Reading 3D teacher tool assessment inform and change instruction to meet the child’s needs on-going.
Using Assessment to Inform Instruction
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Using Assessment to Inform Instruction The Process of Effective Instruction Includes Planning for Assessment in What and How You Teach
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Using Assessment to Inform Instruction. The Process of Effective Instruction Includes Planning for Assessment in What and How You Teach. How a Teacher Allows Student to Demonstrate Learning proficiently fluently at an appropriate level maintained over time - PowerPoint PPT Presentation
Transcript of Using Assessment to Inform Instruction
Using Assessment to Inform Instruction
The Process of Effective Instruction Includes Planning for Assessment in What and How You
Teach
Effective Instruction How a Teacher Allows Student to
Demonstrate Learning◦proficiently◦fluently◦at an appropriate level◦maintained over time◦generalized (transferred) over multiple
settings
Time/Chronology◦ Daily Assessment◦ Weekly Assessment
By Concept or Curriculum Sequence◦ Use of CBA/CBM/CDAP◦ Criterion-Reference Summative Assessments
Student Self-Monitoring◦ Progress Charts◦ Daily/Periodic Reflections
Assessing Student Progress
◦ Identify quick student progress checks (Check-in)◦ 5 minute teacher queries—tying information from
previous day to what will be taught today◦ Weekly reflections (e.g., KWLs, Group
assessments/concept mapping and subsequent publishing)
◦ In general, describe how you assess student progress by day and collect information for analyzing your students’ progress that helps you to gauge how students are progressing with the curriculum
Daily to Weekly Assessments
Progress Charts (Sample)◦ Provide students with opportunities and
instruction for monitoring individual progress◦ Collect student progress charts and review with
students◦ Create portfolios◦ Create Class Progress Charts (Sample)◦ Determine method for assigning/awarding credit
for improved academic progress
Student Self-Monitoring
Exit Tickets Journaling
◦ Reflection/Analysis◦ Work sample “artifacts” (photos, “temperature
check” drawings)◦ Blogs and Vlogs
Class Temperature Checks◦ Where do you stand?
Daily/Periodic Reflections
See presentations on CBM/CBA/CDAP In general, determine what you will teach,
prepare objectives, determine pre-requisite skills, verify student readiness, teach and collect student performance data, review and analyze, move forward or reteach
Concepts or Curriculum Sequence
What to Teach in operational terms
How to Teach to required levels of mastery.
Instruction is delivered directly and systematically to ensure high levels of student competence◦To increase academic engaged time◦To maximize knowledge and skill
Components of Effective Instruction
Systematic planning of instruction
Elements & Sequence Process of Academic Competence
Essential elements◦ Theory of Knowledge◦ Theory of Observation◦ Theory of Interpretation
Sequence◦ Assessment◦ Instruction◦ Verification◦ Revision=>Continuation
Consequent GeneralizationFar transfer• Apply to other settings
Expertise• Teach oneself
Dissemination• Teach others
Subsequent GeneralizationApplication• Use in the existing setting
Synthesis• Systemic conceptions of knowledge & skill
Antecedent GeneralizationFoundational Knowledge• Acquisition• Comprehension
Foundational Skill• Production• Maintenance
Academic CompetenceFoundation Application Expertise
Consequent GeneralizationFar transfer: Apply to
other settingsExpertise: Teach
oneselfDissemination: Teach
others
Subsequent GeneralizationApplication• Use in the existing setting
Synthesis• Systemic conceptions of
knowledge & skill
Antecedent GeneralizationFoundational Knowledge• Acquisition• Comprehension
Foundational Skill• Production• Maintenance
Academic CompetenceFoundation Application Expertise
What is the content?Vision, Goals, Objectives
Who are the students?What do they know? What are the prerequisites to learn new content?
Disposition (Pscho-Social Access)Preparation
How are students connected to the content?What is their motivation to engage
Assessment Theory of Knowledge
What assessments are needed to observe◦ Content◦ Student pre-requisites for the content to be
taught◦ Connection of students to content
Assessment Theory of Observation
What was actually taught? What was actually acquired? How do you know?
Assessment Theory of Interpretation
MODELS OF INSTRUCTION
DI is appropriate for teaching basic skills SI is a general procedure based upon DI
Systematic and Direct Instruction
Cross-curricular skills (reading, writing, basic computation, study skills).
Content-specific skills (learning science vocabulary, lab procedures, reading maps, etc.).
DI: Appropriate for teaching basic skills
Gain the students’ attention Structure the lesson (preview, advance
organizer) Modeling Guided Practice Independent Practice Review
Direct Instruction Process
Ask many task-related questions. Prompting
◦ Engage students during modeling Provide corrective/”non-corrective”
feedback
Teacher Behaviors During Instruction
Maintain an appropriate pace Use an appropriate style-to-lesson format Monitor class behavior Review with reteaching
Teacher Behaviors During Instruction
Preparation◦ Task analysis◦ Determining level of mastery
Delivery◦ Using appropriate examples/non-examples◦ Determining appropriate activities to frame
learning objectives Evaluation
◦ Test what has been taught ◦ Testing based on how you taught
Tools of Instruction
High levels of academic engaged time◦ Attending to assigned tasks◦ Displaying appropriate classroom behaviors
asking for help helping others appropriately—peer-assisted
instruction listening and complying with teacher directions and
instructions
Student Behaviors during Instruction
Systematically identify skill and knowledge requirements
Objectives of instruction Sequence instruction Deliver instruction Evaluate, reteach, and/or continue
Systematic Instruction
