DIFFERENTIATED DIFFERENTIATED INSTRUCTION: INSTRUCTION: ASSESSMENTASSESSMENT

This Example will Represent:

Pre-assessment: Determines Readiness

Formative Assessment: Promotes Learning and Helps Instill Learning

Sumative Assessment: Tracks how much has been learned

INQUIRY JOURNALSINQUIRY JOURNALS

So what are they?

INQUIRY JOURNALSINQUIRY JOURNALS

INSTRUCTIONS: INSTRUCTIONS: “WHAT YOU MIGHT “WHAT YOU MIGHT

INCLUDE”:INCLUDE”:

Questions and confusions on readings or class discussions

Hypotheses on propositions or ideas raised by readings or elsewhere

Responses generally to readings (emotional, intellectual, spiritual)

Anecdotes from listening to the news Connections made from class to “outside class” life Found-pictures or images, relevant to class issues Collages of the same/Word Collages of the same Drawings, Charts, Thought Bubble exercises, etc. And as many other entry-types as you might

imagine!

WHAT PROMPTED ME TO DO WHAT PROMPTED ME TO DO THIS?THIS?

Seeing curiosity in some of my “C” students that outshined some of my “A” students, I set out to attempt to assess (and therefore value) curiosity

21st century skill: Critical Curiosity

Asking good questions seemed more appropriate to the age/stage of students, particularly as they answer: What is my responsibilty as a global citizen?

WHAT ARE SOME OF THE WHAT ARE SOME OF THE BENEFITS THAT I OBSERVED?BENEFITS THAT I OBSERVED?

  

• Students became comfortable asking, and not needing to know the answers to, questions.

• Students were, on the whole, more prepared for class discussions

• I no longer had to read “definitive” arguments on globalization…what China should do, how international justice should work, etc….from teenagers.

HOW IS THIS DIFFERENT FROM HOW IS THIS DIFFERENT FROM TRADITIONAL ASSESSMENT? TRADITIONAL ASSESSMENT?

Students were asked explicitly not to polish their work

Good inquiry is prized over good answers

Process of knowledge building and knowledge play is emphasized over “grasp”

THIS IS DIFFERENTIATED THIS IS DIFFERENTIATED INSTRUCTION BECAUSE…INSTRUCTION BECAUSE…

Students who are particularly visual thinkers can use visuals, students who are verbal can use text, students who process through cumulated information

Students who are not very verbal in class have another outlet for their daily participation both in the classroom and during their homework

There are multiple ways to do an excellent job on this assignment, and many different skills can come into play.

WHAT STUDENTS SAID:WHAT STUDENTS SAID:

  

•Students said that the journals were “fun”

•…that for the 1st time note-taking seemed individual, and “fun”

•…that they made connections they would not have without the drawing process/the crafting process

•…that they were more proud of journals than other assignments

•…that they thought they were pointless

•…that they found it difficult to remember to write in them consistently.

THANK YOU!THANK YOU!