Classroom Strategies That Work Presented By: Jessica Bohannon and Bonnie Stewart 6th Grade Science Teachers Rockcastle County Middle School Mt. Vernon, KY

Formative Assessment Strategies Today we will discuss and demonstrate 3 formative assessment strategies that: Engage student learners. Provide a snapshot of where your students are in their understanding. Make it okay for students to question what is unclear to them. Encourage the development of ideas. Allow students to self reflect on their learning and current understandings.

Strategy #1 – Formative Assessment Probes Read the “Ice Water” Assessment Probe. Circle the letter that you think provides the best answer. Briefly explain your reasoning, or “rule”, for choosing that answer on the provided lines.

Benefits of Formative Assessment Probes Elicit students’ ideas. Identify student misconceptions. Use to plan and differentiate instruction. Should NOT be used as a grade, but as a tool to determine next steps.

Strategy #2 – Commit and Toss Take a piece of paper from the provided note pad. Do not write your name on it! Write the letter (A, B, or C) that you selected as the best choice to answer the Ice Water Assessment Probe. Now wad it up! Throw it in the basket when it comes around to your table. When the basket comes back around, grab a random paper wad and open it…this is the choice you will represent. Once everyone has selected a paper wad, go and stand in the appropriate designated corner of the room…A, B, or C. Remember, you are representing the paper wad you selected!!! You may or may not agree with the choice, but at this time we are just collecting data. Once you reach the designated corner stand quietly and face the center of the room.

Benefits of Commit and Toss Students get to share their ideas, right or wrong…anonymously. Quickly identify student ideas, and see if your class is on track or divided. Get students up and moving!

What next? After this step, you would allow students to do a lab activity identical or similar to the probe, as well as provide some background research about the topic. Then, ask students to look at their probe again to see if they want to add anything or change their answer. They must use evidence from the lab or research to support this change. You can even do Commit and Toss again to see if there is a difference in the results!

Strategy #3 - RERUN RERUN is an acronym (Recall, Explain, Results, Uncertainties, and New). Recall: Summarize what you did in the Lab (activity) Explain: Explain the purpose of the Lab (activity) Results: Describe the results of the Lab (activity) and what they mean. Uncertainties: Describe what you are still unsure about. New: Write at least two new things that you learned from this lab (activity). Complete the RERUN chart at your seat based on the classroom strategies we’ve done today. Be prepared to share!

Benefits of RERUN Used after a lab or inquiry-based investigation. Provides students with an opportunity to reflect on what they did, what they learned, and what they still have questions about. Provides teachers with information on how well students understood the purpose.

These are just 3 great strategies that have been successful in the classroom for us. Although the examples today have been based on science content, you can use these strategies in any content area. So, go back and try it out! We would love to hear your feedback. THANKS!! Mrs. Jessica Bohannon jessica.bohannon@rockcastle.kyschools.us and Mrs. Bonnie Stewart bonnie.stewart@rockcastle.kyschools.us