Download - FISH! Melissa Deacon Brie Beane

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Page 1: FISH! Melissa Deacon Brie Beane

FISH!FISH!

Melissa DeaconMelissa DeaconBrie BeaneBrie Beane

Page 2: FISH! Melissa Deacon Brie Beane

What is FISH?What is FISH?

• Formative AssessmentFormative Assessment

• Inspect the AssessmentInspect the Assessment

• StationsStations

• How about now?How about now?

Page 3: FISH! Melissa Deacon Brie Beane

Formative AssessmentFormative Assessment

• Start out by giving the students a Start out by giving the students a quick assessment. The assessment quick assessment. The assessment should be three quick should be three quick questions/problems to solve. questions/problems to solve.

• The assessment can be on anything The assessment can be on anything that you are currently covering in that you are currently covering in class.class.

Page 4: FISH! Melissa Deacon Brie Beane

Inspect the AssessmentInspect the Assessment

• Grade the assessment. How did your Grade the assessment. How did your students perform? students perform?

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Split Students into GroupsSplit Students into Groups

• Intervention GroupIntervention Group– Students got 0-1 correct on Formative AssessmentStudents got 0-1 correct on Formative Assessment– Teacher works with this groupTeacher works with this group

• Remediation GroupRemediation Group– Students got 2 correct on Formative AssessmentStudents got 2 correct on Formative Assessment– Must be a paired activityMust be a paired activity

• Accelerated GroupAccelerated Group– Students got all 3 correct on Formative AssessmentStudents got all 3 correct on Formative Assessment– Should be as a groupShould be as a group

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Anchor!Anchor!

• You will need an anchor activity that You will need an anchor activity that all students can do if they finish at all students can do if they finish at their station before it is time to their station before it is time to rotate. rotate.

• What are some possible anchor What are some possible anchor activities you can use?activities you can use?

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Group 1Group 1

• Teacher provides direct instructionTeacher provides direct instruction– Back up to re-teach a more basic skill Back up to re-teach a more basic skill

(common denominators instead of (common denominators instead of uncommon denominators)uncommon denominators)

– Use concrete manipulatives that Use concrete manipulatives that students can relate tostudents can relate to

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Group 2Group 2

• Students work in pairs to complete Students work in pairs to complete activity that readdresses the same activity that readdresses the same skill and content that they were skill and content that they were originally taught when they go the originally taught when they go the whole group instructionwhole group instruction

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Group 3Group 3

• This is your acceleration group. You will This is your acceleration group. You will plan activities for this group that are plan activities for this group that are rigorous in nature, and will push them to rigorous in nature, and will push them to higher levels of thinking. higher levels of thinking.

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Considerations…Considerations…

• Any child can be in any “level” group Any child can be in any “level” group depending on the objective being depending on the objective being taught. “EC” or “LEP” or “AIG” taught. “EC” or “LEP” or “AIG” makes no difference when fair makes no difference when fair formative assessment determines formative assessment determines grouping.grouping.

• Classroom management skillsClassroom management skills

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How do I organize this How do I organize this process?process?

• Use the FISH template on the next Use the FISH template on the next slide. You have a hard copy that you slide. You have a hard copy that you can use in your classroom. can use in your classroom.

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Coaching/Support resourceCoaching/Support resource

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Now what…Now what…

• Using FISH in your classroom helps Using FISH in your classroom helps you groups students, provide one on you groups students, provide one on one help, as well as enrich students one help, as well as enrich students who “already know it”who “already know it”

• Spend the rest of the time thinking Spend the rest of the time thinking about how you can use FISH in YOUR about how you can use FISH in YOUR classroom. Use the form provided to classroom. Use the form provided to plan your instructionplan your instruction