Presenter Maya Lane, Ed.D. English Language Program INTO USF Using Diagnostic Writing Prompts to Assess Readiness and Differentiate Instruction in EAP Presenter Maya Lane, Ed.D. English Language Program INTO USF

Principles of Differentiated Instruction Not a One-Size-Fit-All approach Flexibility in teaching Content, Process (how we teach and how students learn), and Product (summative assessment) Adjust to students’ academic abilities (readiness) learning styles (modalities) learning profile (age, culture, major, prior academic experience, personality) Adjust to groups, not individual students

This Diagnostic Pre-Writing Assessment INTO USF EAP international students-very diverse Problem-difference in instructors’ expectations and international students’ writing skills Writing - important assessment tool in all disciplines Pre-assessments/Diagnostic Assessments a tool to know entry level of skills look at students objectively start at the student’s individual level to be effective

Formative Assessments (FA)s Ongoing, not end-of-unit summative (objective-based) assessment Used to assess students’ skills before, during, after teaching the unit Informs teachers of effectiveness of instructional strategies/activities Teachers plan adjustments to develop and refine instruction to meet needs of specific groups of students Assess learner interest and learning profile (method of learning)- to motivate and plan engaging tasks

Diagnostic Pre-Writing Assessment in EAP The Argument Synthesis Paper in EAP Diagnostic writing prompt modeled after Florida Standardized Writing Assessments (FSA) Analysis Followed The Writing Process understanding the prompt and synthesizing sources planning the response creating the rough draft

Problems and Solutions of Using DI and FA 1.Time is not enough to fill all gaps 2. Influenced by the most recent course writing 3. Focused on current assignment/grade and do not want to analyze/reflect on the diagnostic prompt 4. Some faculty are against too much scaffolding 5. Fairness Focus on major objectives Explain the difference when giving the prompt Incorporate the reflection in the separate writing assignments, but briefly Meet them at their level is better than not learning Provide help to students with lower skills, but challenge the advanced

Conclusion Thank You for Attending Any Questions ? I will be happy to email the handouts. Contact me at mayapavlolane@gmail.com Any Questions ?

References Lane, M. P. (2014). Pedagogical adjustment to learner diversity in teaching-learning interactions by foreign-born faculty at community colleges in South-Central Florida. (Doctoral Dissertation). Retrieved from http://library.argosy.edu/vwebv/searchBasic?sk=en_US Levy, H. M. (2008). Meeting the needs of all students through differentiated instruction: Helping every child reach and exceed standards. The Clearing House, (81), 4, 161-164. The IRIS Center. (2010). Differentiated instruction: maximizing the learning of all students. Retrieved from http://iris.peabody.vanderbilt.edu Tomlinson, A. C., & Imbeau, M. B. (2010). Leading and managing a differentiated classroom. Alexandria, VA: ASCD