Before Eating your candy Please sit at a table with a candy you would like to eat. If the table is full, go to an open seat. Before Eating your candy Write a qualitative observation and inference about your candy. 2. Write a quantitative observation and inference about your candy. 3. Measure the length of your candy in centimeters. 4. Convert your measurement to inches and round your answer to 2 decimal places. (Fact: 1 inch = 2.54 cm)

Before eating your candy 1. Write a qualitative observation and inference about your candy. 2. Write a quantitative observation and inference about your candy. 3. Measure the length of your candy in centimeters. Convert your measurement to inches and round your answer to 2 decimal places. (Fact: 1 inch = 2.54 cm) How could you use this in your subject area? Relates to KUD: Assessing where students are at. Using interest to help guide the next content teaching—all students got the same follow up worksheet on the topics, but the teacher interacted with students who struggled with the entrance activity. K: Know – Qualitative observation, quantitative observation, inference, measurement, conversion and rounding. U: Understand that the difference between qualitative, quantitative observations, and inferences is important in collecting data. D: Do – Make observations and inference. Measure length, convert and round.

Agenda 1. Candy Assessment 2. Goals of the workshop 3.Purpose & benefits of differentiation by interest 4.Evaluate tools of gaining information 5.What to do with information gained 6. Assessments 7. Methods of assessing by interest 8. Examples & Work time

Differentiating Assessment by Interest Goals of the Workshop: K: Know the purpose and benefits of differentiating by interest and the different types of formative assessments. U: Understand that obtaining information about student interests is important in determining formative assessments because it motivates students D: Explore tools used to obtain information about student interest Review instructional activities differentiated by interest. Create my own formative assessment differentiated by interest

When it makes sense to do so!! The Purpose and Benefits of Differentiating by Interest Pg 6 and 7 Differentiation in Practice by Carol Ann Tomlinson and Cindy A. Strickland “Interest is a great motivator. A wise teacher links required content to student interests in order to hook the learner. The goal of interest differentiation is to help students connect with new information, understanding, and skills by revealing connections with things they already find appealing, intriguing, relevant, and worthwhile.” It’s more likely that more students will become interested in the topic if choice is offered.” When Should I Differentiate for Student Interest: When it makes sense to do so!! Page 1

How do I gain information about student interests? Physics Questionnaire, FMI (For My Information) Sheet – at the beginning of the year Sample Questions to For General Interest Survey Interest survey per unit – topics you would like to explore – I used this in Physics before final project Student created pie-charts Secondary Interest-a-lyzer http:www.gifted.uconn.edu/siegle/CurriculumCompacting/SEC-IMAG/ialsecon.pdf Basketball Violin Reading Video Games Listening to music Hanging out with friends Pages 2-6

What do I do with this information once I have it? Make a formative assessment with options that target student interests! Example from Physics : Choose one video below to view. Paratrooper Extreme Trampoline Foosball

When he first jumps out of the plane When he opens his parachute Paratroopers’ Motion Draw the position versus time, velocity versus time and acceleration versus time graphs (assume down and down the field is negative) for When he first jumps out of the plane When he opens his parachute When is moving down the field Relates to KUD: K: Know the differences between position versus time, velocity versus time and acceleration versus time graphs U: Understand that when an object is moving with constant or accelerated motion it affects the shape of the graphs. D: Do – Create position versus time, velocity versus time and acceleration versus time graphs of the three situations

What are Assessments and Methods of Formative Assessment? Assessments are ways to gather information about student learning. Two types: Formative and Summative Formative assessments happens during a unit of study – progress checks Summative assessment happens at the end a unit of study – Unit Test or Exam We are going to focus on Formative assessments

What are methods of formative assessment? Think – Pair - Share Think – Individually – Write down a list of ways you assess student learning during a unit of study, then go back and rank those assessments in order of what you like best. Pair – With a partner – Discuss your list Share– With the group – Share with the group your list Page 34 strengths and weaknesses of formative assessments My list : entrance slips, questioning, exit cards, discussions, homework, rafts, quizzes, journal prompts What is a raft?

Different Assessment Activities Check your packet for all these examples in the a differentiated format Entrance Slips Exit Tickets Questioning Activities Projects Assignments RAFT Homework

Create your own Formative Assessment Differentiated by Interest There are a couple examples you may choose to use on the last page of your packet. Look through the packet and brainstorm (~5 minutes) Create your own activity by: Writing your KUD Differentiating by interest (~15 minutes)