1. Fall Cohort 2009 Cypress Springs High School Differentiated Instruction

2. Is a teacher's response to learner's needs Guided by general principles of differentiation Instruction that meets the needs of each student Concept-based Curriculum KUD Differentiated Instruction Ongoing Assessment Teachers can differentiate through Through a variety of instructional strategies ProductContentProcess Building Community Readiness According to students' Learning Profile Interest

3. Assessment in a Differentiated Classroom Assessment drives instruction. (Assessment information helps the teacher map next steps for varied learners and the class as a whole.) Assessment occurs consistently as the unit begins, throughout the unit and as the unit ends. (Pre-assessment, formative and summative assessment are regular parts of the teaching/learning cycle.) Teachers assess student readiness, interest and learning profile. Assessment information helps students chart and contribute to their own growth. Assessment MAY be differentiated. Assessment information is more useful to the teacher than grades.

4. Informal Assessments Formal Assessments KWL Charts Journals Parent Letters Lists & Surveys Products Conferences Concept Maps Observation Checklists Standardized Tests Chapter or Unit Textbook Exams Textbook or Teacher-made tests Essays District Assessments Collections of Portfolio Work Over Time

5. The Distinction Between Assessment and Grading Assessment On-going Integrally related to the instruction Drives the instruction Specific feedback Grading Occurs at specific, predetermined points Summative Focuses on a limited set of dimensions of performance Communicates the overall achievements to students and parents

6. The Nature and Purpose of Assessment Provides on-going information that will inform instructional decision-making Includes pre-assessment, in-process or formative assessment, and summative or post-assessment Includes a range of assessment approaches

7. Pre-assessment Purpose To gather information to be used in planning instruction that will match students’ zone of proximal development with instruction as well as capitalize on interests, learning styles, readiness. Measures Level of proficiency Current level of knowledge Learning styles Interests

8. Pre-Assessments Pre-tests, quizzes Exit cards Journal entries Webbing activities Observation Thumbs up/down Yes/No cards Any others?

9. On-Going/Formative Assessment Purpose: A temperature check to find out: What students have learned up to this point Where there are gaps in learning Where students have exceeded expectations Where students have questions

10. On-Going Assessment Approaches Quizzes---should not do pop-quizzes Mini-performance tasks Homework assignments Webbing activities Suggested other activities

11. Feedback-another type of assessment Key Points: No one masters complex work without feedback and guidance We tend to teach too much and to provide too little feedback The goal is not merely excellent work but autonomy and a belief in self-efficacy

12. Non-examples of Feedback “Good job” “Why did you do that?” “How would you describe what happened there?” “Next time, try harder” “Next time, make an outline first”

13. Misconceptions about feedback “No time for me to give it—I have too many students and too much to cover” Your job is to cause learning, not merely teach and hope; the research is clear about feedback as central to highest achievement levels. You need not be the only feedback giver

14. Misconceptions about feedback My kids are too brittle/young/prone to self- deprecation” You are likely confusing feedback with evaluation Feedback is how everyone learns to improve and learns the need to improve, without being judged: think of the child learning language or walking Feedback and its use is the only way to overcome self-doubt by seeing one’s own improvement.

15. 2 more misconceptions: “Let me give you some feedback: that was a truly awful piece of writing” Not feedback---it is blame “Let me give you some feedback: you need to study harder and take your work more seriously” Not feedback---it is advice

16. Feedback, defined… Useful information on the actual against the optimal; on the effect, mindful of the intent. Feedback reports back on what you did, or did not do, against a specific target—no personal value or judgment is made. Feedback is descriptive, not evaluative Feedback is not praise or blame Feedback is not guidance/advice

17. You are not speaking loudly enough to be heard. Speak louder, please Good job! YesNo

18. Next time, try to visualize who your audience is as you write. It will help you achieve your purpose. Who is your audience? What is your purpose? After I read the first paragraph, it was very clear who you were writing for: your peers. I still wasn’t sure what your purpose was, though. YesNo

19. Don’t confuse Feedback with Advice (guidance) Feedback: what you did or did not do, given a purpose; a helpful description of key performance traits related to purpose “ Here is what I saw: the audience reported that it could not hear you speak, I saw people straining to hear.” Advice: what you might do to honor the feedback and improve performance—helpful advice “Speak louder or use a microphone.”

20. Feedback and Grades… Let’s take a look at “Never Work Harder”—pp. 137 -140. Use Feedback to Coach Students toward Better Performance---pp.140 – 143 Use Feedback to Show Students How to Fail—pp. 143 – 145 Provide Opportunities to Retake…--pp. 145 - 149