Differentiated Formative Assessment to Improve Student Learning 1

Differentiated Formative Assessment to Improve Student Learning 1

Our Assumptions 1. All students can and should learn at high levels. 2. Students do not all learn in the same ways. 3. Most effective teachers continuously assess their students’ learning and make adjustments to their teaching accordingly. 4. It is possible for students of differing abilities and backgrounds to be comparatively challenged by the same content.

Our Assumptions 5. All students at one time or another will need personalized instruction to ensure continued academic success. 6. A minority of students (1 -2%) will need modified general education curriculum. 7. Most of the strategies and accommodations for students with IEPs, can be implemented for ALL students to maximize the success of ALL students.

Earth Shattering News!!!!! • The range of instructional levels among students ( those not receiving special services) in many general education classes is an average of 5. 4 grade equivalents (Jenkins, Jewell, Leicester, O’Conner, Jenkins and Troutner, 1990). • Classrooms in which students had numerous opportunities to be involved in participation and decision making, students exhibited increased achievement and had more positive attitude towards school. (Kramer, 1992) • The heterogeneity of classrooms necessitates that school staff expand their curricular and instructional approaches so that all students with a range of abilities, interests and needs can engage in relevant and respectful learning (Krohnberg, York-Barr). • Students whose interests are tapped and deepened in school are more likely to be engaged and to persist in learning (Csikszentmihalyi, 1990; Maslow, 1962; Sousa, 2001; Wolfe, 2001).

DIFFERENTIATION “In differentiated classrooms, teachers continually assess student readiness, interest, learning profile, and affect. Teachers then use what they learn to modify content, process, product, and the learning environment to ensure maximum learning for each member of the class. (Tomlinson, 2003)

Readiness or Academic Background A student’s knowledge, understanding, and skill related to a particular sequence of learning. Affected by: (a) cognitive proficiency and (b) student’s prior learning and life experiences, attitudes about school, and habits of mind. Interest Topics of pursuits that evoke curiosity and passion in a learner… Thus, highly effective teachers attend both to developing interests and as yet undiscovered interests in their students. (Tomlinson, 2003)

Learning Profile How students learn best. Affected by learning style, intelligence preference, culture, gender, . . . Affect How students feel about themselves, their work, and the classroom as a whole. “Student affect is the gateway to helping each student become more fully engaged and successful in learning. ” (Tomlinson, 2003)

Content What we teach or want students to learn. Differentiated instruction begins with good curriculum. It is critical to begin each unit clearly explaining to students what they are expected to understand, know, and be able to do. How we teach or how students learn. Process Product How students demonstrate what they know or have learned. Learning Environment Classroom operations, rules, procedures, interactions, respect, sense of community, environmental arrangements, “mood” – elements typically included under the category of classroom management strategies

“I have come to a frightening conclusion. I am the decisive element in the classroom. It is my personal approach that creates the climate. It is my daily mood that makes the weather. As a teacher, I possess tremendous power to make a child’s life miserable or joyous. I can be a tool of torture or an instrument of inspiration. I can humiliate or humor, hurt or heal. In all occasions it is my response that decides whether a crisis will be escalated or de-escalated, and a child humanized or dehumanized. ” Hiam Ginot

Establish clarity about curricular essentials Accept responsibility for the learning of ALL students – No exceptions Develop communities of respect Build awareness of what works for each student Develop classroom management strategies Help students become effective partners in their own learning Develop flexible classroom teaching routines Expand a repertoire of instructional strategies Reflect on individual progress with an eye toward curricular goals and personal growth

Guiding Principles of Differentiated Instruction v v v Engage in ongoing collaborative relationships. Start with good curriculum. Continuously assess where students are Use multiple instructional strategies. Use flexible grouping. Ensure students consistently work with “respectful” activities and learning environments. v Create a respectful sense of community.

Activity K W L What I know What I want to know/learn What I’ve learned Prior Knowledge or existing Curiosity schema

KWL • What do you know about the War in Vietnam? • List people, places, events or anything else you can remember

KWL - Vietnam • A survey of 165 US History students yields the following: • My teacher was there • My grandpa was there • Took place in Germany? Japan? France? • Protest Songs • Jungles • Government lies • 50 s thru 70 s • Napalm • Ho Chi Minh • VC • Guerilla War • Helicopter • No Winner • Pits lined with stakes • Mentally scarred vets • Hippie revolution • Not a war • Wall in DC • Dien Bien Phu (or was that Korea? )

Want to Know • Why was the US in Vietnam is the first place? • When did it all start and end? • Why did some people fight and not others? • Why were so many people against the war? • Who won the war? • What did we gain by fighting in SE Asia? • Why won’t my dad/ grandpa talk about the war?

Interview 1. Student A interviews Student B A 2. Student B interviews Student A 3. Student A shares about Student B B 4. Student B shares about Student A A B 16

Assessment What Is it? Assessment – The act of gathering data in order to understand an area of concern better Diagnosis – a broader concept based on multiple assessments that entails making judgments about the performance and factors that impinge on performance. (Alexander & Heathington p. 83, 1988)

Assessment Formative - is part of the instructional process. When incorporated into classroom practice, informs both teachers and students about student understanding at a point when timely adjustments can be made. By definition, formative assessments are diagnostic. They provide specific enough information to plan instruction for a student.

Assessment Summative - are given periodically to determine at a particular point in time what students know and do not know. Examples: state assessments, district benchmark or interim assessments, end-of-unit or chapter tests, end-of-term or semester exams, scores that are used for accountability for schools (AYP) and students (report card grades). Summative assessment provides a gauge, at a particular point in time, to student learning relative to content standards.

Summative assessments can be used for screening and progress monitoring in that they can be used to identify areas that need further more in depth assessments. If so, they typically are administered individually and are brief and fairly general. The results indicate whether or not diagnostic testing needs to be administered.

Continually Assess 1. 2. 3. 4. 5. Assess to get a sense of students’ reading skills. Assess learning profiles and preferences Assess interests Assess affect Assess knowledge and content acquisition of unit of study – before, during, and after instruction. Daily assessment should be the goal. Assessment should allow students to demonstrate what they know in different formats/modes. 6. Assess to identify scaffolding strategies & accommodations. 7. Assess progress toward IEP goals and objectives.

Continually Assess 1. 2. 3. 4. 5. Assess to get a sense of students’ reading skills. Assess learning profiles and preferences Assess interests Assess affect Assess knowledge and content acquisition of unit of study – before, during, and after instruction. Daily assessment should be the goal. Assessment should allow students to demonstrate what they know in different formats/modes. 6. Assess to identify scaffolding strategies & accommodations. 7. Assess progress toward IEP goals and objectives. Know Your Students Assess Learning Before, During, & After

In an effective classroom, students view each assessment activity as a way to highlight their strengths and needs so they can improve, extend, and celebrate learning. (Chapman & King, 2005, p. 13)

Activity With your table, generate a list of assessments/assessment strategies you/your teachers use to determine student reading skills. Of these strategies note which are summative and which are formative.

Activity How can you use this in your classroom? Ideas?

STEPS 1. Teachers poses question. 2. Students form pairs, one member an “A” another a “B”. 3. A and B pass a piece of paper to and fro, taking it in turns to write ideas or answers to a problem. 4. When time is called (up to 3 minutes), members share their lists or combine lists with other pairs. Spencer Kagan

1. Find a different partner than you had in the interview activity. 2. Using the Rally table structure, generate as many types of assessment tools you know already. 3. Engage in the rally table structure until the timer sounds.

Sample Assessment Tools 1 Minute Posters/Essays Demonstrations Presentations 1 Minute Summaries Projects 3 Minute Pause 3 -2 -1 Cards/Exit Tickets Hand Signals Index Card Summaries/ Questions Inventories Analogy Prompts Journal Entries/Logs Anecdotal Recording Likert Scales Center Activities Literacy Circles Checklists Metacognitive Questions Computerized Programs Misconception Checks Musical Notes Cooperative Learning Structures Oral Questioning Conversations Portfolios Reports Rubrics Self Assessments/Surveys Standardized Tests Student Conferences (Formal/Informal) Teacher-Made Tests Technology Text Talks Web-based Sources Web or Concept Maps

Continually Assess 1. Assess to get a sense of students’ reading skills. Depending on the students’ ages and grade levels, consider: Identify reading levels Identify phonological skill levels § phonemic awareness § word attack skills § spelling activities Identify comprehension skills § vocabulary § comprehension strategies

Predicting: An ongoing process used by efficient readers both before and during reading which supports children as they use what they know about the text to determine what they expect may follow. When predictions are made, readers look to confirm or alter predictions made on new information. Readers predict words and ideas when reading. Summarizing: Pulling together important aspects of the text to get the gist of the texts. Distinguishing important information/details from unimportant information and details.

Inferring: The ability to go beyond the author’s words by supplying information not provided in order to draw conclusions. Types of inferring include: • referents of pronouns • meanings of unknown vocabulary • explanations of events in text • elaboration of ideas • how ideas in text relate to own opinion • character intentions

Monitoring: Knowing when reading doesn’t make sense and having strategies from which to select and use in order to correct the problem. Question Generating: Generating questions about the text as one reads. Relating: Relating reading to one’s own background experiences by activating prior knowledge related to specific topics and bringing it to the task of reading. Imaging: Creating mental images and pictures and we read.

In addition to reviewing student records, TCAP results, …. Ask student to read a section of connected text silently, the subject of which interests him/her. (Refer to strategies introduced later on to determine interests. ) Select text which includes two to three unfamiliar vocabulary words. Ask explicit questions to determine level of comprehension of text.

Sample Questions - What do you think will happen next? What’s another word for __________? What are the characteristics/parts of ____________? What is the big idea, key concept, moral in _________? How does ________ relate to __________? What ideas/details can you add to _____________? What is wrong with __________________? What might you infer from _______________? What conclusions might be drawn from __________? What question are we trying to answer? What problem are we trying to solve? What are you assuming about ______________? What might happen if _________________? What criteria would you use to judge/evaluate ________? What evidence supports ________________? How might we prove/confirm ______________? How might this be viewed from the perspective of ______? How do you know…. How is _______ similar to your ______? What did you see/visualize/imagine when you read about _____?

In addition to reviewing student records, TCAP results, …. Ask student to read a section of connected text silently, the subject of which interests him/her. (Refer to strategies introduced later on to determine interests. ) Select text which includes two to three unfamiliar vocabulary words. Ask explicit questions to determine comprehension skills used. Next, ask student to continue reading the text for 3 minutes, this time orally. Count the number of words correctly read out of the total number of words. Convert to number of correct words per minute and match to a fluency chart. Note student behavior when making any errors in reading. Note the student’s word attack skills. Again, ask explicit questions to determine comprehension skills. Note how the student determines meaning for unfamiliar words, if any.

Continually Assess 1. Assess to get a sense of students’ reading skills. Depending on the students’ ages and grade levels, consider: Identify reading levels Identify phonological awareness levels Determine comprehension skills Fluency Determine students’ attention to/use of external physical organization of texts used.

“Narrative text is writing in which a story is told; the details may be fictional or based on fact. Typically, the events described in narrative text are written sequentially”. “Elements that are basic to narrative text include a setting, characters, plot, conflict, and theme. Some literary authorities label these elements “story grammar. ” That is, just as sentence grammar is used to explain and specify how sentences are constructed, story grammar delineates the basic parts of a story and how those work together to create a well-constructed tale”. Vacca and Vacca, 1993

Examples of Narrative Text: Science Fiction: A fictional story that usually considers the question “What if…? ” about some current or projected scientific and technological developments. (Examples: Fahrenheit 451; A Wrinkle in Time) characters, setting, or events are completely imaginary and would never be found in real life. (Examples: The Hobbit; The Lion, the Witch, and the Wardrobe; Faust) Fable: A short tale that teaches a Folk Tale: A story of unknown lesson, often using animals as characters. (Examples: Animal Farm; Aesop’s Fables) Fantasy: A story in which the origin, but well known in a particular culture through repeated telling. (Examples: “Strega Nona”; “John Henry”, “Why the Sun and Moon Live in the Sky”) Myth: A story passed down through oral tradition that explains natural phenomena, religion, or history of a race. (Examples: “Odysseus and the Cyclops”; “The Legend of King Arthur and the Knights of the Round Table”; The Illiad) Billmeyer & Barton, 2002

Informational text is written to inform or persuade. Some teachers call informational text expository text. Examples of informational text are textbook chapters, newspaper and magazine articles, and reference material. Billmeyer & Barton, 2002

Selected Reading Assessment Resources Recommended Assessments for Phonological Awareness • Grade Level Word Lists – (Cunningham, P. ) • High Frequency Spelling Patterns (Cunningham, P. ) • Concepts About Print (Clay, M. or Loman, K. ) • Observation Survey (Clay, M. , 1993) • DIBELS, AIMSWeb Recommended Assessments for Fluency • National Assessment of Educational Progress 4 point rubric • QRI-3 (Leslie p. 112 -120) • Running Records (if timed) (Clay, M, 1993) • DIBELS, AIMSWeb Recommended Assessments for Reading Comprehension • Running Records (Clay, M, 1993) • QRI-3 (Leslie p. 112 -120) • DRA (Beaver, J, 2001) • Concepts About Print (Clay or Loman) • Observation Survey (Clay, M. , 1993) Assessment & Interventions for Struggling Readers • Print Concepts (Loman, K. ) • Phonemic Awareness (Loman, K. ) • Letters and Letter Sounds (Loman, K. ) • Ohio Word Test (Loman, K. ) • Running Records (Clay, M, 1993)

Have you determined/Have you encouraged your teachers to determine if everyone of your/their students can read the text and supplemental materials? How did you/they determine this at the beginning of the year?

Continually Assess continued 1. Assess to get a sense of students’ reading skills. 2. Assess learning profiles and preferences

Examples Kolb’s Model (Concrete Experience and Abstract Conceptualization, Reflective Observation and Active Experimentation)

Kolb's Learning Styles and Experiential Learning Model

Examples Kolb’s Model (Concrete Experience and Abstract Conceptualization, Reflective Observation and Active Experimentation) Honey and Mumford’s Model (Activist, Reflector, Theorist and Pragmatist) Gregorc’s Model (Concrete Sequential; Abstract Random; Abstract Sequential; Concrete Random) Dunn and Dunn’s Learning Styles Model (Global, Analytic, …) VAK (Verbal, Auditory, Kinesthetic)

VAK Learning Styles Explanation The VAK learning styles model suggests that most people can be divided into one of three preferred styles of learning. These three styles are as follows, (and there is no right or wrong learning style): • Someone with a Visual learning style has a preference for seen or observed things, including pictures, diagrams, demonstrations, displays, handouts, films, flipchart, etc. These people will use phrases such as ‘show me’, ‘let’s have a look at that’ and will be best able to perform a new task after reading the instructions or watching someone else do it first. These are the people who will work from lists and written directions and instructions. • Someone with an Auditory learning style has a preference for the transfer of information through listening: to the spoken word, of self or others, of sounds and noises. These people will use phrases such as ‘tell me’, ‘let’s talk it over’ and will be best able to perform a new task after listening to instructions from an expert. These are the people who are happy being given spoken instructions over the telephone, and can remember all the words to songs that they hear! • Someone with a Kinesthetic learning style has a preference for physical experience - touching, feeling, holding, doing, practical hands-on experiences. These people will use phrases such as ‘let me try’, ‘how do you feel? ’ and will be best able to perform a new task by going ahead and trying it out, learning as they go. These are the people who like to experiment, hands-on, and never look at the instructions first!

Examples Kolb’s Model (Concrete Experience and Abstract Conceptualization, Reflective Observation and Active Experimentation) Honey and Mumford’s Model (Activist, Reflector, Theorist and Pragmatist) Gregorc’s Model (Concrete Sequential; Abstract Random; Abstract Sequential; Concrete Random) Dunn and Dunn’s Learning Styles Model (Global, Analytic, …) VAK (Verbal, Auditory, Kinesthetic) Gardner’s Multiple Intelligences (Linguistic, Logical. Mathematical, Spatial, Bodily-Kinesthetic, Musical, Interpersonal, Intrapersonal, Naturalist, Existential)

“The MI Pizza” Armstrong, Thomas Word Smart Self Smart ? ? Wondering Smart Nature Smart Picture Smart ? ? Number Smart Music Smart Body Smart People Smart 52

“Assessing” MI Profiles • Written Checklists

“The MI Pizza” Armstrong, Thomas Word Smart Nature Smart Self Smart ? ? Wondering Smart Picture Smart ? ? Number Smart Music Smart Body Smart People Smart 54

Name L M ogic at a he l/ m at ica Sp l at ia l/V isu al Bo Ki dil ne y st he tic M us ica l In te rp er so na l In tra pe rs on al MI Class Profile ic st i u ng Li t lis a r tu Na l tia n e ist x E With your tablemates summarize your profile.

Name L M ogic at a he l/ m at ica Sp l at ia l/V isu al Bo Ki dil ne y st he tic M us ica l In te rp er so na l In tra pe rs on al MI Class Profile ic st i u ng i L Mary 8 TOTAL 3 t lis a r tu a N 9 1 7 6 6 5 l tia n e ist x E 5

Name L M ogic at a he l/ m at ica Sp l at ia l/V isu al Bo Ki dil ne y st he tic M us ica l In te rp er so na l In tra pe rs on al MI Class Profile ic st i u ng Li t lis a r tu Na With your tablemates, summarize your profile. What teaching activities would engage you? What if you were not offered these types of activities. l tia n e ist x E

“Assessing” MI Profiles • Written Checklists • Pictorial Checklists

Example Pictorial MI Directions: Use a blue crayon to mark your 1 st choice. Use a red crayon to mark your 2 nd choice. At school, I like to study: Letters and words Numbers and math Music and dance With my friends Space Maps and graphs

“Assessing” MI Profiles • Written Checklists • Pictorial Checklists • Online Tools (e. g. Surfaquarium) • Observations • Self Reports

Diagnosing Student Learning Profile Questionnaire How Do You Like To Learn? Directions: Put a check in front of the statements that describe you. ____1. I study best when it is quiet. ____2. I am able to ignore the noise of other people talking while I am working. = ____3. I like to work at a table or desk. ____4. I like to work on the floor. ____5. I work hard for myself. ____6. I work hard for my parents or teacher. ____7. I will work on an assignment until it is completed no matter what. ____8. Sometimes I get frustrated with my work and do not finish it. Developed by Denise Murphy and Beth Ann Potter

How Do You Like To Learn? ____9. When my teacher gives an assignment, I like to create my own steps on how to complete it. ____10. When my teacher gives an assignment, I like to have exact step on how to complete it. ____11. I like to work by myself. ____12. I like to work in pairs or in a group. ____13. I like to have an unlimited amount of time to work on an assignment. ____14. I like to have a certain amount of time to work on an assignment. ____15. I like to learn by moving and doing. ____16. I like to learn while sitting at my desk. Developed by Denise Murphy and Beth Ann Potter

Find Someone Who Likes to Spend Time Alone Name: ___________ Why does he/she prefer this? ___________ Loves to Read Name: ________ What is his/her favorite book? _________ Name: _________ Prefers to do everything with a friend/buddy Loves Art Activities Plays a Musical Instrument Name: ________ What is his/her favorite art activity? ___________ What does he/she play? ________ Is great with numbers Plays most any sport, well! Name: _______ Why is he/she so good with numbers? ______ Name: ________ What sport is the favorite? Is very interested in all things spiritual. ________ Name _________ What peaked your interest? Spends his/her free time outdoors ____________ Name: _______ Favorite “buddy” ______________________ My Name Favorite outside activity? __________

• Find a partner with whom you have not worked. • With your partner, discuss the pros and cons between the various strategies for determining students’ MI profiles. Conclusions? Recommendations? • Share

With your same partner…. • Pull out the completed MI Class Profile.

LINE-UP 1. Teacher presents topic (grade level assignment) 2. Each end of room should be designated (K-12) 3. Students (workshop participants) find where they fit and line-up. 4. Teacher (presenter) checks the line for accuracy and creates groups (grade similar partners). 66

1. In your grade similar pairs…. 2. Agree on a unit plan that will be the focus for this activity, and pick a recorder for the group who will record the team’s ideas on his/her grid. (You have a clean copy in the notebook, and it is available from our website. ) 3. Using the Multiple Intelligences Matrix brainstorm activities to teach the unit. Do NOT try to analyze at this point in time. Recorder writes all ideas down the left hand corner. 4. Analyze the activities according to (a) the intelligence it primarily taps and (b) who is active - the teacher or the student. Place a check mark in the correct box on the grid. 5. Check to see if you have sampled the multiple intelligences. If not, brainstorm activities.

Continually Assess 1. Assess to get a sense of students’ reading skills. 2. Assess learning profiles and preferences 3. Assess interests

In your table groups, generate at least 5 ways in which you have used information about student interests to teach them.

Areas of Possible Interest Fine Arts • Photography • Painting • Sculpture • • Music Song Dance Composition Performance Sciences • Life • Physical • • Literature Poetry Prose Fiction Nonfiction People • Heroes • Villains • Young People Carol Ann Tomlinson, 2001 Crafts Social Studies Journalism Travel/Culture Business Athletics Politics/ Government Theatre/ Film/TV Mathematics History Sports/ Recreation Technology

Areas of Interest Preferred Modes of Expression Oral • Speech • Seminar • Drama • Symposium Artistic • Graphic • Painting • Photography • Illustration Abstract • Ideas • Plans • Theories Designed/Built • Display • Model Written • Creative • Expository Service in Community Carol Ann Tomlinson, 2001

Generic Ways to Identify Interests Self Reports Inventories

ys e v r e Su ten t i r W al r O or s n o Resp

Inventory for Kindergarten Students Directions: Teacher should read questions to the students, asking students individually, specifics to the questions being answered. (i. e. what is your favorite game to play inside, etc. ). 1. What do you like about school? __________ 2. What games do you like to play inside? ________ 3. What games do you like to play outside? _______ 4. What restaurants do you go to with your family? ____ 5. What do you like to read? _____________ 6. Do you have a brother(s) or sister(s)? ____ How many brothers? _______ How many sisters? _______ 7. What do you like to sing? ____________ 8. What music do you like to listen to? ________

Interest Inventory for Middle and High School Students Directions: It has been so long since I have been in high school, it is hard for me to keep up with what is “in” today. This will help me learn what your likes and dislikes are. Please take some time to complete. Thank you. 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11. 12. 13. 14. 15. 16. 17. Are you male/female? _____ How old are you? _____ What is/are your favorite subject(s) in school? _____________ What is/are your least favorite subject(s) in school? ___________ What is your favorite food to eat? _________________ What sports do you play in school? ________________ If you like sports, what sport(s) is/are your favorite? ___________ Who is/are your favorite sports team(s)? ________________ Who is/are your favorite athlete(s)? __________________ What do you like to do after school? _________________ What do you like to do in the evenings? ________________ What do you like to do on the weekends? _______________ Do you like to read? ____ What are some of your favorite books? ____ What are some of your favorite T. V. shows? ______________ What type of movies do you like? __________________ What is/are your favorite movie(s)? __________________ How often do you go to the movies? __________________

1. Fold your paper on the dotted line. 2. Print your first name in the rectangle/center box. 3. At the top, above your name, print or draw a picture of something you like to do to have fun. 4. On the bottom, under your name, print or draw a picture of something you know a lot about. 5. On the right side of your name, print or draw a picture of your favorite vacation place. 6. On the left side of your name, print or draw a picture of something you want to know more about.

Intrapersonal/Bodily-Kinesthetic http: //www. edprodevelopment. com/resources/presentations/differentiatedinstruction. htm

Generic Ways to Identify Interests Observations Self Reports Checklists/ Anecdotal Notes

Generic Ways to Identify Interests Observations Self Reports choices

Choices A word to the wise: Presentation of number and type of choices should be based on experience in, age of, and competence of students in making choices. Examples: • Written/Oral Response Questions • Weighted options (give 1 to option you least prefer, 5 to one you most prefer…) • Choice boards

Choice Boards Favorite Sport Baseball Football Swimming Tennis Track Soccer Golf Basketball Hockey

Choice Boards Area of Interest Sports Travel Sewing History Art Photography Reading Movies Debate

Generic Ways to Identify Interests Observations Self Reports Likert Ratings choices

I don’t like at all I will if I have to but I prefer not It’s OK on occasion I like very much Playing/Watching Sports 6 5 4 3 2 1 Reading 6 5 4 3 2 1 Watching Movies 6 5 4 3 2 1 Painting/ Scultping 6 5 4 3 2 1 Cooking 6 5 4 3 2 1 Writing 6 5 4 3 2 1

Generic Ways to Identify Interests Observations Self Reports Likert Ratings choices Ask Others

Ask Others • If communication/communicative skills are challenged – • Extremely shy • Extremely withdrawn • Non-verbal • Selective mute

Ways to Identify Topic Specific Interests Cooperative Learning Structures choices

As a team, generate at least three additional strategies to determine your students’ general interests

REMEMBER! What we want students to know, understand, and be able to do will remain constant for most students; however, the level, depth, or “degree” of understanding will vary depending on each student’s academic background knowledge, learning preferences, and interests.

Continually Assess 1. Assess to get a sense of students’ reading skills. 2. Assess learning profiles and preferences 3. Assess interests 4. affect 5. Assess knowledge and content acquisition of unit of study – before, during, and after instruction. Daily assessment should be the goal. Assessment should allow students to demonstrate what they know in different formats/modes. 6. Assess to identify scaffolding strategies & accommodations

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