1. What have I learned today? Easy Ways to Check for Understanding (Formative Assessment) Session #4 ~ November 29 Reminder: PPT posted at: https://wms- resources.wikispaces.com/https://wms- resources.wikispaces.com/

2.  What two formative assessment examples introduced on November 22 nd did you try?  Please share the assessments used with your content group. ◦ Describe how you used each of the formative assessment. ◦ How did students respond to each of the formative assessments? What type of data did you collect? ◦ How did they each formative assessment impact future instruction?

3.  You will be asked to decide on two additional strategies to try in your classroom and be ready to share how they impacted your instruction during the next professional development session.

4. 1.Good Questions 2.Three Minute Writing 3.Draw Two Names 4.Chapter Skim 5.Pair Share 6.Simon Says for Big Kids 7.Big Idea 8.Cause/Effect 9.History Dice 10.My Learning 11.It Never Happened 12.Fogginess 13.Retelling 14.Differing Perspectives 15.Key Concepts 16.Newspaper Headline 17.Thought Bubble 18.Chalkboard Champs 19.Test Questions 20.Historical Cartoons 21.Biography 22.Am I a Ten 23.Clio’s History Box 5-Minute Strategies 24 G-SPRITE 25 Be Funny 26 Connect to Today 27 Mini-Drama 28 Time liner 29 Mental Geo Maps 30 Letter to the Principal 31 Mind Map 32 Meet the Teacher 33 Mini-Debate 34 Rock, Paper, Scissors 35 Trio Trading Cards 36 My Tips to the Teacher 37 Back to Back Boards 38 5, 4, 3, 2, 1 39 Learning Outcome 40 Art History 41 Note-taking Specialist 42 Trio Rap 43 PSI 44 Cards Trick 45 Exit Pass

5. Respond to the following statements about the teacher by ranking each statement a 1 through 5 with “5” being totally true and “1” not true at all. A. The teacher lets me know each day what I need to learn. B. The teacher is always checking to see if I understand. C. The teacher clearly explains assignments. D. The teacher lets me know how I will be evaluated. E. The teacher gives me feedback which helps me learn. This is how you can help me!

6.  You and your partner each get a mini-white board and stand back-to-back. (or paper can be used)  The teacher asks a question and you each answer on your board.  When the teacher says “turn around” you show each other your answers and discuss.

7.  The teacher will make several statements regarding the unit we are studying.  Each statement will start with “I thoroughly understand…(e.g., the differences between Hamilton and Jefferson).  If you totally agree (and understand), put up five fingers, mostly agree-4 fingers, sort of agree-3 fingers, somewhat disagree-2 fingers and totally disagree-one finger.

8.  Write today’s learning outcome (or target).  Below make a face (see below) that shows how you are doing so far with the learning outcome. I understand the learning target. I still have questions about the learning target.

9.  Sketch something important about the topic/concept being studied. You have 5 minutes.  Write a caption under the picture to explain why the picture is important. I’m sketching what I have learned today!

10.  Switch notes with your partner.  Look at your partner’s notes and enhance his/her notes by underlining key terms/ideas, drawing symbols for key ideas, adding in any important notes that are missing, asking questions about key ideas.  Modeling expectations is important so that students don’t just carelessly mark up partner’s notes [When note taking] develop a system of "highlighting," using underlining, check marks or indention's to signify important areas. - Emedia

11.  Your trio should create a rap or a song that includes three main ideas from the lesson.  If you’d like, use the melody of a common song.  Perform your rap/song for another trio. It's easier, and a lot more fun to rehearse song than text! Music and song stimulate creativity and foster a positive attitude towards school. – S. Ruth Harris We love to sing.

12.  In your trio, one person is P, S, and I.  P presents his work for the day.  S looks over P’s work and writes two strengths about it.  I looks over P’s work and writes one way to improve it. CANI stands for Constant And Never-ending Improvement. Anthony Robbins

13.  Each student picks a playing card.  When the teacher asks a question, discuss it with your partner.  The teacher will say something like, “all red cards stand” or “all Queens stand.”  The teacher will pick someone who is standing to respond.

14.  Prior to leaving today, please do the following: _________________________________.  That’s your exit pass out of class today. I’m going to check it at the door.

15.  Choose two formative assessment introduced to incorporate into your content area.  Be ready to share the strategy, how it was used, and how it impacted instruction at the Professional Development Session on December 6 th.

16. Active Participation Strategies (compiled by Juli Kendall for the MiddleWeb Reading/Writing Workshop discussion group: www.middleweb.com) www.middleweb.com Active Learning with PowerPoint http://www1.umn.edu/ohr/teachlearn/tutorials/powerpoint/assessment.html Picsearch (All pictures were found at various locations using www.picsearch.com) http://www.picsearch.com/ Social Studies Concepts http://www.michigan.gov/documents/Social_Studies_Concepts_12327_7.pdf Inside the Black Box: Raising Standards Through Classroom Assessment http://www.pdkintl.org/kappan/kbla9810.htm Checking for Understanding Techniques http://assist.educ.msu.edu/ASSIST/classroom/assesses_learning/Sec1_plan_teach/Str2_ongoing_assessm ent/tool_check_understanding.htm Checking for Understanding: Strategies to use in the Field http://aeoe.org/conference/resources/2005/ell/brainstorm.html Lesson Starters http://www.schoolhistory.co.uk/teachers/starters.html The following sources provided ideas for some of these strategies: