A Differentiated Instruction Approach

to Close the Achievement Gap

PRE-ASSESSMENT

by Linda Kateeb, ManagerProfessional Development / Program Support / Differentiated Instruction

with input from Jane Lu, Differentiation Coach

October 4, 2006

Assessment

Registration, breakfast Classroom practices inventory Business card activity List – group – label (assessment)

Differentiated Instruction Overview

Differentiated instruction is high expectations, responsive teaching, scaffolded student learning

interests

assessment

learning style

readiness

strategies

process

productcontent

flexible grouping

Theoretical/research background Academically diverse classrooms

Brain research

Varied gender learning patterns and preferences

Cultural diversity

Varied student motivation and task persistence

Varied learning, thinking preferences

Setting the ScenePrinciples of a Differentiated Classroom Teacher clear about what’s most important in subject Teacher understands, appreciates, builds on student

differences Assessment and instruction are inseparable Teacher adjusts content, process, and product in

response to students’ readiness, interests, and learning profile

All students participate in respectful work Students and teachers are collaborators in learning Goal is maximum growth and individual success

Differentiated Instruction Elements

Graphic representation from Sangamon district

Begin at the end Know the students Opportunity to learn; show what you know Design a lesson

Core Knowledge CategoriesApplication, Problem Solving: use knowledge to address aim not immediately understood

I’d like to work on a project for campaign finance reform.

I’d like to create tips to help people better spell words with vowel sounds.

Dispositions: beliefs, inclinations, appreciations, attitudes, states of mind

I would never want to be President of the U.S.

Paying attention to vowel sounds in my spelling is really worthwhile.

Skills: proficiencies, , techniques, strategies, methods, tools

Debate, delegation, time management, leadership, oratory

Spelling, poetry, rhyming, writing, reading, pattern finding

Principles: law, rule, doctrine, fundamental truth, generalization that explains a relationship

Currently in the U.S., the President may only be re-elected once.

Every syllable has only one vowel sound.

Concepts: general idea or understanding, esp. category or classification

The President is the national leader of the executive branch of a democratic government.

Vowels are sounds made with uninterrupted air vibrations

Facts, Details: verifiable information

George Washington was the first President of the U.S.

A, E, I, O, U, and Y are vowels.

Think-Pair-Share Think about why you assess?

List ways you typically assess students in your classroom?

What can be assessed?

When do you assess?

Definition

“Assessment is today’s means of understanding how to modify tomorrow’s instruction.”

--Carol Tomlinson

Data-Driven InstructionDescriptive Analytical Reflective

Pre-Assessment

What pre-assessment did you use to guide the instruction?

What were the results of the pre-assessment?

How did the pre-assessment help you make instructional planning decisions?

Formative Assessment

What formative assessment did you use to check for student understanding?

What were results of formative assessment?

How did formative assessment help you modify instruction?

Summative Assessment

What summative assessment did you use to measure student growth?

What were results of summative assessment?

How did summative assessment determine lesson effectiveness, plan for next steps?

Reflection questions Which of these 3 types of assessment do you use the most? Why?

Give examples of ways pre-assessments can be helpful and useful in the classroom.

How and why do formative assessments help in raising student achievement? What has been your experience in using them?

Do you think summative assessments are overly emphasized in schools?

Knowing the Learner How does knowledge of the learners’

learning styles, intelligences, personalities, knowledge base, and interests assist in selecting and using differentiated assessment strategies?

Display board (pre-assessment)

What Can Be Assessed?

Readiness Skills Concepts Content

knowledge

Interest Interest

surveys Interest

centers Self-

selection

Learning profile Areas of

strength and weakness

Work preferences

Self-awareness

Pre-assessment“Finding out”

Method, process, or strategy used to determineReadiness – prior mastery of knowledge,

understandings, skills Interest – what “hooks” student in wanting to

know, understand, or do more

Pre-(instruction) assessment previews upcoming topics determines prior mastery of students’ knowledge, skills,

and understanding before topic is taught gauges appropriate content and pacing of instruction for

individual students helps teacher make instructional decisions about student

strengths and needs recognizes students’ preference for learning identifies students’ interests, curiosities, and passion

Before teaching...Plan for assessment

Assess the planDesign a quality planBrainstorm a quantity of activitiesCompile & analyze pre-assessment dataSelect the tool; pre-assess the studentDetermine what to teach

Purpose

Vital for matching instruction to students’ learning styles students’ interests the readiness level of students

Benefits

motivate students avoid boredom save instruction time

ExampleIdentifying Factors and Prime and Composite Numbers 10 points (Mastery level = 8 out of 10) For each number, list all the factors. Then indicate whether the

number is a prime or composite number.

Number Factors Prime or Composite?38152328

Applications

Multiple formats and procedures Diagnose strengths and needs Determine the pace of the instruction Promote continuous learning Determine flexible grouping decisions

Classroom misbehavior – which intelligence?Misbehavior Multiple

Intelligence(s)Positive uses of intelligence

Always talking

Doodling/drawing

Fiddling with objects

Professional reading Practical Strategies for the Classroom: Part I (pre-

assessment) Group share (chart important ideas) Small group activity: select a lesson or unit and generate the “5

hardest questions”

Differentiation Tips for Teachers: Part II (content, process product) Group share (chart important ideas) Small group activity: select a lesson or unit like the solar system

example and generate ideas about what you want students to do cognitively

Assessment Guides Planning

Cognitive PerformanceStudent work

Affective PerformanceStudent learning dispositions

PRE-ASSESSMENT

ONGOING ASSESSMENT

Before learning During learning After learning

Interpretation of data

Gather Information collect clues,

evidence, work samples

Plan Strategically From Chapman & King, Differentiated Assessment Strategies

Ongoing assessmentFeedback and goal setting continuum Pre-

assessment(find out)

Pre-test inventory KWL Checklist Self-

evaluation Questioning Observation

Formative assessment(keep track; check up) Conference Peer evaluation Interest centers Self-selection Questioning Portfolio check Quiz Journal entry Self-evaluation

Summative assessment

(make sure) Unit test Performance

task Product/exhibit Demonstration Portfolio review

Pre-assessment Strategies Teacher prepared pretests Graphic organizers Writing prompts/samples Questioning Guess box Picture interpretation Prediction Teacher observation/checklists Student demonstrations and

discussions Initiating activities Surveys/questionnaires/

inventories

Student interviews Student products and work

samples Self-evaluations Portfolio analysis Game activities Show of hands to determine

understanding (every pupil response)

Drawing related to topic or content

Standardized test information Anticipation journals

How to get started Step 1: List concept indicators. Step 2: Use indicator language to develop a question that connects

to the unit of study. Integrate process skills into the pre-assessment question.

Step 3: Identify materials and resources needed to implement the pre-assessment.

Step 4: Develop a scoring tool. Step 5: Write a sample response for the scoring tool. Step 6: What additional concept and/or process skills do you want

students to learn? Step 7: Self reflect by asking yourself the following questions:

What do I want students to know and be able to do? Are the questions constructed so that student work will reveal conceptual

understanding?

Impact of Learning Standards Curriculum – what to teach Differentiation – how to teach Relevant questions

Are standards the curriculum or reflected in the curriculum? Are standards organized in curriculum so students have time to

make sense of ideas and skills Does focus on standards enliven classrooms, or does it

eliminate joy, creativity, and inquiry? Do standards make learning more or less relevant and alluring to

students?

SBCI

ILS performance descriptors, classroom assessments

ILS lessons

Knowledge

Subject matter knowledge

Mastery includes knowing and understanding Information learned outright Information retrieved from reference materials

What knowledge and understanding must students have to master a specific achievement target?

Reasoning The ability to use knowledge and understanding

to reason and solve problems Critical thinking Problem solving Decision making

How can students draw on knowledge, understanding to reason and solve complex problems related to the identified achievement target?

Skills

The development of a proficiency focused on the process of doing Decoding words Solving an algebraic equation Running a mile

What skills must students demonstrate to show mastery of the selected achievement target?

Product The ability to use skills to create tangible

products Research report Science exhibit Historical timeline Cost analysis

What tangible products must students produce to show mastery of the chosen achievement target?

A List of Resources Kingore, B. (2005). Assessment, 3rd ed. Austin: Professional Associates Publishing

Kingore, B. (2004). Differentiation: Simplified, Realistic, and Effective. Austin: Professional Associates Publishing

Heacox, D. Differentiating Instruction in the Regular Classroom. Free Spirit Publishing

http://www.manteno.k12.il.us/curriculumdiff/preassessment_strategies.htm

http://www.saskschools.ca/curr_content/constructivism/how/preassessment.html

“ Assessment is today’s means of modifying tomorrow’s instruction.” - Carol Tomlinson

Outcomes

By the end of the session we will have: Reflected on our own perspectives on assessment Considered a rationale for ongoing assessment in the

classroom Distinguished between formative and summative

assessment Reviewed several pre-assessment strategies Delineated prerequisite skills, concepts,

understandings to teach a lesson or unit of study

Assessment Jeopardy Test your knowledge of assessment terms

Resources

Roger Taylor’s differentiated units website Roger Taylor’s resource materials Professional development resources