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Differentiated Workshop. Assessment FOR Learning. Workshop Details . Three days Topeka 501 middle and high school teachers from all subject areas Focus on using formative assessment. NAME. The Unit Organizer . 4. BIGGER PICTURE. DATE. NEXT UNIT. /Experience. LAST UNIT. /Experience.

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differentiated workshop

Differentiated Workshop

Assessment FOR Learning

workshop details
Workshop Details
  • Three days
  • Topeka 501 middle and high school teachers from all subject areas
  • Focus on using formative assessment
slide3

NAME

The Unit Organizer

4

BIGGER PICTURE

DATE

NEXT UNIT

/Experience

LAST UNIT

/Experience

2

3

CURRENT UNIT

CURRENT UNIT

1

8

Key Terms

UNIT MAP

is about...

5

6

UNIT SELF-TEST QUESTIONS

methodsS

Learning

7

Best teaching practices

Differentiation

Formative Assessment

Content Enhancement

Formative

Summative

Learning targets

Success criteria

Descriptive feedback

Evaluative feedback

Self-assessment

Peer assessment

Rubrics

Traffic icons

Wait time

Questioning

Using assessment information to improve student learning

through

Questioning

through

through

Formative use of summative tests

through

Feedback

Peer and Self-Assessment

• What is formative assessment?

• What are the benefits of using formative assessment?

• How can questioning, feedback, peer and self-assessment, and

formative use of summative tests improve learning?

• How can I change my practices to use formative assessment?

lecture

discussion

Video clips

Group activities

Case studies

why differentiate
Why differentiate?

Participants vary widely

  • Subject areas and grade levels (6-12)
  • Years of teaching experience (first year to 30-plus years)
  • Experience with formative assessment (some don’t even know what it really means)
how differentiated
How differentiated?

Pre-assessment measuring readiness

  • Get participants thinking about key issues we will cover and reflecting on their own practices.
  • It will tell me where teachers are starting from in terms of their experience with assessment.
  • Helpful in shaping the workshop over the next three days.
how differentiated6
How differentiated?

Day 1: Process/interest/learning profile

  • Kinesthetic, verbal, visual, logical, interpersonal, musical, intrapersonal
  • Folded box, target-method match, think-pair-share, video clips, Power point, reflection sheets
how differentiated7
How differentiated?

Day 2: Case Studies

  • Tiered lesson differentiated on content/ readiness: three case studies for participants to apply different aspects of formative assessment
  • The Equalizer: Simple to complex; foundational to transformational; single-faceted to multifaceted; small to big leap
how differentiated8
How differentiated?

Day 3: Changing a Unit

  • Product: readiness, interest, learning profile
  • The Equalizer: simple to complex; foundational to transformational; single faceted to multifaceted; small to big leap
flexible grouping
Flexible Grouping
  • Participants will vary groups throughout the workshop.
  • Self-selected; random; readiness; subject area/level taught
management strategies
Management Strategies
  • Variety of activities appealing to different learning style
  • Working individually, pairs, small groups, whole group
  • Choice
  • Food!
assessment
Assessment
  • No summative assessment (no grades to give!)
  • Formative assessment throughout

(activities, discussion, reflection, work on unit changes, follow up)

what constitutes success
What constitutes success?
  • Feedback on daily and end-of-workshop evaluation
  • Work on unit changes
  • Application in the classroom
self evaluation
Self Evaluation
  • Strength: differentiating for learner profiles and process
  • Improvement: more differentiation for readiness
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