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Please sit at a table with a candy
you would like to eat. If the
table is full, go to an open seat.
Before Eating your candy
1. Write a qualitative observation and inference about your
candy.
2. Write a quantitative observation and inference about your
candy.
3. Measure the length of your candy in centimeters.
4. Convert your measurement to inches and round your
answer to 2 decimal places. (Fact: 1 inch = 2.54 cm)
Before eating your candy
1. Write a qualitative observation and inference about your
candy.
2. Write a quantitative observation and inference about your
candy.
3. Measure the length of your candy in centimeters.
4. Convert your measurement to inches and round your
answer to 2 decimal places. (Fact: 1 inch = 2.54 cm)
5. How could you use this in your subject area?
Relates to KUD:
K: Know – Qualitative observation, quantitative observation, inference, measurement,
conversion and rounding.
U: Understand that the difference between qualitative, quantitative observations, and
inferences is important in collecting data.
D: Do – Make observations and inference. Measure length, convert and round.
Exploring differentiated assessment by student interest
Differentiating Assessment by Interest
Goals of the Workshop:
K: Know the purpose and benefits of differentiating by interest and the different
types of formative assessments.
U: Understand that obtaining information about student interests is
important in determining formative assessments because it motivates
students
D: Explore tools used to obtain information about student interest
Review instructional activities differentiated by interest.
Create my own formative assessment differentiated by interest
The Purpose and Benefits
of Differentiating by Interest
Pg 6 and 7 Differentiation in Practice by Carol Ann Tomlinson and Cindy A. Strickland
“Interest is a great motivator. A wise teacher links required content to student
interests in order to hook the learner. The goal of interest differentiation is to
help students connect with new information, understanding, and skills by
revealing connections with things they already find appealing, intriguing,
relevant, and worthwhile.”
It’s more likely that more students will become interested in the topic if choice is
offered.”
When Should I Differentiate for Student Interest:
When it makes sense to do so!! Page 1
How do I gain information about student
interests?
Physics Questionnaire, FMI (For My Information) Sheet – at the beginning of the year
Sample Questions to For General Interest Survey Interest survey per unit – topics you
would like to explore – I used this in Physics before final project
Student created pie-charts
Secondary Interest-a-lyzer
http:www.gifted.uconn.edu/siegle/CurriculumCompacting/SEC-IMAG/ialsecon.pdf
Basketball
Violin
Reading
Video
Games
Listening to
music
Hanging
out with
friends
Pages 2-6
Example from Physics : Choose one video below to view.
Paratrooper Extreme Trampoline Foosball
What do I do with this information once I have it?
Make a formative assessment with options
that target student interests!
Paratroopers’ Motion
Draw the position versus time, velocity versus time and
acceleration versus time graphs (assume down and down the
field is negative) for
1. When he first jumps out of the plane
2. When he opens his parachute
3. When is moving down the field
Relates to KUD:
K: Know the differences between position versus time, velocity versus time and
acceleration versus time graphs
U: Understand that when an object is moving with constant or accelerated motion it
affects the shape of the graphs.
D: Do – Create position versus time, velocity versus time and acceleration versus time
graphs of the three situations
What are Assessments and Methods of
Formative Assessment?
Assessments are ways to gather information about student learning.
Two types: Formative and Summative
Formative assessments happens during a unit of study – progress checks
Summative assessment happens at the end a unit of study – Unit Test or Exam
We are going to focus on Formative assessments
What are methods of formative assessment?
Think – Pair - Share
Think – Individually – Write down a list of ways you assess student learning during a unit
of study, then go back and rank those assessments in order of what you like best.
Pair – With a partner – Discuss your list
Share– With the group – Share with the group your list
My list : entrance slips, questioning, exit cards, discussions, homework, rafts, quizzes,
journal prompts
What is a raft?
Different Assessment Activities
Entrance Slips
Exit Tickets
Questioning Activities
Projects
Assignments
Homework
RAFT
Check your packet for all
these examples in the a
differentiated format
Create your own Formative Assessment
Differentiated by Interest
There are a couple examples you may choose to use on
the last page of your packet.
1. Look through the packet and brainstorm
(~5 minutes)
2. Create your own activity by:
1. Writing your KUD
2. Differentiating by interest (~15
minutes)

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Exploring differentiated assessment by student interest

  • 1. Please sit at a table with a candy you would like to eat. If the table is full, go to an open seat. Before Eating your candy 1. Write a qualitative observation and inference about your candy. 2. Write a quantitative observation and inference about your candy. 3. Measure the length of your candy in centimeters. 4. Convert your measurement to inches and round your answer to 2 decimal places. (Fact: 1 inch = 2.54 cm)
  • 2. Before eating your candy 1. Write a qualitative observation and inference about your candy. 2. Write a quantitative observation and inference about your candy. 3. Measure the length of your candy in centimeters. 4. Convert your measurement to inches and round your answer to 2 decimal places. (Fact: 1 inch = 2.54 cm) 5. How could you use this in your subject area? Relates to KUD: K: Know – Qualitative observation, quantitative observation, inference, measurement, conversion and rounding. U: Understand that the difference between qualitative, quantitative observations, and inferences is important in collecting data. D: Do – Make observations and inference. Measure length, convert and round.
  • 4. Differentiating Assessment by Interest Goals of the Workshop: K: Know the purpose and benefits of differentiating by interest and the different types of formative assessments. U: Understand that obtaining information about student interests is important in determining formative assessments because it motivates students D: Explore tools used to obtain information about student interest Review instructional activities differentiated by interest. Create my own formative assessment differentiated by interest
  • 5. The Purpose and Benefits of Differentiating by Interest Pg 6 and 7 Differentiation in Practice by Carol Ann Tomlinson and Cindy A. Strickland “Interest is a great motivator. A wise teacher links required content to student interests in order to hook the learner. The goal of interest differentiation is to help students connect with new information, understanding, and skills by revealing connections with things they already find appealing, intriguing, relevant, and worthwhile.” It’s more likely that more students will become interested in the topic if choice is offered.” When Should I Differentiate for Student Interest: When it makes sense to do so!! Page 1
  • 6. How do I gain information about student interests? Physics Questionnaire, FMI (For My Information) Sheet – at the beginning of the year Sample Questions to For General Interest Survey Interest survey per unit – topics you would like to explore – I used this in Physics before final project Student created pie-charts Secondary Interest-a-lyzer http:www.gifted.uconn.edu/siegle/CurriculumCompacting/SEC-IMAG/ialsecon.pdf Basketball Violin Reading Video Games Listening to music Hanging out with friends Pages 2-6
  • 7. Example from Physics : Choose one video below to view. Paratrooper Extreme Trampoline Foosball What do I do with this information once I have it? Make a formative assessment with options that target student interests!
  • 8. Paratroopers’ Motion Draw the position versus time, velocity versus time and acceleration versus time graphs (assume down and down the field is negative) for 1. When he first jumps out of the plane 2. When he opens his parachute 3. When is moving down the field Relates to KUD: K: Know the differences between position versus time, velocity versus time and acceleration versus time graphs U: Understand that when an object is moving with constant or accelerated motion it affects the shape of the graphs. D: Do – Create position versus time, velocity versus time and acceleration versus time graphs of the three situations
  • 9. What are Assessments and Methods of Formative Assessment? Assessments are ways to gather information about student learning. Two types: Formative and Summative Formative assessments happens during a unit of study – progress checks Summative assessment happens at the end a unit of study – Unit Test or Exam We are going to focus on Formative assessments
  • 10. What are methods of formative assessment? Think – Pair - Share Think – Individually – Write down a list of ways you assess student learning during a unit of study, then go back and rank those assessments in order of what you like best. Pair – With a partner – Discuss your list Share– With the group – Share with the group your list My list : entrance slips, questioning, exit cards, discussions, homework, rafts, quizzes, journal prompts What is a raft?
  • 11. Different Assessment Activities Entrance Slips Exit Tickets Questioning Activities Projects Assignments Homework RAFT Check your packet for all these examples in the a differentiated format
  • 12. Create your own Formative Assessment Differentiated by Interest There are a couple examples you may choose to use on the last page of your packet. 1. Look through the packet and brainstorm (~5 minutes) 2. Create your own activity by: 1. Writing your KUD 2. Differentiating by interest (~15 minutes)

Notas del editor

  1. Assessing where students are at. Using interest to help guide the next content teaching—all students got the same follow up worksheet on the topics, but the teacher interacted with students who struggled with the entrance activity.
  2. Page 34 strengths and weaknesses of formative assessments