Please experiment with the Lego Task Cards while we get started.

STEM: Differentiation and Assessment Kim Dempsey, NBCT Liberty Elementary Loudoun County Public Schools

1.It is the part of the plant that hold up a flower 2.I’ve heard of STEM, but I don’t know what it looks like. 3.I’ve taught a few STEM lessons, I think. 4.I feel comfortable designing STEM instruction, but I get caught up with assessment and differentiation. 5.Move out of the way. I’m taking over this presentation. What is your experience with STEM?

You teach children! What do you teach?

Why Teach STEM?

What is DIFFERENTIATION?

dif·fer·en·ti·a·tion ˌ dif ə renSH ē ˈ ā SH ə n/ noun noun: differentiation ; plural noun: differentiations synonym: differentiated instruction, differentiated learning 1. the action or process of differentiating. “The teacher provides differentiation in order to meet the needs of individual students.” What is DIFFERENTIATION?

To whom should a teacher differentiate?

Everyone!

 SPED  ELL  Gifted  Learning styles  Bossy (leaders)  Shy (followers)  Slow learners  Ability  Interest

 Student-centered learning activities are perfect for differentiating instruction.  Different levels of support can be given to different students.  Students can be grouped together according to learning needs.  Assignments can be differentiated among groups. Differentiation in STEM

Teacher as Facilitator  Frustration is a natural part of learning.  It’s okay to help your students solve a problem!  Give no more than three corrections at a time. One or two is best.

 Differing assignments  Job assignments  Tasks  Individual vs. groups  Varying levels of support  Assistive technology  Labels  Templates  Assessments Practical Ideas

How to assess STEM?

Myth #1: When students work together, they cannot be held responsible for their own work.

Myth #2: Assessment = Tests

Myth #3: Assessment = Grades

Myth #4: This activity covers 75 SOLs. I must assess each one for all 30 of my students.

Myth #5: The final product must be graded.

Myth #6: I don’t have time for anything not directly related to the SOLs.

Methods of Assessment

Portable Notetaking

Design Briefs

Reflection

Require Content Vocabulary

Focused Rubrics What are your primary objectives?

Sharing

Now it’s your turn!

5 Minute Warning!

2 Minute Warning!

Hurry up…

Sharing and Reflection

What would YOU focus on when assessing this lesson?

Final Thoughts

Some of the most difficult students to teach are the students who need this style of learning the most!

You are a TEACHER, not a COVERER.

Assessment happens almost every minute in an effective classroom, and is distinctly different from testing and grading.

Learning is messy, and cannot be completely measured by any single tool. Take what works and leave the rest.

Questions? Comments? Please leave feedback on a notecard!