PLANNING & ASSESSMENT

What do you want your students to know and be able to do?

How will you know they have learned it?

What will you do when students struggle with the learning?

Plan with the end in mind…Backwards design (UBD)

What is the Purpose ? Formative Diagnostic, Pre Assessments, quick, in-

the moment, ‘dipstick’ checks for student understanding, ongoing, purposeful, provide opportunities to improve learning, room for improvement, inform teacher instruction and next steps.

Summative Final evaluations on student learning

Types of AssessmentsPerformance – students

required to demonstrate understanding and skills by actually performing a task (e.g., write a story, give a speech, operate a machine)

Authentic – kind of performance assessment that stresses application of understanding and skills to real problems in ‘real-world’ contextual settings (e.g., student teaching)

Types of AssessmentsAlternative – non-traditional

methods (no paper/pencil tests) used to assess

Traditional – Tests/ quizzes

Pre AssessmentsUse Pre Assessments to find out

what your students already know.

Use Pre Assessments to find out the misconceptions of students.

Use data from Pre Assessments to plan for the next steps in learning.

Pre Assessment: Placemat Activity…

Pre Assessment: Journal Writing…

Pre Assessments…KWL charts (Graphic Organizers)

Grafitti Wall

Yes/No Cards

Word Splash

Turn and Talk

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

Assessments…

Planning & Preparation

What do you want your students to know & be able to do?Clear expectations

What do you want? Don’t make the students guess

What makes a good/bad response

How will the student know they have reached the goal?

Give constructive/timely feedback

Planning using KUDWhenever planning a unit/lesson you

should be able to answer these 3 key questions:

① What do I want my students to Know?

② What do I want my students to Understand?

③ What do I want my student to be able to Do?

What is a KUD?

Know your learning outcomes...How will you model the learning

outcomes and what success looks like?

How will students demonstrate their learning of the outcomes?

How will you know when students “don’t get it”? And how will you respond?

Know your students…Complete a learning inventory to

identify your students’ preferred learning style.

Design learning activities that align with the needs of your students.

Have a balance of learning assessments.

Not “one size fits all”. Differentiate for success.Offer choice whenever possible.

How will you know?

Evidence should be:Timely (Don’t forget the pre-

assessment!)On-going and purposefulGet students involved in setting

success criteriaBased on pre-determined and

clear criteria

How will you respond?What is RTI?

All students can reach high levels of achievement if the system is willing (and able) to vary the amount of time students have to learn and the type of instruction they receive.

Differentiated Instruction

Response to InterventionRTI is a method to ensure that

students receive early intervention and assistance before falling behind.

Students receive supplementary support, guided by assessment data referred to as progress monitoring.

Timely and effective intervention.

Tiers of Intervention

Tier 1 : 75 – 85 %

Tier 2 : 10 – 15 %

Tier 3 : 5 – 10 %

Increased time, intensity, frequency and expertise

Your Turn… **The grade 8 science class is beginning a new unit on The

Particle Theory of Matter. The teacher needs the students to use appropriate vocabulary related to their investigations of the particle theory of matter (vocabulary such as: boiling and melting points, pure substance, scientific theory, particle theory of matter, etc.). She decided to have the students copy the definitions down as notes in their science notebook from the overhead (about 30 definitions). The students enter the classroom and are told to sit down and begin writing. Some students choose to silently engage in the note-taking (about 6 students), while many choose to chat with friends while writing. The teacher responds with a ‘no talking’ rule. Halfway through the class, the teacher realizes that there are 4 students who have not yet begun to write down the first definition and there are some who are already completed the notes. The teacher estimated that it would take the entire 40 minutes to write these notes, so she decides that the students who are done are allowed to have ‘free time’ until the end of class.

Questions…How may this teacher have planned more effectively?

How will you catch yourself if you make the same type of mistakes (ineffective planning)?

Watch for the traps of: worksheets, ‘free’-time, busywork, “40 minutes of silence” expectations, low-level thinking tasks, sit-and-get lessons.

Lesson Closure: schedule approximately 5 minutes at the end of each lesson to have students reflect, summarize, or for you to highlight the main focus for the class. THE BELL IS NOT ADEQUATE CLOSURE.

Supervision for Growth…