1.  The Inclusive Classroom: Assessment & Differentiation Design and Assessment for ALL students STMU: Sept 14, 2012 Guest Instructor: Cheryl Babin

2. Tour of the Room  Parking Lot  Toolbox  Learning Partners  Materials  WIKI: http://stmu-edcm603.wikispaces.com

3. Essential Question How can a differentiated approach to engagement and assessment meet the diverse needs of ALL learners in a classroom?

4. Learning Partners Choose one person that you will partner with for each of the following “Teacher Learning Partner” groupings:  Apple _____________________  Stationary __________________  Report Cards ________________  Love for Kids ________________

5. Relationships First “I have come to believe that a great teacher is a great artist and that there are as few as there are any other great artists. Teaching might even be the greatest of the arts since the medium is the human mind and spirit.” John Steinbeck

6. Experiences involving assessment can have a long-lasting effect on our lives… Consider your own memories of assessment experiences that have had a lasting impact on yourself as a learner. If you are comfortable, share with your table. Choose one example from your table to share with the whole group. Memorable Moments

7. The Good Ol’ Days Are Here Now!  As a table group, please read and discuss page 6 of your handout.  How have assessment practices changed?  How can we best plan for the diverse learning needs of our students?

8. Universal Design for Learning

9. http://youtu.be/bDvKnY0g6e4http://youtu.be/bDvKnY0g6e4 - Link to UDL video; CAST website

10. Learning Preferences  Consider the UDL video and reflect on your own learning preferences.  Inventories or Learner Profiles can help us get to know students in an efficient and safe manner  See Tool 6: What Works for Me Inventory (sample of a learner profile or inventory)  Four Corners & Human Bar Graphs – Keep Moving!

11. Differentiated Instruction in your Classroom  https://docs.google.com/document/d/1aP32RTicXmaMkEKPE3t FF3e5NJoVPk9Q2rLMLgmXKuA/edit https://docs.google.com/document/d/1aP32RTicXmaMkEKPE3t FF3e5NJoVPk9Q2rLMLgmXKuA/edit 1. In table groups, visit the google doc and assign one person to record the ideas of the group. 2. Address the question indicated by the pink card on your table. 3. Record as many ideas as you can that will address the questions. 4. Read others responses first, then add your own thoughts to the chart.

12. Find your APPLE With your partner, consider the following reflection questions and please record the big ideas in your own journal:  What is differentiated instruction and assessment?  What must I remember when designing assessment tasks and learning experiences?

13. “To begin with the end in mind is to start with a clear understanding of your destination.” Stephen Covey, Seven Habits of Highly Effective People Backward Design for Assessment

14. Risk-Takers Please?!

15. 2012 International Clapping Competition

16. Why? Criteria Based Assessment = Student Success

18. Assessment or Evaluation? Assessment is the process of gathering information about student learning. Strategies include: observations, discussion, checklists and anecdotal reports Handout Page: 4

19. Assessment or Evaluation? Evaluation is the process of judging information gathered through assessment and making decisions about the quality of student performance. This involves assigning a score, grade or achievement level for reporting purposes.

20. The Key to Good Assessments JIGSAW Strategy for Damain Cooper Article (handout pgs. 7 – 10): Everybody READS: Page 1 Group 1: Read Big Idea 1 Group 2: Read Big Idea 2 Group 3: Read Big Idea 3 …. (you get the picture)

21. Share your Big Idea  Each group will report out the BIG IDEAS outlined in your assigned section.  If possible, give us a way to remember the idea… a rhyme, an icon, a visual… Remember to appeal to ALL types of learners in our classroom.

22. Types of Assessment Diagnostic or Pre-Assessment  Occurs at the beginning of a new concept  Teachers find out what students know  Data gathered is used to inform teaching and planning  Helps students to make connections to prior knowledge, attitudes, interests and strengths

23. Types of Assessment Formative Assessment  Takes place during the process of learning (on- going through unit)  Students receive specific feedback about work in progress  Helps to improve performance and modify instruction if necessary  Assessment FOR and AS learning, not just OF learning

24. Types of Assessment Summative Assessment  Takes place at the end of a concept, unit or period of time  Occurs when students are ready to demonstrate their understanding and application of curriculum objectives  Self, peer and formative assessments contribute to a summative evaluation or judgment about the value of student work  Triangulation of data helps to create a complete picture of a student’s understanding

25. Authentic Assessment  An opportunity for students to apply their knowledge and skills to a real life situation or scenario  Often places greater emphasis on problem solving, critical thinking, comprehension, reasoning and self- reflection Types of Assessment

26. Assessment for Learning  Video: Assessment for Learning http://www.pd360.com/index.cfm?ContentId=93

27. 1.Identify desired results 2.Determine acceptable evidence 3.Plan learning experiences and instruction Backward Design

28. Everyone concerned with assessment – children, teachers, parents, administrators and board members – must have a clear understanding of the reasons for assessment, what is being assessed, the criteria for success and the method by which the assessment is made. Who should be involved in Assessment?

29. Think Like an Assessor  Find your Stationary Learning Partner  Read page 5 of your handout entitled: Thinking like an Assessor  How might we plan for differentiation while thinking like an assessor?

30. This is KEY to differentiation! Students:  Set goals  Make learning decisions related to their own improvement  Know what quality work looks like  Self-assess  Communicate their own strengths and needs based on goals Student Involved Assessment

31. Students don’t:  Control decisions regarding what will or won’t be learned or evaluated  Assign their own grades Student Involved Assessment

33.  Outlines specific descriptions of criteria at each level  Often students are involved in setting the criteria  Established levels help students know how to achieve their desired outcome Rubric: An Assessment Tool

34.  Interviews  Checklists or Exemplars (benchmarks)  Anecdotal assessment/teacher observation  Journal responses  Performance assessments  Portfolios  Tests  Continuums Other Assessment Tools

35. Room to Grow?

36. Portfolios are collections of children’s work that are designed to demonstrate successes, growth, higher order thinking, creativity and reflection. A portfolio should be though of as an exhibition of an active mind at work. Portfolio Assessment

37.  “I chose this piece because…”  “I could have improved upon this writing by…”  “This was a favourite day of mine because…”  “I found this challenging because…”  “At that time I didn;t understand…, but now…!” Portfolios collect reflections of learning

38.  Children and teachers select work based on pre- determined criteria to be shared with parents during the conference.  Often includes time to:  share components of portfolios  Demonstrate new skills and knowledge  Show growth and development  A celebration of learning and progress! Student Led Conferences

39. VS. The Photo Album Analogy When planning for assessment, consider the list of assessment strategies on page 15. Use this checklist often to ensure you are finding the best ways to evaluate the learning styles of all learners.

40. Complex, Open-Ended Tasks  Complex Performance Tasks are innately differentiated.  Consider the checklist on page 16 (handout) for suggestions for how to ensure an assessment task has complexity and diversity for all students.

41. Ten Birds

42. What’s on your mind? Exit Ticket Whew! How are you doing??