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FISH! Melissa Deacon Brie Beane

FISH! Melissa Deacon Brie Beane. What is FISH?. Formative Assessment Inspect the Assessment Stations How about now?. Formative Assessment . Start out by giving the students a quick assessment. The assessment should be three quick questions/problems to solve.

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FISH! Melissa Deacon Brie Beane

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  1. FISH!Melissa DeaconBrie Beane

  2. What is FISH? • Formative Assessment • Inspect the Assessment • Stations • How about now?

  3. Formative Assessment • Start out by giving the students a quick assessment. The assessment should be three quick questions/problems to solve. • The assessment can be on anything that you are currently covering in class.

  4. Inspect the Assessment • Grade the assessment. How did your students perform?

  5. Split Students into Groups • Intervention Group • Students got 0-1 correct on Formative Assessment • Teacher works with this group • Remediation Group • Students got 2 correct on Formative Assessment • Must be a paired activity • Accelerated Group • Students got all 3 correct on Formative Assessment • Should be as a group

  6. Anchor! • You will need an anchor activity that all students can do if they finish at their station before it is time to rotate. • What are some possible anchor activities you can use?

  7. Group 1 • Teacher provides direct instruction • Back up to re-teach a more basic skill (common denominators instead of uncommon denominators) • Use concrete manipulatives that students can relate to

  8. Group 2 • Students work in pairs to complete activity that readdresses the same skill and content that they were originally taught when they go the whole group instruction

  9. Group 3 • This is your acceleration group. You will plan activities for this group that are rigorous in nature, and will push them to higher levels of thinking.

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

  11. How do I organize this process? • Use the FISH template on the next slide. You have a hard copy that you can use in your classroom.

  12. Coaching/Support resource

  13. Now what… • Using FISH in your classroom helps you groups students, provide one on one help, as well as enrich students who “already know it” • Spend the rest of the time thinking about how you can use FISH in YOUR classroom. Use the form provided to plan your instruction

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