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Jacque Melin - GVSU

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Page 1: Jacque Melin - GVSU * OBTRUSIVE Assessment – instruction/learning STOPS while students ‘take the assessment”; * UNOBTRUSIVE Assessment – instruction/learning

Jacque Melin - GVSU

Page 2: Jacque Melin - GVSU * OBTRUSIVE Assessment – instruction/learning STOPS while students ‘take the assessment”; * UNOBTRUSIVE Assessment – instruction/learning

*OBTRUSIVE Assessment – instruction/learning STOPS while students ‘take the assessment”;

*UNOBTRUSIVE Assessment – instruction/learning continues as the teacher observes students performing a task; and

*STUDENT-GENERATED Assessment – students generate ideas about the manner in which they demonstrate understanding.

Page 3: Jacque Melin - GVSU * OBTRUSIVE Assessment – instruction/learning STOPS while students ‘take the assessment”; * UNOBTRUSIVE Assessment – instruction/learning

Matter!

Page 4: Jacque Melin - GVSU * OBTRUSIVE Assessment – instruction/learning STOPS while students ‘take the assessment”; * UNOBTRUSIVE Assessment – instruction/learning
Page 5: Jacque Melin - GVSU * OBTRUSIVE Assessment – instruction/learning STOPS while students ‘take the assessment”; * UNOBTRUSIVE Assessment – instruction/learning

Think-Pair-Share Exit Cards Signaling

• Alphabet Graffiti• Card Trick• Dry Erase – Back-

to-Back Boards• Onion Circle• On a Roll• Spinner

• Entrance/Exit Cards• Bump in the Road

or Fogginess• Letter to Principal

or Parents• Most Valuable

Points• Quick Write/Quick

Draw• Synectics• Twitter Post• WallWisher – Web

2.0

• Magnets/Post-Its• Windshield Check• Socrative.com –

Web

Unobtrusive

Page 6: Jacque Melin - GVSU * OBTRUSIVE Assessment – instruction/learning STOPS while students ‘take the assessment”; * UNOBTRUSIVE Assessment – instruction/learning
Page 7: Jacque Melin - GVSU * OBTRUSIVE Assessment – instruction/learning STOPS while students ‘take the assessment”; * UNOBTRUSIVE Assessment – instruction/learning

ABCDEFGHIJKLM

NOPQRSTUVWXYZ

From Fogarty & Pete – Wildly Exciting, 2010

Page 8: Jacque Melin - GVSU * OBTRUSIVE Assessment – instruction/learning STOPS while students ‘take the assessment”; * UNOBTRUSIVE Assessment – instruction/learning

*Each student picks a playing card.

*When the teacher asks a question or gives a problem, discuss it with your partner.

*The teacher will say something like, “all red cards stand” or “all Kings stand.”

*The teacher will pick someone who is standing to respond.

Page 9: Jacque Melin - GVSU * OBTRUSIVE Assessment – instruction/learning STOPS while students ‘take the assessment”; * UNOBTRUSIVE Assessment – instruction/learning

*You and your partner each get a mini-white board and stand back-to-back.

*The teacher asks a question and you each answer on your board.

*When the teacher says “turn around” you show each other your answers and discuss.

Page 10: Jacque Melin - GVSU * OBTRUSIVE Assessment – instruction/learning STOPS while students ‘take the assessment”; * UNOBTRUSIVE Assessment – instruction/learning

*Inside and outside circles of students face each other.

*Within each pair of facing students, students quiz each other with questions they have written or problems they have created.

*Outside circle moves to create new pairs.

*Repeat.

Page 11: Jacque Melin - GVSU * OBTRUSIVE Assessment – instruction/learning STOPS while students ‘take the assessment”; * UNOBTRUSIVE Assessment – instruction/learning

*Each table rolls a number cube

*Students at the table answer the question that corresponds to the number rolled

*Can be used for several days over the course of a topic of study

Page 12: Jacque Melin - GVSU * OBTRUSIVE Assessment – instruction/learning STOPS while students ‘take the assessment”; * UNOBTRUSIVE Assessment – instruction/learning

1. Write a question someone should be able to answer after hearing this lesson.

2. Explain the most important idea in the lesson in a way a first-grader could understand.

3. Draw a picture that represents the main idea of the lesson.

4. Tell which part you found to be the most confusing.

5. If you were going to learn more about this topic, what would you choose to investigate.

6. Write a headline for a newspaper article about today’s lesson.

Page 13: Jacque Melin - GVSU * OBTRUSIVE Assessment – instruction/learning STOPS while students ‘take the assessment”; * UNOBTRUSIVE Assessment – instruction/learning

*In response to a teacher prompt or question, students THINK,

*Then PAIR (discuss with a partner),

*And then SHARE ideas with the whole class – only those whose number is called (using the spinner) share.

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*Students write a response to a teacher generated question on a slip of paper.

*Teacher can review and re-teach.

*Entrance cards – questions related to upcoming learning.

*Exit cards – questions related to completed instruction.

*Variation – use same question for both Entrance and Exit.

Page 24: Jacque Melin - GVSU * OBTRUSIVE Assessment – instruction/learning STOPS while students ‘take the assessment”; * UNOBTRUSIVE Assessment – instruction/learning

*Name

*Answer:

Rate yourself: 1 = high confidence2 = medium confidence3 = I’m not sure on this

Would you help someone else learn this?

YES Not at this time

Page 25: Jacque Melin - GVSU * OBTRUSIVE Assessment – instruction/learning STOPS while students ‘take the assessment”; * UNOBTRUSIVE Assessment – instruction/learning

*Write down something from the lesson that they find confusing or difficult.

*Collect responses and review, OR

*Form small groups and ask students to share their “bumps” and seek clarification.

Page 26: Jacque Melin - GVSU * OBTRUSIVE Assessment – instruction/learning STOPS while students ‘take the assessment”; * UNOBTRUSIVE Assessment – instruction/learning

*Write a short letter to the principal/parent telling him or her all of the ideas you have learned about this week.

Page 27: Jacque Melin - GVSU * OBTRUSIVE Assessment – instruction/learning STOPS while students ‘take the assessment”; * UNOBTRUSIVE Assessment – instruction/learning

*Students list

*3 new ideas

*2 connections

*1 question

*1-sentence summary

* Betsey Kennedy

Page 28: Jacque Melin - GVSU * OBTRUSIVE Assessment – instruction/learning STOPS while students ‘take the assessment”; * UNOBTRUSIVE Assessment – instruction/learning

3 Pointer (3 New Things You Learned)

*_________________________________________________________________________________*_________________________________________________________________________________*_________________________________________________________________________________

2 Pointer (2 Connections You Can Make)

*_________________________________________________________________________________*_________________________________________________________________________________

Foul Shot (What Question Do You Have?)

*_________________________________________________________________________________

* Betsey Kennedy

Page 29: Jacque Melin - GVSU * OBTRUSIVE Assessment – instruction/learning STOPS while students ‘take the assessment”; * UNOBTRUSIVE Assessment – instruction/learning

Science

Sequence/steps/cycles/processesScientific principlesContent-area vocabulary

Math

Steps in a process

Social Studies

Important events/turning points/conflictsElements of civilizationHighlights of an eraContent-area vocabulary

ELA

Character/key figures/attributesSetting/conflict/problems & solutionsBeginning, middle, endSymbols/themes

Quick Write/Quick Draw

From 25 Quick Formative Assessments for a Differentiated Classroom

Page 30: Jacque Melin - GVSU * OBTRUSIVE Assessment – instruction/learning STOPS while students ‘take the assessment”; * UNOBTRUSIVE Assessment – instruction/learning

*Teacher selects an important topic

*Students list 4 unusual items (unrelated to topic)

*Students create a relationship between the topic and each of the 4 items

* Betsey Kennedy

Page 31: Jacque Melin - GVSU * OBTRUSIVE Assessment – instruction/learning STOPS while students ‘take the assessment”; * UNOBTRUSIVE Assessment – instruction/learning
Page 32: Jacque Melin - GVSU * OBTRUSIVE Assessment – instruction/learning STOPS while students ‘take the assessment”; * UNOBTRUSIVE Assessment – instruction/learning

A cell is like…

a school because a car because

a book becausea television because

* Betsey Kennedy

Page 33: Jacque Melin - GVSU * OBTRUSIVE Assessment – instruction/learning STOPS while students ‘take the assessment”; * UNOBTRUSIVE Assessment – instruction/learning

*Can be used as a Ticket-Out-the-Door

*Students summarize what they learned using no more than 140 characters

F O R M A T I V E A S S E

S S M E N T H E L P S T

E A C H E R S K N O W A

S T U D E N T ‘ S S T R

E N G T H S A N D W E A

K N E S S E S S O T H A

T T H E Y C A N M A K

E D E C I S I O N S A B

O U T A P P R O P R I A T

E I N S T R U C T I O N .

FORMATIVE ASSESSMENT HELPS TEACHERS KNOW A STUDENT’S STRENGTHS AND WEAKNESSES

SO THAT THEY CAN MAKE DECISIONS ABOUT APPROPRIATE INSTRUCTION.

* Betsey Kennedy

Page 34: Jacque Melin - GVSU * OBTRUSIVE Assessment – instruction/learning STOPS while students ‘take the assessment”; * UNOBTRUSIVE Assessment – instruction/learning

*http://www.wallwisher.com/

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No clue I’ve heard of this.

I know a lot about this.

I’m an expert on this.

Page 38: Jacque Melin - GVSU * OBTRUSIVE Assessment – instruction/learning STOPS while students ‘take the assessment”; * UNOBTRUSIVE Assessment – instruction/learning
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As a team of educators:

Discuss with your peers the unobtrusive strategies that you recommend for implementation in your

unit.

Page 41: Jacque Melin - GVSU * OBTRUSIVE Assessment – instruction/learning STOPS while students ‘take the assessment”; * UNOBTRUSIVE Assessment – instruction/learning

What Evidence Will Show That Students Understand?

Performance Tasks:

GRASPS

Other Evidence:

Selected Response Assessments, Extended Response Assessments, Exit Cards, work samples, observations

Student Self–Assessment and Reflection

Obtrusive

Page 42: Jacque Melin - GVSU * OBTRUSIVE Assessment – instruction/learning STOPS while students ‘take the assessment”; * UNOBTRUSIVE Assessment – instruction/learning

Note that capital letters should be used for the distracters.

1. A change in matter that produces new substances is called a_________. A chemical reaction B physical change C mixture D solution

__________ Sure ___________ Unsure

Page 43: Jacque Melin - GVSU * OBTRUSIVE Assessment – instruction/learning STOPS while students ‘take the assessment”; * UNOBTRUSIVE Assessment – instruction/learning

1. Earth is the center of our solar system.

TRUE

FALSE sure unsure

2. The moon and the sun are the same size.

TRUE

FALSE sure unsure

3. If you put a footprint on the surface of the moon, it would last until someone else covered it up.

TRUE

FALSE sure unsure

4. The sun gives off energy.

TRUE

FALSE sure unsure

5. The moon has the same amount of gravity as Earth.

TRUE

FALSE sure unsure

6. Earth is the only planet with plants and animals.

TRUE

FALSE sure unsure

7. Earth’s moon makes its own light.

TRUE

FALSE sure unsure

Page 44: Jacque Melin - GVSU * OBTRUSIVE Assessment – instruction/learning STOPS while students ‘take the assessment”; * UNOBTRUSIVE Assessment – instruction/learning

Note that capital letters should be used for the distracters.

Multiple Choice: Circle the letter that best answers the question. Color in the face indicating whether you are sure or unsure about the answer. (1 point each)

1. What is the name of this coin?

A. penny

B. nickel

C. dime

D. quarter

Page 45: Jacque Melin - GVSU * OBTRUSIVE Assessment – instruction/learning STOPS while students ‘take the assessment”; * UNOBTRUSIVE Assessment – instruction/learning
Page 46: Jacque Melin - GVSU * OBTRUSIVE Assessment – instruction/learning STOPS while students ‘take the assessment”; * UNOBTRUSIVE Assessment – instruction/learning

Learning Targets Test Item

Numbers

How many did I get right?

How many did

I get wrong?

I’ve mastered

this target.

I need to

work on this target.

1. I can explain the difference between chemical and physical properties in each phase

1,10,13, 15,17

2. I can provide examples of chemical and physical properties

4,8,14,18

3. I can describe what substances, elements, compounds and mixtures are.

2,3,5,6, 7,11,12,

4. I can recognize and distinguish between elements, compounds and mixtures

23,24,25,26,27,28

5. I can describe what relative motion is.

9,19,21

6. I can use information about relative motion and identify what phase change it belongs to.

16,20,22

Page 47: Jacque Melin - GVSU * OBTRUSIVE Assessment – instruction/learning STOPS while students ‘take the assessment”; * UNOBTRUSIVE Assessment – instruction/learning

Learning Target

Question Number

Total Correct

Total Incorrect

Total Sure

Total Unsure

I can describe characteristics of the sun 2, 4, 8, 11        

I can describe characteristics of the moon 3, 7, 9, 10, 12,13, 19        

I can describe characteristics of Earth 1, 5, 6, 14, 16, 17        

I can explain the distance between the sun, Earth, and moon

15, 18, 20        

Page 48: Jacque Melin - GVSU * OBTRUSIVE Assessment – instruction/learning STOPS while students ‘take the assessment”; * UNOBTRUSIVE Assessment – instruction/learning

Name ______________________________

STUDENT ANALYSIS PAPER

Question Learning Target

I CAN do this!

I am still learning

about this!

Station for Practice

1 I can name each coin. Pot of Gold! Money game

2 I can name each coin. Pot of Gold! Money game

3 I can name each coin. Pot of Gold! Money game

4 I can name each coin. Pot of Gold! Money game

5 I can tell the value of each coin.

Smart Board Money Match

6 I can tell the value of each coin.

Smart Board Money Match

7 I can tell which group of same coins has more value.

Who Has More?

8 I can tell the value of a group of same coins.

Mystery Money

9 I can tell the value of a group of same coins.

Mystery Money

10 I can write the value of a group of coins using the cent symbol.

Mystery Money

Page 49: Jacque Melin - GVSU * OBTRUSIVE Assessment – instruction/learning STOPS while students ‘take the assessment”; * UNOBTRUSIVE Assessment – instruction/learning

Pot of Gold! This is a board game with pictures of different coins arranged in a game board format. A student rolls a die and moves the game piece that number of spaces. Before the next player rolls, the student has to say the name of the coin. The Math Helper has to give a thumbs up if it is right, or a thumbs sideways if they should try again. Then, it is the next player’s turn. Smart Board Money Match This is an interactive game created using the Notebook Software for the Smart Board. A student selects two cards to touch and flip. If the cards match a picture of a coin to the correct coin value, the student has to show the Math Helper a thumbs up. If the Math Helper agrees the cards are a match, he/she will return the thumbs up or put a thumb sideways to try again. If the cards do indeed match, the cards remain flipped over as a match. If the cards do not match a picture with a coin value, the cards are flipped back over. Who Has More? Students will work in groups of two or three. The Math Helper will monitor the groups assisting where needed. One student in a group will roll a number die and a money die. The number die will show how many coins to grab from the money bank and the money die will show the type of coin to select. The student will grab the money, count the money and say, “I have ____.” The partner student will repeat directions. The partner with the most money will say, “_____(amount of money) is more than _____ (partner amount of money).” Students will put the coins back and repeat. Mystery Money The Math Helper will select a number of same coins from the money bank and lay in the center of the group. Each student in the group will count the money and write the amount using a cent symbol on a small white board and dry erase marker. Students will show the Math Helper the amount and the Math Helper will show each student a thumbs up for the correct answer or a thumb sideways to try again. The Math Helper will finish by teaching/showing how to count the money. The Math Helper will put the coins back and repeat activity. Race to $1.00 One partner rolls a die. He/she will take the same number of pennies as the die shows. If the partner can do any trades, he/she should do so before the next partner rolls. Once a partner has five pennies, he/she may trade for a nickel. After they have two nickels, they may trade for a dime. Partners may continue trading as their money banks increase. Partners continue to roll, get money, and make trades up to one dollar. After someone reaches one dollar, partners can start over.

Page 50: Jacque Melin - GVSU * OBTRUSIVE Assessment – instruction/learning STOPS while students ‘take the assessment”; * UNOBTRUSIVE Assessment – instruction/learning

1. Penny Penny! Glue the Money Poem in your math notebook. Read or sing the Money Poem using different voices for each coin. You may use microphones and any props from our acting box.

Musical/Body Movement

2. Food For Sale! Look through the grocery Advertisements from the newspaper. Cut and sort at least five pictures of food in one column and at least five money amounts in another column. Glue picture and money columns in your math notebook.

Logic/Math

3. Flowers For Sale! Look through the Nature Magazines. Cut pictures of at least five flowers and glue them into your math notebook. Label each flower with a coin value less than a dollar. You may cut and label more than five pictures if you prefer.

Nature

4. Money Facts! Choose a non-fiction book about money to read from the book basket. Write or draw one interesting fact about each coin, penny, nickel, dime, quarter in your math notebook.

Language

5. Computer Coins! Work on the computer and explore the Interactive Math Web site. Count the group of coins and type the amount. Glue a Self Reflection sheet in your math notebook and circle the smiley face if you CAN count coins or need more practice with this target. http://www.hbschool.com/activity/counting_money/

Self

6. Pattern Money! Use your money bank from your desk and create patterns with your coins. After you create a pattern, say the pattern using coin names or coin values. Choose one pattern to write down using coin names and one pattern to write down using coin values in your math notebook.

Logic/Math

7. Math Memory! SMARTBOARD Take turns selecting two cards. If the two cards match one coin picture to the same coin value, your team or partner will show you a thumbs up and the cards remain flipped over. If the two cards do not match, your team or partner will show a thumb sideways to try again and flip the cards back over. Glue a rating sheet in your math notebook and rate how well your group worked together and how well this activity helped you.

Social

8. Sketch a Coin! Take a blank piece of paper and a piece of chalk. Lay a coin under the piece of paper and use the chalk to trace on top of the paper. Trace the front and back side of the coin. Label at least five coins with the coin name and value. Glue the piece of paper in your math notebook.

Spatial/Body Movement

9. Money Talk! Write a story about a time you earned or spent money. Include the amount of money earned or spent in your story.

Language

Page 51: Jacque Melin - GVSU * OBTRUSIVE Assessment – instruction/learning STOPS while students ‘take the assessment”; * UNOBTRUSIVE Assessment – instruction/learning

What Evidence Will Show That Students Understand?

Performance Tasks:

GRASPS

Other Evidence:

Selected Response Assessments, Extended Response Assessments, Exit Cards, work samples, observations

Student Self–Assessment and Reflection

Page 52: Jacque Melin - GVSU * OBTRUSIVE Assessment – instruction/learning STOPS while students ‘take the assessment”; * UNOBTRUSIVE Assessment – instruction/learning

Questgarden

The Buck Institute

Page 53: Jacque Melin - GVSU * OBTRUSIVE Assessment – instruction/learning STOPS while students ‘take the assessment”; * UNOBTRUSIVE Assessment – instruction/learning
Page 54: Jacque Melin - GVSU * OBTRUSIVE Assessment – instruction/learning STOPS while students ‘take the assessment”; * UNOBTRUSIVE Assessment – instruction/learning

Wake up everybody no more sleeping in bed

No more backward thinking, time for thinking ahead

The world has changed so very much from what it used to be

There’s so much hatred, war and poverty.

Wake up all the teachers time to teach a new way

Maybe then they’ll listen to what you have to say.

They're the ones who are coming up and the world is in their hands.

When you teach the children, teach them the very best you can.

The world won’t get no better, if we just let it be.

The world won’t get no better, we got to change it..yah.. just YOU and ME.

Page 55: Jacque Melin - GVSU * OBTRUSIVE Assessment – instruction/learning STOPS while students ‘take the assessment”; * UNOBTRUSIVE Assessment – instruction/learning

Thank you for all you do, for all the children!