Assessment For Today’s Classrooms™ Module 5 How Do I Manage All This?
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Transcript of 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
No part of this publication may be reprinted,reproduced, stored in a retrieval system, ortransmitted in any form without the prior written permission of PLS 3rd Learning.Direct all such inquires to: [email protected]
Assessment For Today’s Classrooms, Module 5
Assessment For Today’s Classrooms, Module 5
Assessment For Today’s Classrooms, Module 5
Assessment For Today’s Classrooms, Module 5
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
Assessment For Today’s Classrooms, Module 5
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
Assessment For Today’s Classrooms, Module 5
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
Assessment For Today’s Classrooms, Module 5
• 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
Assessment For Today’s Classrooms, Module 5
Assessment For Today’s Classrooms, Module 5
Plan for Diagnostic-Prescriptive Instruction (Example using Main
Idea)
Assessment For Today’s Classrooms, Module 5
Plan for Diagnostic-Prescriptive Instruction (Example using
Activity Instructions)
Assessment For Today’s Classrooms, Module 5
Anecdotal Chart ______________________s Class Date:______________
Assessment For Today’s Classrooms, Module 5
• 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 For Today’s Classrooms, Module 5
“Assessment should always have more to do with helping students grow than with cataloging their mistakes.” Carol Ann Tomlinson
Assessment For Today’s Classrooms, Module 5
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
Assessment For Today’s Classrooms™
PowerPoint PresentationModule 5How Do I Manage All This?
© 2013 PLS 3rd Learning.