessment(Keeping Track & Checking -up)
Summative Assessment(Making sure)
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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 EntryTalk around Self-evaluationQuestioning
Unit TestPerformance TaskProduct/ExhibitDemonstrationPortfolio Review
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Theorizin
g
Formulating
Readiness
Questioning
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Preassessment Is...
Any method, strategy or process used to determine a student’s current level of readiness or interest in order to
plan for appropriate instruction.
• Provides data that can determine options for students to take in information, construct meaning, and to demonstrate understanding of new information.
• Helps teachers anticipate differences before planning challenging and respectful learning experiences
• Assists with constructing flexible grouping patterns.
• Helps determine which students are ready for advanced instruction.
• Allows teachers to meet student where they are:– Interests – Experiences– Passions
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Assessment refers to what happens on a daily basis in the classroom.“…ways to use instruction to inform next steps”
…continual feedback that helps students progress over time.
“Assessment-Instruction Cycle”used to be instruct, instruct, instruct, then assessnow assessment and instruction are interwoven
Students should be learning to self-assess, make adjustments, andimprove performance.
Not helping students gauge their performance can be costlyto them.We need to give students models for what we are askingthem to do.
SOME THOUGHTS ON ASSESSMENT
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When I was a student, Ipreferred to be assessed by
I typically preassess mystudents by…
When I don’t preassess my students I have found that…
In my upcoming unit I mightTry to preassess by…
Please complete Please complete
Please complete Please complete
Based on what you just learned take a
minute or so to
completethe bottom
clouds.Be prepared
to share with your
neighbor.
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Peer Observations
Three required by April, 2010
•Observed lessons should reflect integration of strategies/concepts presented throughout the year.
•Forms available on T-shared
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Ticket to LeaveSummarizer: In order to guide future presentations rank
your top three challenges to planning and implementing differentiated instruction. Feel free to still include “readiness”.
Questions: If you have additional questions or concerns
note these as well. (Don’t forget to include your name so I can get back to you!)
Please leave it on the table before you leave. Thank you!
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Resources
Diane HeacoxDifferentiating Instruction in the Regular Classroom
Carol Ann TomlinsonHow to Differentiate Instruction in Mixed-Ability
Classrooms
http://www.saskschools.ca/curr_content/constructivism/how/preassessment.html
http://www.wilmette39.org/DI39/DIPA/DIPA2.html
http://www.wilmette39.org/DI39/assess.html#2
http://www.flaguide.org/cat/minutepapers/minutepapers1.php
http://www.montgomeryschoolsmd.org/curriculum/enriched/giftedprograms/docs/ppts/Assessment.ppt