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Transcript of by Linda Kateeb, Manager
A Differentiated Instruction Approach
to Close the Achievement Gap
PRE-ASSESSMENT
by Linda Kateeb, ManagerProfessional Development / Program Support / Differentiated Instruction
with input from Jane Lu, Differentiation Coach
October 4, 2006
Assessment
Registration, breakfast Classroom practices inventory Business card activity List – group – label (assessment)
Differentiated Instruction Overview
Differentiated instruction is high expectations, responsive teaching, scaffolded student learning
interests
assessment
learning style
readiness
strategies
process
productcontent
flexible grouping
Theoretical/research background Academically diverse classrooms
Brain research
Varied gender learning patterns and preferences
Cultural diversity
Varied student motivation and task persistence
Varied learning, thinking preferences
Setting the ScenePrinciples of a Differentiated Classroom Teacher clear about what’s most important in subject Teacher understands, appreciates, builds on student
differences Assessment and instruction are inseparable Teacher adjusts content, process, and product in
response to students’ readiness, interests, and learning profile
All students participate in respectful work Students and teachers are collaborators in learning Goal is maximum growth and individual success
Differentiated Instruction Elements
Graphic representation from Sangamon district
Begin at the end Know the students Opportunity to learn; show what you know Design a lesson
Core Knowledge CategoriesApplication, Problem Solving: use knowledge to address aim not immediately understood
I’d like to work on a project for campaign finance reform.
I’d like to create tips to help people better spell words with vowel sounds.
Dispositions: beliefs, inclinations, appreciations, attitudes, states of mind
I would never want to be President of the U.S.
Paying attention to vowel sounds in my spelling is really worthwhile.
Skills: proficiencies, , techniques, strategies, methods, tools
Debate, delegation, time management, leadership, oratory
Spelling, poetry, rhyming, writing, reading, pattern finding
Principles: law, rule, doctrine, fundamental truth, generalization that explains a relationship
Currently in the U.S., the President may only be re-elected once.
Every syllable has only one vowel sound.
Concepts: general idea or understanding, esp. category or classification
The President is the national leader of the executive branch of a democratic government.
Vowels are sounds made with uninterrupted air vibrations
Facts, Details: verifiable information
George Washington was the first President of the U.S.
A, E, I, O, U, and Y are vowels.
Think-Pair-Share Think about why you assess?
List ways you typically assess students in your classroom?
What can be assessed?
When do you assess?
Definition
“Assessment is today’s means of understanding how to modify tomorrow’s instruction.”
--Carol Tomlinson
Data-Driven InstructionDescriptive Analytical Reflective
Pre-Assessment
What pre-assessment did you use to guide the instruction?
What were the results of the pre-assessment?
How did the pre-assessment help you make instructional planning decisions?
Formative Assessment
What formative assessment did you use to check for student understanding?
What were results of formative assessment?
How did formative assessment help you modify instruction?
Summative Assessment
What summative assessment did you use to measure student growth?
What were results of summative assessment?
How did summative assessment determine lesson effectiveness, plan for next steps?
Reflection questions Which of these 3 types of assessment do you use the most? Why?
Give examples of ways pre-assessments can be helpful and useful in the classroom.
How and why do formative assessments help in raising student achievement? What has been your experience in using them?
Do you think summative assessments are overly emphasized in schools?
Knowing the Learner How does knowledge of the learners’
learning styles, intelligences, personalities, knowledge base, and interests assist in selecting and using differentiated assessment strategies?
Display board (pre-assessment)
What Can Be Assessed?
Readiness Skills Concepts Content
knowledge
Interest Interest
surveys Interest
centers Self-
selection
Learning profile Areas of
strength and weakness
Work preferences
Self-awareness
Pre-assessment“Finding out”
Method, process, or strategy used to determineReadiness – prior mastery of knowledge,
understandings, skills Interest – what “hooks” student in wanting to
know, understand, or do more
Pre-(instruction) assessment previews upcoming topics determines prior mastery of students’ knowledge, skills,
and understanding before topic is taught gauges appropriate content and pacing of instruction for
individual students helps teacher make instructional decisions about student
strengths and needs recognizes students’ preference for learning identifies students’ interests, curiosities, and passion
Before teaching...Plan for assessment
Assess the planDesign a quality planBrainstorm a quantity of activitiesCompile & analyze pre-assessment dataSelect the tool; pre-assess the studentDetermine what to teach
Purpose
Vital for matching instruction to students’ learning styles students’ interests the readiness level of students
Benefits
motivate students avoid boredom save instruction time
ExampleIdentifying Factors and Prime and Composite Numbers 10 points (Mastery level = 8 out of 10) For each number, list all the factors. Then indicate whether the
number is a prime or composite number.
Number Factors Prime or Composite?38152328
Applications
Multiple formats and procedures Diagnose strengths and needs Determine the pace of the instruction Promote continuous learning Determine flexible grouping decisions
Classroom misbehavior – which intelligence?Misbehavior Multiple
Intelligence(s)Positive uses of intelligence
Always talking
Doodling/drawing
Fiddling with objects
Professional reading Practical Strategies for the Classroom: Part I (pre-
assessment) Group share (chart important ideas) Small group activity: select a lesson or unit and generate the “5
hardest questions”
Differentiation Tips for Teachers: Part II (content, process product) Group share (chart important ideas) Small group activity: select a lesson or unit like the solar system
example and generate ideas about what you want students to do cognitively
Assessment Guides Planning
Cognitive PerformanceStudent work
Affective PerformanceStudent learning dispositions
PRE-ASSESSMENT
ONGOING ASSESSMENT
Before learning During learning After learning
Interpretation of data
Gather Information collect clues,
evidence, work samples
Plan Strategically From Chapman & King, Differentiated Assessment Strategies
Ongoing assessmentFeedback and goal setting continuum Pre-
assessment(find out)
Pre-test inventory KWL Checklist Self-
evaluation Questioning Observation
Formative assessment(keep track; check up) Conference Peer evaluation Interest centers Self-selection Questioning Portfolio check Quiz Journal entry Self-evaluation
Summative assessment
(make sure) Unit test Performance
task Product/exhibit Demonstration Portfolio review
Pre-assessment Strategies Teacher prepared pretests Graphic organizers Writing prompts/samples Questioning Guess box Picture interpretation Prediction Teacher observation/checklists Student demonstrations and
discussions Initiating activities Surveys/questionnaires/
inventories
Student interviews Student products and work
samples Self-evaluations Portfolio analysis Game activities Show of hands to determine
understanding (every pupil response)
Drawing related to topic or content
Standardized test information Anticipation journals
How to get started Step 1: List concept indicators. Step 2: Use indicator language to develop a question that connects
to the unit of study. Integrate process skills into the pre-assessment question.
Step 3: Identify materials and resources needed to implement the pre-assessment.
Step 4: Develop a scoring tool. Step 5: Write a sample response for the scoring tool. Step 6: What additional concept and/or process skills do you want
students to learn? Step 7: Self reflect by asking yourself the following questions:
What do I want students to know and be able to do? Are the questions constructed so that student work will reveal conceptual
understanding?
Impact of Learning Standards Curriculum – what to teach Differentiation – how to teach Relevant questions
Are standards the curriculum or reflected in the curriculum? Are standards organized in curriculum so students have time to
make sense of ideas and skills Does focus on standards enliven classrooms, or does it
eliminate joy, creativity, and inquiry? Do standards make learning more or less relevant and alluring to
students?
SBCI
ILS performance descriptors, classroom assessments
ILS lessons
Knowledge
Subject matter knowledge
Mastery includes knowing and understanding Information learned outright Information retrieved from reference materials
What knowledge and understanding must students have to master a specific achievement target?
Reasoning The ability to use knowledge and understanding
to reason and solve problems Critical thinking Problem solving Decision making
How can students draw on knowledge, understanding to reason and solve complex problems related to the identified achievement target?
Skills
The development of a proficiency focused on the process of doing Decoding words Solving an algebraic equation Running a mile
What skills must students demonstrate to show mastery of the selected achievement target?
Product The ability to use skills to create tangible
products Research report Science exhibit Historical timeline Cost analysis
What tangible products must students produce to show mastery of the chosen achievement target?
A List of Resources Kingore, B. (2005). Assessment, 3rd ed. Austin: Professional Associates Publishing
Kingore, B. (2004). Differentiation: Simplified, Realistic, and Effective. Austin: Professional Associates Publishing
Heacox, D. Differentiating Instruction in the Regular Classroom. Free Spirit Publishing
http://www.manteno.k12.il.us/curriculumdiff/preassessment_strategies.htm
http://www.saskschools.ca/curr_content/constructivism/how/preassessment.html
“ Assessment is today’s means of modifying tomorrow’s instruction.” - Carol Tomlinson
Outcomes
By the end of the session we will have: Reflected on our own perspectives on assessment Considered a rationale for ongoing assessment in the
classroom Distinguished between formative and summative
assessment Reviewed several pre-assessment strategies Delineated prerequisite skills, concepts,
understandings to teach a lesson or unit of study
Assessment Jeopardy Test your knowledge of assessment terms
Resources
Roger Taylor’s differentiated units website Roger Taylor’s resource materials Professional development resources