2. Relevance Objective: What are they thinking? (and do I really want to know?) Image source: www.uc.edu/gened/GenEd_competency_definitions/GenEd_competency_definitions.html
3. Strategy #1 The “Do Now” Please Do Now Jot down three things you already know about formative assessment and one thing you want to know.
4. Strategy #2 Think-Write-Pair-Share Please turn to your neighbor and do the following: #1--share your lists #2--work together to write a one sentence definition of formative assessment
5. Formative Assessment is… A Window to Understanding (or to a lack there of) Image source: www.simpsonstrivia.com.ar/wallpapers/homer-simpson-wallpaper-brain.htm
6. When the cook tastes the soup,that’s formative assessment; When the customer tastes the soup, that’s summative assessment ---Paul Black frequently cited as a forefather of formative assessment research
11. Strategy #53x3 Word Sort Students take terms from a given list, arrange them onto a 3 x 3 table, then write sentences…
12. Please use the words to write complete sentences Sentence #1 -- Column 1 down Sentence #2 -- Column 2 down Sentence #3 -- Column 3 down Sentence #4 -- Your choice: four corners, diagonal, across
13. Strategy #6Dump and Clump Students are given a specific topic Brainstorm on words associated with the topic (dump) Categorize the words in ways that make sense to them (clump Title each category
18. Strategy #8Exit Ticket Which one of these strategies are you most likely to use to tap into your students thinking? Briefly share an idea about how you might integrate this tool or strategy into your specific curriculum.
Notas do Editor
How well are your daily formative assessments checking your objective…by the end of this presentation, my goal is to introduce you to several new tools and strategies to better prepare yourself to answer this question.
Do this on note cards –discuss the potential of notecards. To collect, quickly assess and group students as necessary, as a quick homework check, can be used in smaller group activities. Also, this method is more formative than just a question/response because students have time to think, write, collaborate, and revise an answer, so I should be able to call on anyone at random and expect a thoughtful response. Try telling the person who wrote the card to hold it, and have the other person explain it.
Do they get it? Where do I need go from here: can I move on to another concept or a higher level, or do I need to reinforce this concept?
I know my soup is not done…in this case, it’s 30 soups of the same recipe that are all in need of different ingredients!
These type of assessments work when the teacher is actively working the room and observing how students are working with the terms, questioning decisions and listening to their responses
Quizlet
What is the Russian Revolution? –led to the creation of the Soviet Union in1917. But what is a revolution? Ties into the bigger picture of learning, not just facts
