Differentiating Assessment____________________________________________________________

Differentiated Assessment

todays means of modifying

tomorrows instruction

-Carol Ann Tomlinson

Western Carolina University

August 1, 2011

When somebody hands you a glob of kids, they dont hand you a matched set. - Carol Ann Tomlinson

Differentiated Instruction

Principles of Effective Differentiation (Non-Negotiables)

(ReadinessInterests Learning ProfileRespectful TasksHigh-QualityCurriculumFlexible GroupingContinuousAssessmentSupportiveLearningEnvironmentContent Process ProductAnchors)

Teachers Can Differentiate (Elements of Curriculum and Instruction)

According to Learner Differences

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Differentiated Assessment Guidelines(from Differentiated Assessment for Middle and High School Classrooms, Blaz, 2008)

Guidelines:1. Assess daily.2. Be formative whenever possible: a temperature check not just to measure knowledge but to give feedback.3. Ask students to apply the knowledge and skills gained in basically the same way they practiced that knowledge/skills. There should be a clear match between the expected outcomes of a unit and the tasks provided as the assessment.4. Be timely; make results quickly available to the student.5. Extend knowledge, rather than merely measure it.6. Never surprise students. Tell them what they will learn, how to learn it, and how they will know they have learned it. No pop quizzes, no surprise categories. Test what was taught following the same manner in which it was practiced.7. Have clear criteria (checklist/rubric) that communicate how students will be assessed.8. Be authentic. Students should be asked to perform in as close to a real-life situation as possible in the classroom.Assessment should be linked to the method of performance. student learning styles. the level of cognitive ability (Blooms or another). student skill level.

Differentiated Assessment is not just a test at the end of a unit. It is ONGOING. Its purpose is to screen and identify those who need assistance or to help plan instruction. It provides feedback for both teacher and student. reflects student learning, achievement, motivation, and attitudes on instructionally relevant classroom instruction. provides multiple ways for students to demonstrate their learning: tests (individual as well as partner/group tests), observations, interviews, self-evaluations, and many other formats to be discussed in this section. identifies both what is right and what is wrong, and suggests how to fix what is wrong.

______________________________________________________________________________

Become an assessment junkie. Everything that a student says and does is a potential source of assessment data. Assessment should be an ongoing process, conducted inflexible but distinct stages, and it should maximize opportunities for each student to open the widest possible window on his or her learning. -Carol Ann Tomlinson

Assessment-Three Types

(from training with Carol Ann Tomlinson, March 18, 2008)

Assessment and instruction are inseparable. It is todays means of understanding how to modify tomorrows instruction.

Assessment always has more to do with helping students grow

than with cataloging their mistakes."

-Carol Ann Tomlinson

Pre-Assessment is any method, strategy, or process used to determine a students current level of readiness or interest in order to plan appropriate instruction. Pre-assessment

provides data to determine options for students.

helps determine differences before planning.

helps teachers design activities that are respectful and challenging.

allows teachers to meet students where they are.

identifies starting points for instruction.

identifies learning gaps.

makes efficient use of instructional time.

Formative Assessment is a process of accumulating information about a students progress to help make instructional decisions that will improve his/her understanding and achievement levels.

Formative assessment

depicts a students life as a learner.

is used to make instructional adjustments.

alerts the teacher about student misconceptions - early warning signals.

allows students to build on previous experience.

provides regular feedback.

provides evidence of progress.

aligns with instructional/curricular outcomes.

Summative Assessment is a means to determine a students mastery and understanding of information, skills, concepts, or processes. Summative Assessment

should reflect formative assessments that precede it.

should match material taught.

may determine a students exit achievement.

may be tied to a final decision, grade, or report.

should align with instructional/curricular outcomes.

may be a form of alternative assessment.

Differentiated Assessment: Pre-Assessment(from Differentiated Assessment for Middle and High School Classrooms, Blaz, 2008)(from Differentiated Instructional Management, Chapman and King, 2008)

Pre-Assessment

Pre-Assessment: A formal or informal test administered to pinpoint what the learner knows about an upcoming standard, skill, topic, or concept. The teacher analyzes the data to identify each students background knowledge, prior experiences, abilities, interests, and attitudes in relation to the new learning.

The most useful pre-assessment data is gathered 1-2 weeks prior to planning the unit. This gives the teacher time to analyze each students strengths and needs for the upcoming unit. This type of assessment is crucial because the results are used to plan lessons for individuals in the differentiated classroom. By identifying strengths and weaknesses ahead of time, the teacher works smarter, not harder.

Instructional Benefits of Using Pre-Assessment Reveals the students knowledge base related to the upcoming topic or skill. Pinpoints the learners knowledge on standards, concepts, and objectives. Reveals specific needs for re-teaching, grade-level instruction, or enrichment. Reveals students interests, talents, attitudes, likes/dislikes, feelings/emotions. Guides the teacher in selecting or designing the most appropriate instructional strategies to accommodate identified individual and group needs.

Teachers Role Pre-assess students 1-2 weeks prior to new unit of study. Decide how pre-assessment tools will optimize planning for individual needs. Plan lessons and activities for individuals and small groups based on their current knowledge levels. Use pre-assessment as a promo for an upcoming topic or skill. Develop a repertoire of formal and informal pre-assessment tools, and let the data needed determine which tool to use in any given situation.

Students Role Show what you know and what you do not know so you can learn more. Search your memory bank to reveal experiences to link to the lesson. Share personal knowledge and experiences related to the topic on the assessment. Realize any negative experience you had with a topic or skill in the past can be replaced with a positive experience. Identify areas of interest to explore during the upcoming study.

Pre-Assessment: Reflecting on the Students(adapted from training with Carol Ann Tomlinson, March 18, 2008)Study Your StudentsGet to Know ThemRisk Connecting with Them

What do I want to know about my students as individuals? As a group? What do I already know? How well do they read? Write? How well do they understand when they listen? Whats hardest for them in school? How do they feel about their peers? How do their peers feel about them? How does their culture affect their learning? How does gender affect them? What do they already know about what I plan to teach? What are their dreams? What are their interests? How do they work best? What kind of adult support do they have outside of school? What experiences do they have that enable them to relate to what we study? What attitudes do they have about learning? About school?

To respect the dignity of young people means taking them seriously as whole human beings, not just as students. Who are these young people? What do they bring to school in terms of social and cultural experiences and identities? How old are they, and what expectations do school and society have for people that age? What is around them in terms of media messages, living conditions, community resources, and so on? Questions like these help us to see whole persons rather than just students in our classrooms. And when we do that, the door to respecting their dignity is opened.

- James Beane, A Reason to Teach

Pre-Assessment Tools(from Differentiated Assessment for Middle and High School Classrooms, Blaz, 2008)(from Differentiated Instructional Management, Chapman and King, 2008)

Pre-assessment is used to determine student readiness (prior knowledge and interests) and make decisions on how to differentiate the idea, concept, process, or unit. Because such assessments do NOT reflect student mastery of content, they are NOT to be used to grade students.

Pre-assessments include, but are not limited to KWL charts Teacher-made pretests Checklists Observations of students Conversations/conferences with individual students Directed questioning Results from the previous years state mandated tests Visual organizers like mind maps or webs Graphic Organizers Tic-Tac-Toe Boards/Choice Boards Multiple Intelligence Surveys Learning Styles Inventory/Profiles Interest Surveys Grades from previous years Brainstorming Color Clusters Squaring Off Journals Paper Pass Frayer Diagram Walkabouts Response Cards: Yes/No Cards, Like/Dislike cards Writing Prompts/Samples Body Signals: Stand Up, Sit Down; Thumb It; Fist of Five

Examples of Verbal Responses I know I want to learn I do not know I know some about it To improve I need to I need I like I do not like I am afraid of I look forward to I hope I get to learnPaper Pass (Pre- or Formative Assessment)(from Differentiated Instructional Strategies, Gregory and Chapman, 2005)

This activity uses several large pieces of chart paper.1. (Pass the Paper!)Place a different subject heading about your new unit on the top of each piece of paper (depends on the number of topics you want to pre-assess). 2. Each group gets a different colored marker.3. Each group brainstorms and writes down what it knows about its topic. 4. The group passes the paper to the next group (pre-determine this).5. The second group reads all that has been written.6. The second group writes down what else it knows about the topic.7. The second group passes the paper to the next group to add to its sheet.8. The last group finishes its brainstorming and passes the paper back to its home group.9. The last group takes the information and groups it according to the information on the sheet.10. Each group can determine its grouping or have pre-determined grouping suggestions.11. Each group shares and then posts all the papers.

Pre-Assessment of Student Interest

(adapted from training with Carol Ann Tomlinson, March 18, 2008)

Directions: This puzzle is about you, your interests, and hobbies you may like to do.

On each piece of the puzzle, write things that you like to do in your free time.

You can add more pieces if you would like and can give additional information on the back of the puzzle pieces.

The most important single factor in the learning process is the relationship

between a teacher and a pupil, and this critical relationship-not strategies

or instructional tactics-provides the basis for effective instruction.

William Bender (Council for Exceptional Children)

Interest Survey

(adapted from training with Carol Ann Tomlinson, March 18, 2008)

NAME: _________________________________________

1. What types of TV programs do you like to watch? Why?

2. What hobbies do you have? How much time do you spend on your hobbies?

3. If you could have anything you want, what would you choose? Why?

4. Tell about your favorite game.

5. What kinds of movies do you like to see? Why?

6. Tell about a vacation you would like to take.

7. What is your least favorite activity or subject in school? Why?

8. What is your favorite activity or subject in school? Why?

9. What kinds of things have you collected?

10. What kinds of books do you like?

11. What are your favorite magazines?

12. What parts of the newspaper do you look at/read?

13. What is your first choice about what to do at home when you have free time?

14. If you could talk to any person alive, who would it be? Why?

15. What three (3) questions would you ask this person (in #14)?

16. Imagine that you could invent something to make the world a better place. Describe the invention.

17. What is something you can do really well?

18. Tell me something else about yourself that you would like me to know.

Math Interest Survey

(adapted from training with Carol Ann Tomlinson, March 18, 2008)

NAME: _________________________________________

1. How do you feel about math?

2. Do you think you are good in math? Why? Why not

3. What are you best areas in math?

4. What are your weakest areas in math?

5. Do you think it is important to be good in math? Why? Why not

6. What do you think are characteristics of students who are good in math? Why?

7. What do you do when you come to a math problem you cant solve?

8. How do you use math outside of class?

9. What do you like to do most when you have free time?

10. What else should I know about you to teach you effectively this year?

Pre-Assessment: At My Best

(adapted from training with Carol Ann Tomlinson, March 18, 2008)

Thinking about your strengths and best features, please answer the following:

1. A positive thing people say about me is:

2. When Im feeling great at school, its probably because:

3. A dream I have for myself is:

4. A thing I like spending time on is:

5. Something that captures my imagination is:

6. The best thing about my family is:

7. My strength as a learner is:

8. What I can contribute to the classroom is:

9. A thing I wish people knew about me is:

10. Im proud of:

Pre-Assessment-Frayer Diagram

(adapted from training with Carol Ann Tomlinson, March 18, 2008)

Directions

Complete the chart to show what you know about ASSESSMENT. Write as much as you can.

(DefinitionInformationExamplesNon-examples)

(Assessment)

SELF Report Card

Your View on Assessment

My favorite way to I know that I have reallybe assessed is learned something when

(NAME________________)

I typically assess When I think about assessingstudents by students, I have learned that

Why do you assess? Take a moment to think about the reasons you assess students and jot your reasons below.

How do you assess? Take a moment to think about how you assess your students. List some ways you assess in the space below.

Formative Assessment

Catherine Garrison & Michael Ehringhaus

Formative Assessments are

For Learning The purpose of formative assessment is to enhance learningnot to allocate grades. Summative assessments are designed to allocate grades. The goal of formative assessment is to improve; summative assessment to prove.

Embedded in Instruction Formative assessments are considered a part of instruction and the instructional sequence. What students are taught is reflected in what they are assessed.

They produce

Non-threatening Results Formative assessments are scored but not graded. Students mark their own work and are encouraged to raise questions about the assessment and the material covered by the assessment.

Direct and Immediate Feedback Results of formative assessments are produced on the spot; teachers and students get them immediately. Teachers get a view of both individual and class performances while students learn how well they have done.

Structured Information Teachers can judge success and plan improvements based on the formative results. Students can see progress and experience success. Both teachers and students learn from the assessment results.

Ways to Improve Summarized formative results provide a basis for the teacher to re-visit topics in the unit if necessary. Individual student responses provide a basis for giving students additional experiences in areas where they performed less well.

A good analogy for this is the road test that is required to receive a driver's license. What if, before getting your driver's license, you received a grade every time you sat behind the wheel to practice driving? What if your final grade for the driving test was the average of all of the grades you received while practicing? Because of the initial low grades you received during the process of learning to drive, your final grade would not accurately reflect your ability to drive a car. In the beginning of learning to drive, how confident or motivated to learn would you feel? Would any of the grades you received provide you with guidance on what you needed to do next to improve your driving skills? Your final driving test, or summative assessment, would be the accountability measure that establishes whether or not you have the driving skills necessary for a driver's licensenot a reflection of all the driving practice that leads to it. The same holds true for classroom instruction, learning, and assessment.

Formative Assessment Strategies(http://daretodifferentiate.wikispaces.com/file/view/03+-+Formative+Assessment+Strategies.pdf)

Tools for Formative AssessmentTechniques to Check for Understanding

Index Card Summaries/Questions

Periodically, distribute index cards and ask students to write on both sides, with these instructions: (Side 1) Based on our study of (unit topic), list a big idea that you understand and word it as a summary statement. (Side 2) Identify something about (unit topic) that you do not yet fully understand and word it as a statement or question.

Hand Signals

Ask students to display a designated hand signal to indicate their understanding of a specific concept, principal, or process: - I understand____________ and can explain it (e.g., thumbs up). - I do not yet understand ____________ (e.g., thumbs down). - Im not completely sure about ____________ (e.g., wave hand).

One Minute Essay

A one-minute essay question (or one-minute question) is a focused question with a specific goal that can, in fact, be answered within a minute or two.

Analogy Prompt

Periodically, present students with an analogy prompt: (A designated concept, principle, or process) is like _________________ because _________________________________________________.

Web or Concept Map

Any of several forms of graphic organizers which allow learners to perceive relationships between concepts through diagramming key words representing those concepts.

Misconception Check

Present students with common or predictable misconceptions about a designated concept, principle, or process. Ask them whether they agree or disagree and explain why. The misconception check can also be presented in the form of a multiple-choice or true-false quiz.

Student Conference

One-on-one conversation with students to check their level of understanding.

A-B-C Summaries

Each student in the class is assigned a different letter of the alphabet. They must select a word starting with that letter that is related to the topic being studied.

3-Minute Pause

The Three-Minute Pause provides a chance for students to stop, reflect on the concepts and ideas that have just been introduced, make connections to prior knowledge or experience, and seek clarification.

I changed my attitude about

I became more aware of

I was surprised about

I felt

I related to

I empathized with

Observation

Walk around the classroom and observe students as they work to check for learning. Strategies include:Anecdotal RecordsConferences

Checklists

Exit Card

Exit cards are written student responses to questions posed at the end of a class or learning activity or at the end of a day.

Portfolio Check

Check the progress of a students portfolio. A portfolio is a purposeful collection of significant work, carefully selected, dated and presented to tell the story of a students achievement or growth in well-defined areas of performance, such as reading, writing, math, etc. A portfolio usually includes personal reflections where the student explains why each piece was chosen and what it shows about his/her growing skills and abilities.

Quiz

Quizzes assess students for factual information, concepts and skills. There is usually a single best answer. Some quiz examples are:

Multiple Choice

True/False

Short Answer

Paper and Pencil

Matching

Extended Response

Journal Entry

Students record in a journal their understanding of the topic, concept, or lesson taught. The teacher reviews the entry to see if the student has gained an understanding of the topic, lesson or concept that was taught.

Choral Response

In response t o a cue, all students respond verbally at the same time. The response can be either to answer a question or to repeat something the teacher has said.

Idea Spinner

The teacher creates a spinner marked into 4 quadrants and labeled Predict, Explain, Summarize, Evaluate. After new material is presented, the teacher spins the spinner and asks students to answer a question based on the location of the spinner. For example, if the spinner lands in the Summarize quadrant, the teacher might say, List the key concepts just presented.

Inside-Outside Circle

Inside and outside circles of students face each other. Within each pair of facing students, students quiz each other with questions they have written. Outside circle moves to create new pairs. Repeat.

Numbered Heads Together

Each student is assigned a number. Members of a group work together to agree on an answer. The teacher randomly selects one number. Student with that number answers for the group.

One Sentence Summary

Students are asked to write a summary sentence that answers the who, what where, when, why, how questions about the topic.

One Word Summary

Select (or invent) one word which best summarizes a topic.

ThinkDots/Cubing

After students have worked to gain essential knowledge, understanding, and skill about a topic, they can use ThinkDots to review, demonstrate, and extend their thinking on the subject.

ThinkDots are made of six cards that are hole-punched in one corner. The set is held together with a notebook ring, a loop of string, or any other device that allows students to flip easily through the set. Each card has one of more dots on its front.

On the back of each card is a question or task that asks

students to work directly with important knowledge,

understanding, and skills related to the topic they are studying.

Think-Pair- Share

Students think individually, then pair (discuss with partner), then share with the class.

Tic-Tac-Toe

Think-Tac-Toe

Student options can be presented as a list of activities on a "menu" from which students can choose or arranged in a "Tic-Tac-Toe" fashion.

In selecting activities for the student choice, teachers should provide a range of ability and complexity to allow for the needs of individual students.

A blank "free" space can be left in the menu or in the Tic-Tac-Toe matrix for students to suggest a choice of their own. The choice is always with teacher approval for appropriateness of content and level of difficulty.

Ticket to Leave

Closing activity where students respond in writing or verbally to short assignments.

Turn to Your Partner

Teacher gives direction to students. Students formulate individual response, and then turn to a partner to share their answers. Teacher calls on several random pairs to share their answers with the class.

Rock-Paper-Scissors

Teacher poses a problem or question. With a partner, discuss solutions/answers. Do Rock-Paper-Scissors with partner. The winner stands and the teacher will choose one or more of the winners to

answer the question.

Play several times to give more students opportunities

to answer question/problem.

Twitter Posts

Students summarize what they have learned using

no more than 140 characters. Can be used as ticket

out the door. Can create a 14x10 grid to use.

Yes-No Cards

On a large index card, write yes or got it on one side. On the other side, write no or no clue. Teacher asks a review question. If student knows the answer, he/she will hold up the yes side. If student doesnt know the answer, he/she will hold up the no side of the card.

This short assessment can give the teacher a quick look at what the students are ready for, understand, or get.

Oral Questioning

*How is __________ similar to/different from _______________?

*What are the characteristics/parts of _______________?

*In what other ways might we show show/illustrate _______________?

*What is the big idea, key concept, moral in _______________?

*How does ________________ relate to _______________?

*What ideas/details can you add to _______________?

*Give an example of _______________?

*What is wrong with _______________?

*What might you infer from _______________?

*What conclusions might be drawn from _______________?

*What question are we trying to answer/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 _______________?

ThinkDots

ThinkDots is a versatile strategy for thinking and talking about a concept, topic, idea, or issue from multiple perspectives. They can be used to introduce a unit; for sense-making activities, for small-group discussions, or for test review.

All students can work with the same set of ThinkDots or with different sets that have been designed for readiness, interest, or learning profile needs.

Procedure

Students are in groups of 2-4 with one set of ThinkDots and die per group.

They take turns rolling the die, finding the card with the corresponding number of dots, reading the prompt aloud, and sharing.

If the student is not comfortable with the roll of the die, he/she may roll one more time.

Option #1: Students roll the die to divide up the cards. They silently read and response to their prompts, and then take turns sharing in numerical order.

Option #2: Have students take notes on their conversation.

Option #3: Tier your ThinkDots for readiness. Develop two or more versions of the card sets, focused on t he same learning goals but that require students to think at varying levels of complexity and abstraction.

Suggestions:

Use colored paper and/or colored dots to indicate different readiness levels, interests or learning

styles.

Have students work in pairs.

Let students choose which activities for example: roll the die and choose any three; create complex activities and have students choose just one to work on over a number of days.

After students have worked on activity cards individually, have them come together in groups by levels, interest or learning style to synthesize the ideas and associated skills.

See website page (given to you) to access examples of ThinkDots.

Cubing

What is Cubing?

Cubing is an instructional strategy designed to help students think about a topic or idea from many different angles. A cube includes 6 commands, one on each of its six faces, followed by a prompt that describes the task the students should do related to the command. Cubing can help students think at different levels of Blooms Taxonomy.

How are cubes used?

Step 1: Identify the concept or targeted skill that will be the focus of the activity.

Step 2: Create commands for the cubes that align with the key concept. The commands on each cube should be differentiated to meet the needs of the learners

Step 3: Make sure that students understand the commands and the directions of the tasks.

Step 4: Group students according to readiness, interest, or learning profile. Cubes or task cards can be different colors in order to align with the needs of the different groups.

Step 5: Students in each group take turns rolling the die. To provide choice, allow the student to roll again if he/she did not want to do the first command. Each student rolls the die and completes their given task. The group members should all be doing different tasks.

What are the advantages to using Cubing?

Incorporates higher level thinking skills.

It is a simple way to differentiate, while still instructing each student on the same topic or skill. Each cube may contain the same commands, but the tasks on the cubes will be different according to the needs of the various groups.

Rolling the die adds excitement and anticipation. It takes what may be a boring assignment and makes it fun and engaging.

Cubing is an excellent strategy for the tactile/kinesthetic learners.

All of the cubes cover the same types of questions and skills, just at various levels.

Terrific Tips for Cubing:

Use more than one cube. Each cube should contain commands and tasks that are aligned with the ability levels of the different groups.

Create one average ability cube first. Then, use those tasks as a guide to create two other cubes- low ability and high ability.

Allow students to roll the die 2-4 times depending on the length/magnitude of the assignment.

Leave one face on the cube as an opinion task where there is no right or wrong answer.

Always have one easier question and one harder question on each cube, regardless of the level the cube is intended for.

For some activities, students may be responsible for doing more than one side of the cube.

Differentiate cubing questions by color-coding the cubes. Ex. Blue=Knowledge and Comprehension (Low) Green=Application and Analysis (Average) Red=Synthesis and Evaluation (High). But remember to change the colors periodically to align with different levels so that students do not get labeled as the low blue group, etc

Differentiating by Interest or Learning Profile: Create many cubes for learning or review activities. 2-3 sides of all the cubes can have the same task. The remaining 3-4 sides can have tasks related to specific interests or learning profiles.

Example of how a command and task can be related to the same topic, but differentiated in order to meet the needs of lower ability and higher ability students:

1. Lower Question- Describe the desert using as much information as you can, and involve your five senses in the description.

2. Higher Question- Describe how your life would change if you moved to the desert. Use your senses and explain why changes would occur.

Where can I find questions for cubes?

Quizzes, Worksheets, Textbooks, Study Guide Problems, Teacher Generated/Student Generated

Cubing Activities for Stories (Product Options)

Write a letter to Character.

Create and perform a puppet show of the story

Create a mural or picture to show a scene from the story.

Make a Venn Diagram to compare and contrast 2 characters, 2 stories, etc

Develop a story map for Book.

Create an art project that illustrates the sequence of events in the book (1st, 2nd)

List characteristics of the characters.

Write a different ending.

Write a letter to the author.

Read another book by the same author. Compare and contrast.

Read another book about the same topic. Compare and contrast.

Choose 4 interesting words from the story. Then, use a thesaurus to find synonyms for each of the words.

Question Cubes

Who

What

When

Where

Why

How

Might

Can

Will

Is

Should

Did

Story Starter Cubes

On the moon

Caught in a tornado

The best vacation

The game winning play

The new invention

Favorite animal

The rainforest

On the farm

Cafeteria disaster

Cube Commands

Describe

Illustrate

Evaluate

What is the significance of

Compare

Change

Cartoon

Put __ in historical perspective

Associate

Solve

Contrast

What are the causes/effects

Analyze

Question

Investigate

Relate ___ to ___

Apply

Rearrange

Argue for

Tell the parts of

Connect

Satirize

Argue against...

In your opinion

References and Resources

http://www.foridahoteachers.org/strategies.htm

http://www.lincolnparkboe.org/DI.htm

http://curry.edschool.virginia.edu/files/nagc_cubing_think_dots.pdf

http://boe.ming.k12.wv.us/teachers/di/di_docs/strategies_cubing_think_dots/CubingThinkdotpp.ppt#256,1,CUBING/THINKDOTS

Tic-Tac-Toe/Think-Tac-Toe

Tic-tac-toe, also known as Think-tac-toe, is a differentiation tool that offers collection of activities from which students can choose to do to demonstrate their understanding. It is presented in the form of a nine square grid similar to a tic-tac-toe board and students may be expected to complete from one to three in a row.

The activities vary in content, process, and product and can be tailored to address different levels of

student readiness, interests, and learning styles. The center square may be left open for the student to select an activity of their own.

Tic-tac-toe activities may be given to every student in the class, higher ability students for extension activities, or lower students for review and practice. As with related strategies, it is important that no matter which choices students make, they must grapple with the key ideas and use the keys skills central to the topic or area of study. In other words, whichever choices the student makes, he/she should be addressing the same KUDs as the others,

Involvement in this strategy encourages independent learning. Teachers should check in with students periodically and require students to keep a log of their progress.

In place of lengthy activities, the tic-tac-toe board may also be used with shorter, open-ended questions posed at varying levels of Blooms Taxonomy.

Tic-Tac-Toe Grid Assessment

Design a graphic organizer with facts about Differentiated Instruction using at least 20 terms.

Write a one-week diary entry (thats 5 entries) of a teacher who uses Differentiated Instruction in his/her classroom.

Write a newspaper article announcing the success of your class after you incorporated Differentiated Instruction with your students.

Write a 50-word text message to a teacher friend explaining why he/she needs to incorporate Differentiated Instruction in his/her classroom.

Create a timeline of how you plan to implement Differentiated Instruction in your classroom.

(CAN BE A FREE SPACE)

Design the perfect physical layout of a Differentiated classroom.

Create a game (such as Concentration) using Differentiated Instruction terms and definitions.

Create and draw a Differentiated logo to display with the advertisement for a Differentiated Instruction class at the local community college.

Create a step-by-step set of instructions you would use to teach diverse students how to do an activity in PE.

Tic-Tac-Toe Menu Using Blooms Taxonomy

Directions: Chose activities in a tic-tac-toe design. When you have completed the activities in a rowhorizontally, vertically, or diagonallyor in the 4 corners, you may decide to be finished. Or you may decide to keep going and complete more activities. Star the activities you plan to complete. Color in the box when you finish the activity.

I have created new knowledge.

I can critically examine the content. (evaluating)

I can take my understanding to a deeper level. (analyzing)

I can use my understanding in some meaningful way. (applying)

I can understand what is being explained/done.

I can recall specific details, information, and ideas from the text. (remember)

Collect

Facts or ideas which are important to you.

Teach

A lesson about your topic to our class. Include as least one visual aid.

Draw

A diagram, map or picture of your topic.

Judge

Two different viewpoints about an issue. Explain your decision.

Photograph

Videotape, or film part of your presentation.

Demonstrate

Something to show what you have learned.

Graph

Some part of your study to show how many or how few.

Create

An original poem, dance, picture, song, or story.

Dramatize

Something to show what you have learned.

Survey

Others to learn their opinions about some fact, idea, or feature of your study.

Forecast

How your topic will change in the next 10 years.

Build

A model or diorama to illustrate what you have learned.

Create

An original game using the facts you have learned.

Memorize

And recite a quote or a short list of facts about your topic.

Write

An editorial for the student newspaper or draw an editorial cartoon.

Compare

Two things from your study. Look for ways they are alike and different.

Novel Think-Tac-Toe

(from Fulfilling the Promise of the Differentiated Classroom, ASCD, C. Tomlinson, 2003)

Basic Level

Directions: Select and complete one activity from each horizontal row to help you and others think about your novel. Remember to make your work thoughtful, original, accurate and detailed.

Create a pair of collages that

compare you and a character from

the book. Compare and contrast

physical and personality traits. Label

your collages so viewers understand

your thinking.

Write a bio-poem about yourself and

another one about a main character in the book so your readers see how you and the character are alike and

different. Be sure to include the

most important traits in each poem.

Write a recipe or set of directions for

how you would solve a problem and

another for how a main character in

the book would solve a problem.

Your list should help us know you and the character.

Draw/paint and write a greeting card

that invites us into the scenery and

mood of an important part of the

book. Be sure the verse helps us

understand what is important in the

scene and why.

Make a model or map of a key place

in your life, and an important one in

the novel. Find a way to help viewers understand both what the places are like and why they are important in your life and the characters.

Make two timelines. The first should

illustrate and describe at least 6-8

shifts in settings in the book. The

second should explain and illustrate

how the mood changes with the

change in setting.

Using books of proverbs and/or

quotations, find at least 6-8 that you

feel reflect what is important about the novels theme. Find at least 6-8 that do the same for your life. Display them and explain your choices.

Interview a key character from the

book to find out what lessons he/she

thinks we should learn from events in the book. Use a Parade magazine interview article as a model. Be sure the interview is

thorough.

Find several songs you think reflect

an important message from the book. Prepare an audio collage. Write an exhibit card that helps your listener understand how you think these songs express the books meaning.

Novel Think-Tac-Toe

Advanced Level

Directions: Select and complete one activity from each horizontal row to help you and others think about your novel. Remember to make your work thoughtful, original, accurate and detailed.

Write a bio-poem about yourself and

another about a main character in the

book so your readers see how you

and the character are alike and

different. Be sure to include the most

important traits in each poem.

A character in the book is being

written up in the paper 20 years after

the novel ends. Write the piece.

Where has life taken him/her? Why?

Now, do the same for yourself 20

years from now. Make sure both

pieces are interesting feature articles.

You are a profiler. Write and illustrate a full and useful profile of an interesting character from the book with emphasis on personality traits and mode of operating. While youre at it, profile yourself too.

Research a town/place you feel is

equivalent to the one in which the

novel is set. Use maps, sketches,

population and other demographic

data to help you make comparisons

and contrasts.

Make a model or a map of a key

place in your life, and an important

one in the novel. Find a way to help

viewers understand both what the

places are like and why they are

important in your life and the

characters.

The time and place in which people

find themselves and when events

happen shape those people and

events in important ways. Find a way to convincingly prove that idea using this book.

Find out about famous people in

history or current events whose

experiences and lives reflect the

essential themes of this novel. Show

us what youve learned.

Create a multi-media presentation

that fully explores a key theme from

the novel. Use at least 3 media (for

example painting, music, poetry,

photography, drama, sculpture,

calligraphy, etc.) in your exploration.

Find several songs you think reflect

an important message from the book. Prepare an audio collage. Write an exhibit card that helps your listener understand how you think these songs express the books meaning.

Magic Book: Instructions

1. Each person needs two single sheets of ditto paper.

2. Fold the first sheet in half (hamburger style) and tear the sheet in half.

3. Save one half and tear it in half again, making two strips of equal length and width. Save the two strips and put the half aside.

4. Take the second whole sheet of paper and fold it in half like a hamburger bun fold.

5. Then, fold both sides back toward the fold creating "wings" or the letter "w" if you look at it from the end.

6. Grasp the middle section of the same piece of paper, between the two wings and mark off two spots to create thirds.

7. Now, tear the two marked spots through the fold to the mark. When you are done they should look like three teeth.

8. Now, open the torn paper and weave the two strips through the sections on each side.

9. After the weaving is done, fold the book together with the six sections in the middle, giving it a good crease.

10. Carefully find the middle and open to these six sections; close it again.

11. Carefully find the two edges beneath the six sectioned middle and pull those far edges out to see the big "magic" page, hidden behind the six sections.

12. The "Magic Book" is ready for the note-taking activity.

Front Back

Summative Assessment

Catherine Garrison & Michael Ehringhaus

Summative Assessmentsare given periodically to determine at a particular point in time what students know and do not know. Many associate summative assessments only with standardized tests such as state assessments, but they are also used at and are an important part of district and classroom programs. Summative assessment at the district/classroom level is an accountability measure that is generally used as part of the grading process. The list is long, but here are some examples of summative assessments:

Performance Tasks/Demonstrations

Portfolio Review

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 Assessments

should reflect assessments that precede it.

should match the material taught.

may determine a students exit achievement

may be tied to a final decision, grade, or report.

The key is to think of summative assessment as a means to gauge, at a particular point in time, student learning relative to content standards. Although the information that is gleaned from this type of assessment is important, it can only help in evaluating certain aspects of the learning process. Because they are spread out and occurafterinstruction every few weeks, months, or once a year, summative assessments are tools to help evaluate the effectiveness of programs, school improvement goals, alignment of curriculum, or student placement in specific programs. Summative assessments happen too far down the learning path to provide information at the classroom level and to make instructional adjustments and interventionsduringthe learning process. It takes formative assessment to accomplish this.

Summative Assessment Ideas

"Good summative assessments--tests and other graded evaluations--must be demonstrably reliable, valid, and free of bias" (Angelo and Cross, 1993).

As a greater number of provinces begin placing emphasis on summative assessment (activities which assess the students mastery of a larger unit of material), there is a great opportunity for teachers to be creative. Summative assessments can not only evaluate the students knowledge base, but also tap into their creativity and allow for extra research.

Remember that many activities (such as creating a brochure) can be used at any grade level as long as the expectations are adjusted accordingly, or extra resources made available for the younger grades.

Arts-Based Assessments

Create a Collage

Docudrama

Storyboard/Commercial

Brochure

Poster

Bulletin board design

Scrapbook

Encyclopedia of definitions, historical references, and images

Model-making/scale model

Music

Compose a piece of music based on the topic

Design and create a CD (choose music and design the CD cover) of the topics music

Activity-Based Assessments

Debate

Recreate a historical debate

Debates on the pros and cons of the topic

Thinking Skills Assessments

Concept mapping

Create a concept map of the terms and concepts learned in this unit

Map making

Create a map of the topic (if appropriate), for a traveler; use city maps as a source of ideas

Media analysis

Comment on the portrayal of the topic in the media (articles, advertisements)

Visual/Graphics organizer

Creative writing

Write a work of fiction

Create a poetry anthology

Reading response

Read an article on a giventopicand write a response

Technology & Media-Based Assessments

Multi-media presentation

Create a PowerPoint presentation based on researchtopic

Create a presentation which includes visual effects, audio effects, and a physical demonstration

What Is a Grade?(adapted from training with Carol Ann Tomlinson, March 18, 2008)

From a learners perspective, we should seek to ensure that grades keep the success to effort ratio in balance. Grades contribute to the students sense that when they work hard, something good generally comes out of it. ensure that students develop a growth mindset. Grades, in conjunction with tasks and experiences, contribute to student trust that sustained effort and hard work make most things possible.

From a parents perspective, we should seek to ensure that grades communicate clearly. A parent can trust that the grade is a very accurate representation of just what a student knows, understands, and can do in a given subject, at a given time, based on clearly understood criteria. support the parent in supporting learning. Grades guide parents in what to do next to encourage student growth.

From a measurement perspective, we should seek to ensure that grades are RELIABLE. If we were to use the same measure a couple of days, weeks, or months later, the results would be relatively the same for a given student. VALID. We actually measured what we meant to measure.

Ten Practices That Dilute a Grades Validity and Effectiveness): Avoid!

(from Fair Isnt Always Equal: Differentiated Assessment and Grading, Rich Wormeli)

1. Penalizing students multiple attempts at mastery.

2. Grading practice/homework as students come to know concepts. Feedback; not grades.

3. Withholding assistance (not scaffolding or differentiating) in the learning when it is needed.

4. Group grades

5. Incorporating non-academic factors (behavior, attendance, and effort)

6. Assessing students in ways that do not accurately indicate students mastery. Student responses are hindered by the assessment format.

7. Grading on a curve.

8. Allowing extra credit.

9. Defining supposedly criterion-based grades in terms of norm-referenced descriptions (above average, average, etc.).

10. Recording zeroes for work not done.

Debriefing Bingo

(adapted from http://www.teamworkandteamplay.com/resources.html)

After reflecting on the activities just completed, be prepared to discuss the following events by choosing any that create a line of five (5) boxes in a row. For example, you can discuss five separate events during todays experience where you may have listened to someone (tell about it), tried something new (what this new thing was), considered a different point of view (share it with the group), played outside your comfort zone (what event put you there), and offered someone encouragement (who they were and what you did).

Laughed

Changed Something

Offered a Suggestion

Developed a New Skill

Listened to Someone

Used Problem-Solving Skills

Said Thank You

Was glad to Be Part of This Team

Tried Something New

Assisted Someone

Saw Something Amazing

Cheered

Considered a Different Point of View

Made an Improvement

Sacrificed Personal Goals for the Good of the Group

Tried, but Just Could Not Do It

Played Outside Personal Comfort Zone

Applauded

Learned Something New

Expanded Personal Boundaries

Offered Someone Encouragement

Played a Different Role

Considered a Different Point of View

Felt Challenged

Asked Someone for Help

Great Websites to Visit

1. Learning to Love Assessment Carol Ann Tomlinson

http://www.ascd.org/publications/educational-leadership/dec07/vol65/num04/Learning-to-Love-Assessment.aspx

2. Sample Layered Curriculum Units at Kathy Nunleys website

http://www.help4teachers.com/samples2.htm

3. http://school.discoveryeducation.com/schrockguide/assess.html

4. Formative Assessment and Differentiated Instruction

http://www.formativedifferentiated.com/powerpoints.html

5. Icebreakers

www.uky.edu/studentactivities/leadership

6. ThinkDots for Literary Devices

http://www.epd86.org/bolin/Literary_thinkdots.pdf

7. A Parents Guide to Facebook

http://www.connectsafely.org/pdfs/fbparents.pdf

8. Being Smart Rules (Social Media Safety for Kids)

http://www.kidsmart.org.uk/

9. Common Sense Media Curriculum for K-12

http://www.commonsensemedia.org/educators/curriculum

10. Drive Belonging and Engagement in the Classroom Using Facebook

http://openedpractices.org/files/Face%20book%20as%20info%20literacy.pdf

11. Best Practices for Social Media Usage in North Carolina

http://www.records.ncdcr.gov/guides/best_practices_socialmedia_usage_20091217.pdf

12. Differentiated Instruction Wikis

http://westworldweb.wikispaces.com/Differentiated+Instruction

13. The Wright Family Story

http://www.cdc.gov/healthyyouth/shi/training/10-Resources/docs/WrightFamily.pdf

14. Think-tac-toe and cubing activities

http://www.narragansett.k12.ri.us/Nes/DInew/tttcubingact.html

15. PowerPoint of magic book instructions

www.marthabeesmusic.com/MagicFoldingBook.ppt

16. Seventy-five bookmarks containing sets of questions about setting, plot, types of literature, reading attitudes, and more that can be used in a Tic-Tac-Toe menu

http://www.eht.k12.nj.us/~jonesj/differentiated%20instruction/Tic-Tac-Toe.htm

17. Making Books with Susan Kapuscinski Gaylord You can download Recycled Materials for Making Books for free. There are 8 others Making Books e-books that you can download from $2.95 - $19.95.

http://stores.lulu.com/store.php?fStoreID=1810835

18. 50 Ways to use Twitter in the classroom.

http://www.teachhub.com/news/article/cat/14/item/462

19. 100 Inspiring Ways to Use Social Media in the Classroom

http://www.onlineuniversities.com/blog/2010/05/100-inspiring-ways-to-use-social-media-in-the-classroom/

20. Top Ten Social Networking for Kids

http://www.commonsensemedia.org/website-lists/social-networking kids?utm_source=newsletter06.23.11&utm_medium=email&utm_campaign=feature2

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