Strategies for Differentation of Assessment

  • Tic tac toe/choice boards
  • Skill-based (but same standard)
  • Rotating stations based on needs
  • Verbal vs. written response
  • Different rubrics based on needs
  • Whiteboards
  • RAFT
  • In class tutoring
  • Relay game with points
  • Add visuals/art into traditional writing
  • Grouping based on data from the day before–going up at different levels
  • Strong students as leaders
  • Bingo cards
  • Student-made rubric
  • Assessment based on level of experience
  • Compare outcomes with other students
  • Choice of topic–teach each other
  • Choice of resources–textbook, BYOD
  • Grouping students into jobs/roles
  • Multiple intellegences
  • Reteaching/extension
  • Anchor activities
  • Sponge activities (ORP)
  • Unit/topic contracts
  • LYA–pictures & graphics
  • LYB–Explaining photos/captions
  • LYC–Explain significance & paraphrase
  • Word wall creation–some color in lower level turns in a pre-made coloring book page, others generate their own based on higher level terms

Strategies for Pulse Checks

  • Thumbs up/down/sideways
  • 1-5 scales, fist to five
  • small white boards
  • Group discuss spot check
  • Bellwork review question
  • Group accountability
  • Seating chart, check + –
  • HOT questions embedded in Powerpoint
  • BYOD exit ticket
  • Red, yellow, green flashcards
  • Rhetorical analysis
  • TPS
  • Plickers
  • Questions/checkpoints
  • Stop lights
  • Padlet
  • Kahoot
  • Nearpod
  • Quizlet
  • Walk around and check computer screens
  • Ask a multiple choice question and have stundets hold up a card
  • Have the students teach/demo the next concept
  • Partner-up students and then share with each other
  • Peer edit with specific comment starters
  • Put requirements in own words (tell me what we’re about to do)
  • Visual or auditory cues
  • Reflection questions
  • SpringBoard ideas/details questions
  • Random checks
  • Open ended questions built on knowledge
  • Hypothetical, application to scenario
  • A question they haven’t seen but know how to do
  • Post it note on board
  • Color coded flip charts (T/F, A/B/C/D, fact/opinion)
  • Margin notes (written, graphic)
  • Student created questions
  • Self-rating (content and reflective)
  • Entrance slips

Strategies for Exit Slips and Planning for Instruction

  • Analyzing student work
  • Grouping in heterogenous groups
  • Placing them on a pre-made scale
  • Edsby
  • Nearpod polls/answers
  • Illustrations
  • Applications of facts given during class
  • Purpose relates back to objective (does slip relate back? Measure what the objective says)
  • Collect data–assessment, not ust completion
  • Exit slip feedback to build unit review
  • Reflection from them to ensure they are ready for the next day
  • 3 things you learned today
  • Plan for DI next day
  • Write their own question to give out the next day
  • Real world application: “How would I use it?”
  • Stop light with post it
  • Generic exit slip
  • Show number of nice fingers
  • Reflection–what do you need help with?
  • Question/concern/comment
  • Quick problem to solve
  • Sentence starters on exit slips
  • List problems with essay to plan for next essay
  • Exit slip as intro for next day
  • Multiple questions on exit slips (A/B versions)
  • Provide idea of “hard to grasp” concepts
  • Sticky dot chart by concept of skill to assess areas of strength and weakness
  • Red/yellow/green light with sticky note
  • Kahoot

Strategies for Using Rubrics & Student Self-Assessment

  • Class assignment–3 problems to complete, records answers on answer sheet, then look in envelope for answers to check their work, giving themselves the grade for the assignment
  • Drill individuals to element (row) to flight (team), assess “knockout” drill each level
  • Rubric for writing, individual to student goals
  • Peer grading for FRQ
  • Think, pair, share
  • Self-reflection for FRQ, rubric, & assess own errors
  • Students create Kahoot questions
  • Mini-group, whole group with student generated questions
  • White board
  • Self-check examples
  • Group leader with checklist who knows the answers because they are experienced in the shop
  • Skeletal outline of required pieces (criteria) with point value for each piece
  • Self-assess using five senses: pizza dough “stinks”
  • Open discussion as they produce
  • AP rubrics–score own FRQ and peers’ FRQ
  • Use Nearpod to have students check each others’ answers
  • Envelope–groups
  • Pattern puzzles: words/definitions, student friendly rubrics (peer edit, suggestions for comments), feedback
  • Student created rubrics (develop expectations for lit circles, evaluate themselves)
  • Stop lights (possibly generic)
  • Leveled measurement
  • Pre-tests
  • Check for prior knowledge
  • Student generated vocabulary crossword
  • KWL
  • Take a Stand — 4 corners
  • Peer correction
  • Kids determine where points come from
  • Look at scenarios & classify
  • Checklist of skills–students evalaute others
  • Clear objectives
  • Turn-it-in rubric/revision/paper
  • Rubistar
  • Reflection sheets
  • Show examples and non-examples
  • Must see rubric before assgnment and the value
  • Rewrite the rubric, summarize
  • Focus incrementally–in chunks

Strategies for Higher Order Thinking Questions

  • Have students use question stems to create HOT questions based on text. Create & anticipate answers and evaluate each other’s answers
  • Costa’s Questioning
  • Must always justify response with relevant evidence
  • Synthesis (identify common themes)
  • Have questions or cards on strips of paper to distribute
  • Plan HOT questions into your lesson
  • Have an essential question
  • Have lower order questions assist in answering the HOT questions–scaffolding
  • Pair “what” question with a “why” question
  • Connect to previous knowledge, thought process
  • Quality vs. quantity
  • Questions that extrapolate
  • Change parameters (what if)
  • Predict
  • Open ended questions
  • Compare/contrast
  • Textual evidence
  • Design own test questions
  • Gradual release modeling (I do, We do, You do)
  • Think pair share
  • Data analysis
  • The A-list (Jim Burke, see attached from Nancy Harris)
  • Wrap up/reflection
  • Let student “teach” class
  • Why/how
  • Diagnose what’s wrong
  • Evaluate
  • Given a rubric, apply judgment for promotion (debate)
  • Sentence starters
  • Agree/disagree format
  • Reasoning–fix another’s mistake, explain the error
  • “What if?”
  • Apply what they already know
  • Webb’s Depth of Knowledge
  • Key ideas and details questions
  • FSA style questions
  • Google (level 1), doodle (level 2), noodle (level 3)
  • Allow kids to solve problem in multiple ways, determine best one
  • Nearpod
  • Resource from Academic Moves

Strategies for Timing in Discussion

  • Use a specific time limit
  • Gauge for “lull” reminders throughout activity
  • Divide time for team members
  • Timed talking tool
  • Spider web (yarn ball) toss discussion group
  • Wait until students respond (no matter how uncomfortable at first)
  • Use an actual timer: online stopwatch, kitchen timer, Google timer
  • Differentiation: small group with their own timer & allotted time
  • Self-counting for wait time
  • Kagan selector tool timer
  • Write it down
  • Use phone timer
  • Watch alarm
  • “With-it-ness” knowing when to adjust time, monitoring group conversations
  • Daily routine
  • Giving think time, or time to jot down thoughts
  • Warning time
  • Clear up fallacies
  • Provide stem starters (“I think…” “I believe…” “I predict…”)
  • Use music (tabata timer)
  • Finger answers after wait (How many minutes do you need?)
  • Hands down and think 30 seconds, now up
  • Lights for timer
  • Plickers
  • Kahoot!
  • “Do the Dew” (walk back to desk for drink while giving think time)
  • Silent seconds to look over notes / ask a question

Strategies for Equal Participation

  • Small group–each member shares round robin before presenting
  • Team evaluation
  • Student designation (numbered desks, random shape, color, playing/Uno cards)
  • Popsicle sticks
  • Partners (“They said…” “I heard…”)
  • Reader/text marker then trade & share
  • Group roles/content specialist
  • Tell them ahead of time all will be called on today
  • Whiteboard responses
  • Random names
  • Cold call
  • Parking lot
  • Pre-assigned roles
  • Pick stick app
  • Kagan selector tools
  • Post-it notes
  • Classroom performance system
  • Socrative
  • Roles, tasks, duties
  • Equal amount of time
  • Differentiate (language, ability)
  • Spinning names
  • Role rotations
  • White board answering
  • Individual exit slips
  • Participation grades
  • Seating arrangements
  • Talking chips/cards
  • Options in how to participate
  • Partner talk
  • Rally Coach
  • Seating chart to keep track
  • Grade grid from Edsby–check for right or question generating
  • Beach ball
  • Yarn spider web
  • Unknown answer? Student can ask a question, come back to him/her later
  • Popcorn
  • 3×5 cards with names
  • Jigsaw
  • Nearpod
  • Numbered heads review
  • Trail runs
  • Hot potato
  • Philosophical chairs with talking chips
  • Thumbs up/down
  • Fist of five
  • Active listening strategies
  • 3 strikes /  Penny for your Thoughts (variations of Talking Chips)

Strategies for Creating Opportunities for Discussion

Making a list, checking it twice: Preparing for Winter Break

Here’s a few things to consider before Winter Break:

1. You need time to relax and decompress. Research on teacher well-being shows that this time is critical for you to recharge. Your families need you. You need to focus on them, and doing nice things for yourself. As professionals, there will always be more work to do. Now is not the time to try to do it, because you’ll just end up with more to do.

2. Don’t take a large stack of papers home to grade. If you do it, you’ll be miserable. If you don’t do it, you’ll be miserable Sunday night before we return. Nothing is worse than bringing papers home to grade then having to bring them back ungraded (which is why I swore off bringing papers home years ago). If your New Year’s resolution is to grade more often, being defeated over break isn’t the way to start. You will have planning time during exam week where you can catch up on grades if you still need to.

3. Unplug devices –coffee pots/Keurigs, TVs, lights, etc.– but not your computer (updates may run over break but you can turn it off and they’ll still run). Bloomingdale’s media center caught on fire on Christmas Day one year (due to no fault of a teacher, but a contractor doing renovations). There’s nothing more heartbreaking than hearing about that on Christmas Day and coming back to work to a soggy room full of ruined books (my apologies to English teachers who just died a little on the inside).

4. Make copies of your review materials now. Come back with a fresh start on Monday. Do everything you can now to prep the room, materials and lessons. Don’t have that Sunday night guilty feeling (which isn’t a bad New Year’s resolution–turning that feeling into one of excitement because you know your class/lesson is ready to go).

5. Get all food out of the classroom. Tis the season for holiday cultural celebrations, but coming back to bugs and other creatures isn’t pleasant. That means your emergency chocolate stash too (I know I can’t be the only one).

6. Give some love to your custodian. Maybe your hall can collect for a gift card (we did in my old classroom area). Find where you can deliver leftover treats to custodians instead of throwing them away. And please, with those holiday cultural celebrations, try to take out the trash yourself when possible (or least get extra bags–the mounds of plates and cups spilling out of the trash isn’t fun to deal with–multiply it by their hall assignments and Friday is a terrible day for them).

7. If you have a window, close your blinds and make sure the windows are locked. Keep valuables locked away to not make the school a tempting target for theft.

8. I hope my mentees take the Starbucks gift card I gave them and go enjoy a warm drink with someone you love. We are teachers because we care, and we need to remember to nourish our other relationships too.

Hope you all have a safe, wonderful, restful break!