Differentiated Workshop

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Differentiated Workshop

• Assessment FOR Learning

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Workshop Details

• Three days
• Topeka 501 middle and high school teachers from
  all subject areas
• Focus on using formative assessment

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Best teaching practices
Formative Assessment
Differentiation
Content Enhancement
Using assessment information to improve student
learning
Formative Summative Learning targets Success
criteria Descriptive feedback Evaluative
feedback Self-assessment Peer assessment Rubrics T
raffic icons Wait time Questioning
through
Questioning
through
through
Formative use of summative tests
through
Feedback
Peer and Self-Assessment
What is formative assessment? What are the
benefits of using formative assessment? How can
questioning, feedback, peer and self-assessment,
and formative use of summative tests
improve learning? How can I change my practices
to use formative assessment?
lecture discussion Video clips Group
activities Case studies
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Why differentiate?

• Participants vary widely
• Subject areas and grade levels (6-12)
• Years of teaching experience (first year to
  30-plus years)
• Experience with formative assessment (some dont
  even know what it really means)

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How differentiated?

• Pre-assessment measuring readiness
• Get participants thinking about key issues we
  will cover and reflecting on their own practices.
  
• It will tell me where teachers are starting from
  in terms of their experience with assessment.
• Helpful in shaping the workshop over the next
  three days.

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How differentiated?

• Day 1 Process/interest/learning profile
• Kinesthetic, verbal, visual, logical,
  interpersonal, musical, intrapersonal
• Folded box, target-method match,
  think-pair-share, video clips, Power point,
  reflection sheets

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How differentiated?

• Day 2 Case Studies
• Tiered lesson differentiated on content/
  readiness three case studies for participants to
  apply different aspects of formative assessment
• The Equalizer Simple to complex foundational to
  transformational single-faceted to multifaceted
  small to big leap

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How differentiated?

• Day 3 Changing a Unit
• Product readiness, interest, learning profile
• The Equalizer simple to complex foundational to
  transformational single faceted to multifaceted
  small to big leap

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Flexible Grouping

• Participants will vary groups throughout the
  workshop.
• Self-selected random readiness subject
  area/level taught

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Management Strategies

• Variety of activities appealing to different
  learning style
• Working individually, pairs, small groups, whole
  group
• Choice
• Food!

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Assessment

• No summative assessment (no grades to give!)
• Formative assessment throughout
• (activities, discussion, reflection, work on unit
  changes, follow up)

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What constitutes success?

• Feedback on daily and end-of-workshop evaluation
• Work on unit changes
• Application in the classroom

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Self Evaluation

• Strength differentiating for learner profiles
  and process
• Improvement more differentiation for readiness