LDE 3910LDE 3910Assessment of English Assessment of English

Language LearnersLanguage Learners

Vicki NillesVicki Nilles

Metropolitan State CollegeMetropolitan State College

Week 1Week 1

IntroductionsIntroductions

Move It or Lose It!Move It or Lose It!

Building CommunityBuilding Community

Introduction to Brain Based AssessmentIntroduction to Brain Based Assessment

SyllabusSyllabus

I. IntroductionsI. Introductions

Life Long LearnerLife Long Learner

Move It or Lose It!!Move It or Lose It!!

Highly Effective Highly Effective Strategies for All Strategies for All

LearnersLearners

Four for Tag!Four for Tag!

Let’s Talk About the Let’s Talk About the BrainBrain

Important vocabulary to get us Important vocabulary to get us started!started!

NeurotransmittersNeurotransmitters

DopamineDopamine

SerotoninSerotonin

NorepinephrineNorepinephrine

It’s All About CommunicationIt’s All About Communication

Think of the brain as about one hundred billion neurons that are trying to chat with one another but they need special chemicals in order to be able to get good “reception”. Those chemicals are known as neurotransmitters.

3 Special Neurotransmitters3 Special Neurotransmitters

Serotonin, norepinephrine, and Serotonin, norepinephrine, and dopamine…O.K. say that three times fast!dopamine…O.K. say that three times fast!

They are known as regulators of the They are known as regulators of the signaling process and of everything else signaling process and of everything else the brain does!!the brain does!!

Psychiatry focuses on these threePsychiatry focuses on these three

Meet the Important Three!Meet the Important Three!SerotoninSerotonin

– Policeman of the brain- keeps brain activity under Policeman of the brain- keeps brain activity under controlcontrol

– Influences mood, impulsivity, anger, and Influences mood, impulsivity, anger, and aggressiveness; anxietyaggressiveness; anxiety

– Aids in the digestive processAids in the digestive process

– Serotonin drugs such as Prozac help modify Serotonin drugs such as Prozac help modify runaway brain activity that may lead to depression, runaway brain activity that may lead to depression, anxiety, and obsessive-compulsivenessanxiety, and obsessive-compulsiveness

NorepinephrineNorepinephrine

– First neurotransmitter studied to First neurotransmitter studied to understand moodunderstand mood

– Amplifies signals that influence Amplifies signals that influence attention, perception, motivation, and attention, perception, motivation, and arousalarousal

– Activates the sympathetic nervous Activates the sympathetic nervous systemsystem

(automatic nervous system)(automatic nervous system)

DopamineDopamineThought of as the learning neurotransmitterThought of as the learning neurotransmitter

– Vital to: Vital to:

MovementMovement

MotivationMotivation

PleasurePleasure

Addiction Addiction

CognitionCognition

Feel Good Neurotransmitters Feel Good Neurotransmitters written by Vicki Nilles and sung to the tune of Twinkle, Twinkle, written by Vicki Nilles and sung to the tune of Twinkle, Twinkle,

Little StarLittle Star

Feel Good Neurotransmitters, Feel Good Neurotransmitters, you are what my brain deserves.you are what my brain deserves.Dopamine makes me feel fine,Dopamine makes me feel fine,give me serotonin anytime.give me serotonin anytime.Feel Good Neurotransmitters,Feel Good Neurotransmitters,it’s what I need to calm my nerves.it’s what I need to calm my nerves.

Dopamine helps me sit stillDopamine helps me sit stilland I don’t have to take a pill.and I don’t have to take a pill.Laughing hard is what I need,Laughing hard is what I need,chocolate, chocolate if you pleasechocolate, chocolate if you pleasehelps me relieve stress physiologically.helps me relieve stress physiologically.I just need to move and sing!I just need to move and sing!

Serotonin makes me feel fine,Serotonin makes me feel fine,I need to have it all the time.I need to have it all the time.It really helps me digest well,It really helps me digest well,moderates emotions so I feel swell.moderates emotions so I feel swell.Helps to regulate my heart,Helps to regulate my heart,helps me learn so I feel smart.helps me learn so I feel smart.

Endorphins are natural morphine.Endorphins are natural morphine.I get a good dose just listeningI get a good dose just listeningto great tunes that give me chills.to great tunes that give me chills.Even if it’s rap that killsEven if it’s rap that killsplants in scientific study,plants in scientific study,listen to cool tunes with your buddy!listen to cool tunes with your buddy!

Final Verse!Final Verse!

Feel good neurotransmittersFeel good neurotransmitters

help us learn what we must learn.help us learn what we must learn.

Reducing stress by having funReducing stress by having fun

laughing hard, taking a runlaughing hard, taking a run

will help us focus more in school,will help us focus more in school,

then kids might think that school is cool!then kids might think that school is cool!

Why is this important to us??Why is this important to us??

Move it…or lose it??Move it…or lose it??

Exercise and physical fitness are the best Exercise and physical fitness are the best natural ways to increase the production of the natural ways to increase the production of the important threeimportant three

If we keep kids moving…maybe they won’t lose If we keep kids moving…maybe they won’t lose it in the classroom…sitting for prolonged it in the classroom…sitting for prolonged periods of time is not natural or healthyperiods of time is not natural or healthy

As the important three are produced naturally, As the important three are produced naturally, learning and ability to pay attention and focus learning and ability to pay attention and focus increases for allincreases for all

Great Balls of Fire!!!Great Balls of Fire!!!

Movement and learningMovement and learning

Many researchers believe that sensory-Many researchers believe that sensory-motor integration is fundamental to school motor integration is fundamental to school readinessreadiness

Peter Strick, PhD (1995) traced a pathway Peter Strick, PhD (1995) traced a pathway from the cerebellum to parts of the brain from the cerebellum to parts of the brain involved in memory attention and spatial involved in memory attention and spatial perception.perception.

The part of the brain that processes The part of the brain that processes movement is the same part of the movement is the same part of the

brain that processes learning!brain that processes learning!

““Exercise is like Miracle-Gro for the Exercise is like Miracle-Gro for the brain” J. Ratey M.D.brain” J. Ratey M.D.

Cerebellar stimulation: 10 minutes, twice a Cerebellar stimulation: 10 minutes, twice a day of exercises such as juggling, balancing day of exercises such as juggling, balancing on a wobble board, and standing on one leg on a wobble board, and standing on one leg with eyes closed (Hallowell, 2005)with eyes closed (Hallowell, 2005)

Results: stimulates a region at the back of Results: stimulates a region at the back of the brain called the the brain called the cerebellumcerebellum

The cerebellumThe cerebellum

CerebellumCerebellum

A small densely packed part of the brain A small densely packed part of the brain which contains half of the total nerve cells in which contains half of the total nerve cells in the entire brain and is involved in integrating the entire brain and is involved in integrating sensory and automatic motor function.sensory and automatic motor function.

Constantly updating and computing incoming Constantly updating and computing incoming and outgoing information and outgoing information

Involved in maintaining rhythm and continuity Involved in maintaining rhythm and continuity for many brain functions such as emotions, for many brain functions such as emotions, memory, language, and social interactionsmemory, language, and social interactions

Referred to as the center for rhythm and Referred to as the center for rhythm and bluesblues

Support for Cross Lateral Activity!Support for Cross Lateral Activity!

At the University of Exeter they divided a At the University of Exeter they divided a group of 40 children with moderate to group of 40 children with moderate to acute learning difficulties (dyslexia, and acute learning difficulties (dyslexia, and Attention Disorder)Attention Disorder)

Cross-Lateral MovementCross-Lateral Movement

The experimental group was asked to:The experimental group was asked to:

1) do exercises standing on a cushion on one leg 1) do exercises standing on a cushion on one leg

2) throw a beanbag from one hand to the other 2) throw a beanbag from one hand to the other

3) balance on a wobble board3) balance on a wobble board

All designed to stimulate the cerebellumAll designed to stimulate the cerebellum

Hackey SacksHackey Sacks

The ResultsThe ResultsAfter 6 weeks students in cross-After 6 weeks students in cross-lateral exercise program showed so lateral exercise program showed so much improvement they were much improvement they were removed from remedial help. The removed from remedial help. The improved balance and coordination improved balance and coordination seemed to improve neural pathways.seemed to improve neural pathways.

Special Note: The control group was Special Note: The control group was immediately assigned to the exercise immediately assigned to the exercise programprogram

(Nick Britten, (Nick Britten, 2004)2004)

Final Questions & CommentsFinal Questions & Comments

Building CommunityBuilding Community

True ColorsTrue Colors

Build community…is that a Build community…is that a standard?standard?

How can we afford to take classroom time How can we afford to take classroom time to build community and make connections to build community and make connections with kids when we have so many with kids when we have so many standards to teach?standards to teach?

How can we afford not to…?How can we afford not to…?

Devastating Devastating

““No school or community should ever have No school or community should ever have to experience such barbarous and to experience such barbarous and inhumane injustice.”inhumane injustice.”– Randy Zila, Superintendent for St. Vrain Randy Zila, Superintendent for St. Vrain

Valley School District, Longmont, ColoradoValley School District, Longmont, Colorado(In response to the 2006 school shootings in (In response to the 2006 school shootings in Bailey, Colorado)Bailey, Colorado)

Instilling safety precautionsInstilling safety precautions

Campus supervisors monitor school groundsCampus supervisors monitor school groundsSchool resource officers patrol schoolsSchool resource officers patrol schoolsDistrict Incident Response Team- train & drill in District Incident Response Team- train & drill in order to support school stafforder to support school staffStudents, parents, neighbors monitor activityStudents, parents, neighbors monitor activityUpgrades made to surveillance equipmentUpgrades made to surveillance equipmentMandatory visitor check inMandatory visitor check inBallot initiative 2A which funds two additional Ballot initiative 2A which funds two additional school resource officersschool resource officers

What about making connections What about making connections with kids…all kidswith kids…all kids

Building communityBuilding community

Making all kids feel accepted and part of Making all kids feel accepted and part of the school communitythe school community

Celebrating diversityCelebrating diversity

Recognizing unique learning needsRecognizing unique learning needs

Accommodating for all learners Accommodating for all learners

All children can learnAll children can learn

Part One: Making connectionsPart One: Making connections

The techniques and skills that really make a difference in human interaction are the ones that almost naturally flow from a truly independent character.

So the place to begin building any relationship is inside ourselves, inside our circle of influence, our own character.

( Stephen Covey, 1989)

Using True Colors to build Using True Colors to build community?community?

True colors is an easy, entertaining way to begin to understand yourself and others. Identifying your character becomes an invaluable tool for enjoying success in your professional life as well as with your family and personal relationships.

(Don Lowrey, founder of True Colors)

The History of True ColorsThe History of True Colors

• 400 B.C. Hippocrates

• 1921 Carl Jung

• 1923 Meyers Briggs

• 1967 David Keirsey

• 1978 Don Lowry True Colors

True Color “Truisms”True Color “Truisms”

• Everyone has all 4 colors in their personal rainbow

• All of the colors represent strengths

• We need to use all of our own colors but recognize that we will be most comfortable working in our brightest area

And most importantly…And most importantly…

• There is a need for diversity—True Colors celebrates the idea that the differences are what make us unique as individuals and exciting as productive groups

• Character cards

• Word sort

What are your true colors?

Blue Attributes SummaryBlue Attributes Summary

• mediators—sensitive to other’s needs

• optimistic—motivate & encourage others

• caretakers—peace, harmony, relationship

• passionate—cooperative not competitive

• true romantic—enjoy symbols of romance

• cause oriented—has a kind word

• need to feel special

Gold Attributes SummaryGold Attributes Summary

• “Be prepared”!!

• loves to plan

• detail oriented

• service oriented—duty, responsibility, loyalty

• values family tradition—”shoulds & should-nots”

• helpful and trustworthy—punctual & precise

• conservative & stable—value order & status quo

• strives for sense of security

Green Attributes SummaryGreen Attributes Summary

• intellectual & theoretical—often asks “why?”

• idea people & independent

• philosophical & complex

• perfectionists—work is play & play is work

• standard setters—abstract, conceptual, global

• visionaries & futurists—not in mainstream

• can never know enough—cool, calm, collected

Orange Attributes SummaryOrange Attributes Summary

• playful & spontaneous—natural nonconformist

• energetic & competitive—test the limits

• charming & a risk taker—”Just do it!!”

• quick witted & impulsive

• master negotiator—”Let’s make a deal”

• a natural entertainer—seeks immediate feedback

• stimulates the economy

Blue—Blue—keys to personal successkeys to personal success

• seeking meaning in all that you do

• seeking reality—spirituality

• devotion to relationship

• assuming role in life’s drama

• writing & speaking with poetic flair

• seeking harmony

• cultivating potential of others

Blue--Blue--organizational styleorganizational style

• creates enthusiasm & energy

• focuses intuitively on personal strengths

• uses cooperative groups, teams, team work

• believes in staff development

• will involve others in decision making

• believes in second chances…it is never too late to learn

• The organization is only as good as it’s people

Gold—Gold—keys to personal successkeys to personal success

• generosity

• the work ethic

• a parental nature—home & family

• perpetuating heritage—a sense of history

• a value of order

• respectability

• establishing & organizing institutions

Gold—Gold—organizational styleorganizational style

• trusts the organization

• supports the organizations functions, traditions

• seeks to transmit the culture & heritage of the

organization

• delegates responsibilities to encourage personal

growth in others

• prefer to keep things status quo

GreenGreen—keys to personal success—keys to personal success

• developing models

• abstract thinking

• analytical processes

• exploring ideas—abhorring redundancy

• striving for competency

• admiring intelligence

• storing wisdom & knowledge

• being a perfectionist

Green—Green—organizational styleorganizational style

• systems focused

• presentations, media format

• meet to make decisions not to plan

• sets high standards for everyone

• models by example

• open to change based on data

• responsive to individual creativity

Orange-Orange-keys to personal successkeys to personal success

• impulse to really live life

• testing the limits

• the need for variety—waiting is emotional death

• excitement & light heartedness

• adventure—taking defeats only temporarily

• spontaneous relationships

• able to act in a crisis

Orange—Orange—organizational styleorganizational style

• all work and no play is dull

• informal, open, no dress codes

• will seek creative ideas-new technology, materials, new ways of doing things

• minimal meetings, just do it approach

• learn as you go—learn from our mistakes

• “Nothing ventured-nothing gained”

• Emotional, verbal

Do the following activity:Do the following activity:

Join the other group members that share your Join the other group members that share your brightest colorbrightest colorOn chart paper, answer the following questions:On chart paper, answer the following questions:

What brings you great joy?What brings you great joy?What causes you great stress?What causes you great stress?What are the strengths of your group as educational What are the strengths of your group as educational leaders?leaders?In understanding your true colors, explain what kind of In understanding your true colors, explain what kind of learner you think you are? What learning conditions are best learner you think you are? What learning conditions are best for you?for you?

Brain compatibilityBrain compatibility

Support for honoring learning styles is Support for honoring learning styles is psychological and social rather than psychological and social rather than scientific and biologicalscientific and biological

Providing choice and multiple approaches Providing choice and multiple approaches in the learning environment is compatible in the learning environment is compatible with the brain’s needswith the brain’s needs

75% of teachers have learned to be 75% of teachers have learned to be sequential, analytic presenters and sequential, analytic presenters and organize their lessons in the same wayorganize their lessons in the same way100% of students are multi-processors100% of students are multi-processorsThe brain thrives on novel stimuli which is The brain thrives on novel stimuli which is provided through various the recognition of provided through various the recognition of various learning stylesvarious learning styles– Jensen, 2000Jensen, 2000

Learning style characteristicsLearning style characteristics

1) Context: the circumstances surrounding 1) Context: the circumstances surrounding learning provide important clues about learning provide important clues about what will happen;what will happen;– How do learners feel about the environment, How do learners feel about the environment,

social conditions, level of content difficulty?social conditions, level of content difficulty?Dunn, 1978Dunn, 1978

2) Input: Learners require sensory input for 2) Input: Learners require sensory input for any learning to happen, for example, any learning to happen, for example, visual, auditory, kinesthetic, olfactory, or visual, auditory, kinesthetic, olfactory, or gustatory. Sensory input preferences can gustatory. Sensory input preferences can change from moment to moment.change from moment to moment.

3) Processing: the learner manipulates data 3) Processing: the learner manipulates data collected by the senses, either globally or collected by the senses, either globally or analytically in a multi or single task analytically in a multi or single task environment.environment.

4) Responses: Once learners have 4) Responses: Once learners have processed information they respond to processed information they respond to factors such as time, risk, internal or factors such as time, risk, internal or external referencing points and personality external referencing points and personality traits.traits.

Meyers-Briggs, 1995Meyers-Briggs, 1995

Can learning style preference Can learning style preference change?change?

University of Sussex, England researchers University of Sussex, England researchers found detailed and literal learning was found detailed and literal learning was better achieved in the morning while global better achieved in the morning while global inferential, contextual learning was better inferential, contextual learning was better achieved in the afternoon.achieved in the afternoon.– Brewer & Campbell, 1991Brewer & Campbell, 1991

Most of us are comfortable Most of us are comfortable using several stylesusing several styles

We may revert back to style that is most We may revert back to style that is most comfortable comfortable

Style is likely to remain in tact throughout lifeStyle is likely to remain in tact throughout life

40% of learners develop skills as visual learners 40% of learners develop skills as visual learners and move away from kinesthetic by secondary and move away from kinesthetic by secondary school or they are left behindschool or they are left behind

New name for legislation: NACLB: No Auditory New name for legislation: NACLB: No Auditory Child Left BehindChild Left Behind

Continued variety and exposure to Continued variety and exposure to many learning styles is the keymany learning styles is the key

Develops flexible learnersDevelops flexible learners

Offering meaningful choices increases Offering meaningful choices increases student motivation and desire to learnstudent motivation and desire to learn

““As learners we don’t have a genetically determined As learners we don’t have a genetically determined or single definitive learning style. Most of the brain or single definitive learning style. Most of the brain is involved in most every act of learning” Jensen, is involved in most every act of learning” Jensen,

20002000Learning style profiles offer a useful Learning style profiles offer a useful framework for working with learning framework for working with learning differences and understanding the differences and understanding the importance of variety and choiceimportance of variety and choice

Learning style profiles also offer Learning style profiles also offer opportunity to determine if teaching opportunity to determine if teaching strategies have covered the broad strategies have covered the broad spectrum of learner typesspectrum of learner types

Follow UpFollow Up

• What are some of the personal insights that you have discovered today?

• How does this information affect the way you might interact with the people with whom you live and work?

•How could you use this in:

• Communication & team work?

• Personal & professional relationships?

• Working with peers, parents and students?

Part two: Part two: Using True Colors with kidsUsing True Colors with kids

Different character cards for different age Different character cards for different age groupsgroups

Getting startedGetting started

True Colors teaching stylesTrue Colors teaching styles

Blue teachersBlue teachers

Fair/democraticFair/democraticDisciplineDisciplineNurturing formatNurturing format Individualization/cooperative learningIndividualization/cooperative learningStrong use of variety of materialsStrong use of variety of materialsLearning linked to individual needsLearning linked to individual needsAdjustable lesson plans based on student needsAdjustable lesson plans based on student needsEmphasis on applicationEmphasis on application

Gold teachersGold teachers

Firm disciplineFirm disciplineOrganized routineOrganized routineOutlined lecturesOutlined lecturesExpects student accountabilityExpects student accountabilityLearning linked to past traditionsLearning linked to past traditionsDetailed lesson plans and syllabiDetailed lesson plans and syllabiEmphasis on traditional contentEmphasis on traditional content

Green teachersGreen teachers

Discipline expected due to interestDiscipline expected due to interestSharing of instructor researchSharing of instructor researchLecture/discussionLecture/discussionExpects critical thinking Expects critical thinking Strong use of outside materialsStrong use of outside materialsLearning linked to answering questionsLearning linked to answering questionsLogical but changing lesson plansLogical but changing lesson plansEmphasis on futuristic applicationEmphasis on futuristic application

Orange teachersOrange teachers

Unstructured disciplineUnstructured disciplineSpontaneousSpontaneousHands-on immediacyHands-on immediacyStrong use of innovative approachesStrong use of innovative approachesLearning linked, “Here and now”Learning linked, “Here and now”Variety of action experiencesVariety of action experiencesEmphasis on relevancyEmphasis on relevancy

Student learning stylesStudent learning styles

Blue LearnersBlue Learners

NeedNeed– Group work, reportsGroup work, reports– Group discussionsGroup discussions– Poems, essaysPoems, essays– Written descriptionsWritten descriptions– Illustrate, draw, paintIllustrate, draw, paint– Collect itemsCollect items– Library readingLibrary reading– Cooperative learningCooperative learning

PreferPrefer– Safe, non threatening Safe, non threatening

environmentenvironment– Warmth, friendlinessWarmth, friendliness– Displays of student workDisplays of student work– No study corralsNo study corrals– Small group circlesSmall group circles– One on one with teacherOne on one with teacher– Active participationActive participation– Positive reinforcementPositive reinforcement– Hands-on activitiesHands-on activities– Variety, flexible time framesVariety, flexible time frames– Personal interaction, Personal interaction,

information situationsinformation situations– Talk timeTalk time

Gold learnersGold learners

Need to:Need to:– Classify Classify – CategorizeCategorize– Construct models-solar Construct models-solar

system, mapssystem, maps– Textbook sourcesTextbook sources– Evaluate via quizEvaluate via quiz– Make graphs, chartsMake graphs, charts– Organize & plan-Organize & plan-

experiments, activitiesexperiments, activities

PreferPrefer– Objective clearly statedObjective clearly stated– Scheduled time frameScheduled time frame– Structured environmentStructured environment– Visual aidsVisual aids– Discipline, assigned seatsDiscipline, assigned seats– Specific directionsSpecific directions– Students and teacher to be Students and teacher to be

on taskon task– Question/answer period with Question/answer period with

immediate feedbackimmediate feedback– Reteaching and reviewReteaching and review– Learning with clear meaning Learning with clear meaning

& purpose& purpose– Opportunity to practiceOpportunity to practice– Recognition for job well Recognition for job well

donedone

Green learnersGreen learners

Need:Need:– Guided imagery/specific Guided imagery/specific

focusfocus– Films showing originsFilms showing origins– To creating modelsTo creating models– LectureLecture– Library researchLibrary research– Individual study researchIndividual study research– To analyze graphs, chartsTo analyze graphs, charts– Deductive reasoningDeductive reasoning– debatedebate

Prefer:Prefer:– Quiet and uninterrupted Quiet and uninterrupted

work timework time– Neat and orderly Neat and orderly

classroomclassroom– Brief overview and then Brief overview and then

focused learningfocused learning– Logical presentationLogical presentation– Reflection time to thinkReflection time to think– Not wasting time/getting to Not wasting time/getting to

tasktask– Opportunities for in-depth Opportunities for in-depth

individual explorationindividual exploration

Orange learnersOrange learners

NeedNeed– Field tripsField trips– Independent studyIndependent study– Brainstorm opportunitiesBrainstorm opportunities– To synthesizeTo synthesize– Link between abstract and Link between abstract and

concreteconcrete– To create new systemsTo create new systems– Problem solvingProblem solving– DebateDebate– ManipulativesManipulatives– Contests, competitionContests, competition

Prefer:Prefer:– Active environmentActive environment– Active teacherActive teacher– Teacher as facilitatorTeacher as facilitator– Hands-on learningHands-on learning– Animated, entertaining Animated, entertaining

presentation presentation – VarietyVariety– No dittoesNo dittoes– No busy workNo busy work– Independent workIndependent work– To be part of planningTo be part of planning– Not to be talked down toNot to be talked down to– To negotiate rulesTo negotiate rules– Purposeful learningPurposeful learning

Meet the needs of all stylesMeet the needs of all styles

Believe that differences are to be celebratedBelieve that differences are to be celebratedStudy the characteristics and needs of studentsStudy the characteristics and needs of studentsShare your style with studentsShare your style with studentsTalk about their preferred activity and why some Talk about their preferred activity and why some learning situations are more preferable to you learning situations are more preferable to you and to themand to themRecognize how hard it will be for some to learn Recognize how hard it will be for some to learn from your style and let them know you will work from your style and let them know you will work to accommodate themto accommodate them

How will you use this in your How will you use this in your classroom?classroom?

On a True Colors card, please share your On a True Colors card, please share your ideas as to how you will implement some ideas as to how you will implement some of the ideas shared hereof the ideas shared here

II. Brain-based AssessmentII. Brain-based Assessment

Quick AssessmentQuick Assessment

Please do a quick write activity to share Please do a quick write activity to share your personal and professional response your personal and professional response to the following question:to the following question:

–What is assessment?What is assessment?

What is Assessment?What is Assessment?Parent responses:Parent responses:– ““Test!” Test!”

– ““It means that a teacher is going to talk to my It means that a teacher is going to talk to my child and have her maybe write something child and have her maybe write something down and compare her to other kids her age” down and compare her to other kids her age”

– ““Bullshit! That’s it! Assessments mean Bullshit! That’s it! Assessments mean nothing…there is nothing behind them or in nothing…there is nothing behind them or in front of them. Disillusionment! That’s it…that’s front of them. Disillusionment! That’s it…that’s the word!the word!

What is Assessment?What is Assessment?

Student responses:Student responses:– ““A big quiz…my grade…and yeah, that’s it”. A big quiz…my grade…and yeah, that’s it”.

(male, age 14)(male, age 14)– ““Most of my grade. Something I don’t like Most of my grade. Something I don’t like

getting prepared for”. (male, age 13)getting prepared for”. (male, age 13)– ““Something I don’t want to do…a lot of work!” Something I don’t want to do…a lot of work!”

(male, age 15)(male, age 15)– ““The worst!! It takes a long time!” (male, age The worst!! It takes a long time!” (male, age

16)16)– ““I don’t know that word”. (female, age 6).I don’t know that word”. (female, age 6).

What is Assessment?What is Assessment?

Teacher responses: share your responses Teacher responses: share your responses with a partner or small groupwith a partner or small group

What kind of pressure is being put on kids and schools when it comes to assessing?

What kind of pressure cooker are kids in right now when it comes to assessing in the public schools?

What is assessment according to What is assessment according to current federal mandate?current federal mandate?

NCLB responses:NCLB responses:– Standardized test scores tied directly to Standardized test scores tied directly to

school evaluation and school fundingschool evaluation and school funding– Standardized test scores tied directly to Standardized test scores tied directly to

school qualityschool quality– Standardized test scores tied directly to Standardized test scores tied directly to

teacher evaluationteacher evaluation

What is assessment according to What is assessment according to current research?current research?

Definition of Definition of assessment:assessment: the gathering and synthesizing of information the gathering and synthesizing of information concerning student learningconcerning student learning

the immediate feedback given after a specific the immediate feedback given after a specific activity to check understandingactivity to check understanding

student information necessary to design student information necessary to design effective instruction appropriate for the individual effective instruction appropriate for the individual learning levels of each studentlearning levels of each student

Echevarria & Short, 2003Echevarria & Short, 2003

The Difference Between The Difference Between Assessment and EvaluationAssessment and Evaluation

Evaluation implies making judgments Evaluation implies making judgments about student learningabout student learning

Formal testingFormal testing

Standardized testingStandardized testing

Quick AssessmentQuick Assessment

What is the difference between What is the difference between assessment and evaluation?assessment and evaluation?

Work with your number groups to make a Work with your number groups to make a Word Splash to answer the question.Word Splash to answer the question.

Odd numbers will word splash assessment Odd numbers will word splash assessment and even will word splash evaluationand even will word splash evaluation

AssessmentAssessmentStudents must constantly be reminded of Students must constantly be reminded of what material is considered to be what material is considered to be important important

Teachers must also assess student’s Teachers must also assess student’s knowledge level throughout the lesson as knowledge level throughout the lesson as well as at the end of every lessonwell as at the end of every lesson

As teachers begin to understand the level As teachers begin to understand the level of comprehensible input of each learner, of comprehensible input of each learner, instruction can be continually modified as instruction can be continually modified as needed (Thank you, Lev!)needed (Thank you, Lev!)

How does a student decide How does a student decide what is important?what is important?

According to pediatrician and educational According to pediatrician and educational author, Mel Levine, a student may have author, Mel Levine, a student may have difficulty deciding what is important. If a difficulty deciding what is important. If a learner has difficulty effectively filtering learner has difficulty effectively filtering information, his or her brain takes in worthless information, his or her brain takes in worthless or useless information. or useless information.

Teachers must explicitly model how to identify Teachers must explicitly model how to identify valuable information.valuable information.

Assisting the Memory ProcessAssisting the Memory Process

Make personal connectionsMake personal connections

Establish relevance of assessmentEstablish relevance of assessment

Utilize mnemonic devicesUtilize mnemonic devices

Provide novel stimuliProvide novel stimuli

Are we assessing or evaluating Are we assessing or evaluating the students in our classrooms?the students in our classrooms?

Which is most effective for Which is most effective for our at-risk students?our at-risk students?

Things to consider in a time of Things to consider in a time of high stakes testinghigh stakes testing

Flexible due dates – Flexible due dates – steadfast qualitysteadfast quality

Shared understanding Shared understanding of quality criteriaof quality criteria

Meeting the needs of Meeting the needs of all learnersall learners

Implementing Implementing assessment assessment strategies that are strategies that are brain friendlybrain friendly

What does brain friendly What does brain friendly assessment look like?assessment look like?

Making a differentiation between informally Making a differentiation between informally assessing student work and more formal assessing student work and more formal evaluationevaluationAuthentic assessment is ongoing and Authentic assessment is ongoing and consistentconsistent– Classroom observationClassroom observation– Immediate feedback (orally and/or in writingImmediate feedback (orally and/or in writing– Constantly assesses student ability and Constantly assesses student ability and

capacitycapacity

Formal evaluationFormal evaluation

– Takes place more infrequentlyTakes place more infrequently– Tends to carry some longer term Tends to carry some longer term

repercussionrepercussion– Requires intentional preparationRequires intentional preparation

Formal classroom exams Formal classroom exams (EVALUATION)(EVALUATION)District assessment (EVALUATION)District assessment (EVALUATION)Standardized assessment Standardized assessment (EVALUATION)(EVALUATION)

Brain friendly assessment takes Brain friendly assessment takes place dailyplace daily

Ongoing assessment occurs before,Ongoing assessment occurs before,during, and after lessons or assignmentsduring, and after lessons or assignmentsto meet the needs of individual studentsto meet the needs of individual students Students receive regular feedback in Students receive regular feedback in

order to continually improve in areas of order to continually improve in areas of strength and needstrength and need

Assessment strategies should be Assessment strategies should be differentiated for each studentdifferentiated for each student

Ipsative AssessmentIpsative Assessment

A form of A form of metacognitive self-metacognitive self-assessment by assessment by which the learner which the learner compares a present compares a present performance with a performance with a prior performance prior performance to measure to measure improvement and improvement and address needsaddress needs

Wow, I am really showing great progress!!!!

PORTFOLIOS!!!!!!!!!PORTFOLIOS!!!!!!!!!

Students evaluate their own work and Students evaluate their own work and assess their own progress…very assess their own progress…very METACOGNITIVE!METACOGNITIVE!

Good for the brain!Good for the brain!

Metacognitive Activities - frontal Metacognitive Activities - frontal lobe has highest levels of lobe has highest levels of

activityactivity

Brain basics in assessmentBrain basics in assessment

Information processing and memoryInformation processing and memory– The brain scans incoming information during each The brain scans incoming information during each

experience and learning activityexperience and learning activity

– Sensory register analyzes it and acts as a guard as to Sensory register analyzes it and acts as a guard as to whether to admit that information or send it away—this whether to admit that information or send it away—this is based in part on past experiences with related inputis based in part on past experiences with related input

– If deemed as important, valuable, or meaningful to the If deemed as important, valuable, or meaningful to the student, the information enters the working memorystudent, the information enters the working memory

– (David Sousa, 2001)(David Sousa, 2001)

How does the information transfer How does the information transfer into working memory?into working memory?

If the student is able to focus and pay If the student is able to focus and pay attention, the brain combines new and old attention, the brain combines new and old learning and manipulates the pieces to create learning and manipulates the pieces to create understanding. Then the information makes understanding. Then the information makes the transfer into working memory.the transfer into working memory.

The information is prepared for immediate use The information is prepared for immediate use or for storage in long-term memory.or for storage in long-term memory.– (Chapman & King, 2005)(Chapman & King, 2005)

Most importantly, get to know your Most importantly, get to know your students!students!

Know your student’s:Know your student’s:– Learning stylesLearning styles– Personal interestsPersonal interests– Special needsSpecial needs– Level of comprehensible inputLevel of comprehensible input– Preference in how they want to be assessedPreference in how they want to be assessed– Level of understanding of what assessment Level of understanding of what assessment

meansmeans

Quick AssessmentQuick Assessment

Sing a Song!!Sing a Song!!

Sing a Song!! Sing a Song!! BICS and CALPBICS and CALP

Lyrics by Vicki NillesLyrics by Vicki Nilles

Based on research by linguistic expert, Jim Cummins

Lyrics by Vicki Nilles - Sung to the tune of BINGOLyrics by Vicki Nilles - Sung to the tune of BINGO

Well in this school we have some kids Well in this school we have some kids who speak another languagewho speak another language

O that is so great, O that is so great, O O that is so great, O that is so great, O that is so great that is so great

Let’s really celebrate it!Let’s really celebrate it!

Let’s teach them well with what we know Let’s teach them well with what we know about Sheltered Instructionabout Sheltered Instruction

O this will be fun, O this will be fun, this O this will be fun, O this will be fun, this will be so fun,will be so fun,

We cannot wait to try it!We cannot wait to try it!

Well ole Jim Cummins has a thought and Well ole Jim Cummins has a thought and this is how it goes O,this is how it goes O,

BICS and BICS and CALP, BICS and BICS and BICS and CALP, BICS and BICS and CALP, BICS and BICS and BICS and CALP, BICS and BICS and CALP,CALP,

And this is how it goes O.And this is how it goes O.

With BICS kids can communicate just With BICS kids can communicate just using basic English,using basic English,

O they talk at lunch, O they talk at lunch, O they talk at lunch, O they talk at lunch, O they talk at lunch, O they talk at lunch,

And then they switch to Spanish!And then they switch to Spanish!

With BICS the kids don’t have to wait With BICS the kids don’t have to wait because they learn it quickly,because they learn it quickly,

Yes in just two years, Yes in just two Yes in just two years, Yes in just two years, Yes in just two years,years, Yes in just two years,

They really sound terrific!They really sound terrific!

Now here is where it complicates because Now here is where it complicates because they need school language,they need school language,

CALP is what we want, CALP is what we CALP is what we want, CALP is what we want, CALP is what we want. want, CALP is what we want.

But we will have to wait O.But we will have to wait O.

Oh Just how long will this CALP take as Oh Just how long will this CALP take as we have tons of content?we have tons of content?

This is what we know, this is what we This is what we know, this is what we know, this is what we know,know, this is what we know,

That it takes five to seven!That it takes five to seven!

Write a song!Write a song!

With a partner or small group, write a short With a partner or small group, write a short song (using the tune of a popular song (using the tune of a popular children’s song) incorporating the content children’s song) incorporating the content of Krashen’s Acquisition-Learning of Krashen’s Acquisition-Learning Hypothesis for the lyrics.Hypothesis for the lyrics.

Working to meet the individual learning styles as well as the emotional and academic needs of all of our students, willallow us to build permanent connections with them.

These connections will be emotional and physiological.

And these will be our rewards!