USING FORMATIVE ASSESSMENT CLASSROOM TECHNIQUES TO INFORM - - PowerPoint PPT Presentation

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USING FORMATIVE ASSESSMENT CLASSROOM TECHNIQUES TO INFORM - - PowerPoint PPT Presentation

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USING FORMATIVE ASSESSMENT CLASSROOM TECHNIQUES TO INFORM INSTRUCTION Crystal Marie Vesperman ~ The Prairie School WMC - May 4, 2017 VOLLEYBALL, NOT PING-PONG! What do you think of when you think formative assessment? How would

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USING FORMATIVE ASSESSMENT CLASSROOM TECHNIQUES TO INFORM INSTRUCTION

Crystal Marie Vesperman ~ The Prairie School

WMC - May 4, 2017

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SLIDE 2

VOLLEYBALL, NOT PING-PONG!

  • What do you think of when you think

“formative assessment”?

  • How would you explain the purpose(s) of

formative assessments to a parent? A supervisor? A student?

  • What do you hope to get out of this

session today?

WMC - May 4, 2017

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SHARE OUT - VOLLEYBALL, NOT PING-PONG!

  • Have you used this in your classroom?
  • How could you modify this for your own students?
  • Questions?

WMC - May 4, 2017

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PURPOSES OF FORMATIVE ASSESSMENT

  • Research indicates that formative assessment can

significantly improve student learning

  • Formative Assessment Classroom Techniques (FACTs)

are used to gather information or promote students’ thinking and learning

  • Design or modify lessons to meet needs of students

WMC - May 6, 2016

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POLYGONS

WMC - May 4, 2017

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FRAYER MODEL

  • Graphic organizer
  • Determine students’ prior knowledge
  • Non-examples are so important!

WMC - May 4, 2017

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SHARE OUT – FRAYER MODEL

  • Have you used this in your classroom?
  • How could you modify this for your own students?
  • Questions?

WMC - May 4, 2017

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SLIDE 8

AREA

WMC - May 4, 2017

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COMMIT AND TOSS

  • Anonymous
  • Involves physical activity
  • Shares different ideas
  • Helps students see value in “wrong”

ideas

WMC - May 4, 2017

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SHARE OUT – COMMIT AND TOSS

  • Have you used this in your classroom?
  • How could you modify this for your own students?
  • Questions?

WMC - May 4, 2017

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THREE MINUTE PAUSE

  • Provides time summarize, clarify, and self-assess whether

students understand what’s going on in class

  • for hard topics
  • Students work in groups
  • When timer goes off, students resume the lesson
  • At the end of class, set aside another three minutes to

resolve lingering questions

  • This can be done with teacher or whole class

clarification

WMC - May 4, 2017

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SHARE OUT – THREE MINUTE PAUSE

  • Have you used this in your classroom?
  • How could you modify this for your own students?
  • Questions?

WMC - May 4, 2017

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SOLVING TRIGONOMETRIC EQUATIONS

WMC - May 4, 2017

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MUDDIEST POINT

  • Students jot down most difficult or

confusing part of lesson

  • Can be used like an exit slip at end of

lesson

  • Be clear on how you will use the

information

WMC - May 4, 2017

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SHARE OUT – MUDDIEST POINT

  • Have you used this in your classroom?
  • How could you modify this for your own students?
  • Questions?

WMC - May 4, 2017

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MEASURES OF CENTER

WMC - May 4, 2017

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POMS

  • Point of Most Significance
  • Opposite of Muddiest Point
  • Used at end of lesson

WMC - May 4, 2017

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SHARE OUT - POMS

  • Have you used this in your classroom?
  • How could you modify this for your own students?
  • Questions?

WMC - May 4, 2017

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HOW DO YOU SOLVE THIS PROBLEM?

WMC - May 4, 2017

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COUNT THE VOTES!

  • A recent location election included 5,219 votes cast for

four candidates. The winner won by 22, 30, and 73 votes, respectively. How many votes did each candidate receive?

WMC - May 4, 2017

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STRATEGY HARVEST

  • First complete problem-solving task
  • Circulate among peers to find strategies

that differ from own

  • Can be applied at different stages of

learning process

WMC - May 4, 2017

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SHARE OUT – STRATEGY HARVEST

  • Have you used this in your classroom?
  • How could you modify this for your own students?
  • Questions?

WMC - May 4, 2017

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GREAT RESOURCE!

WMC - May 6, 2016

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THANK YOU!

Want a copy of these slides? I’ll put them up on the WMC website, or email at cvesperman@prairieschool.com

WMC - May 6, 2016

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Volleyball, Not Ping-Pong!

  • What do you think of when you think

“formative assessment”?

  • How would you explain the purpose(s) of

formative assessments to a parent? A supervisor? A student?

  • What do you hope to get out of this

session today?

Using Formative Assessment Classroom Techniques to Inform Instruction - WMC 2017

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Frayer Model

Using Formative Assessment Classroom Techniques to Inform Instruction - WMC 2017

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SLIDE 27

Commit and Toss Square 1: Square 2: Square 1 has a side length of x units. Square 2 has a side length of 2x units. Circle the letter of the statement that describes how the area of Square 1 compares to the area of Square 2. A) Doubles in size B) Same size C) Quadruples in size D) Not enough information to compare Explain your reasoning:

Using Formative Assessment Classroom Techniques to Inform Instruction - WMC 2017

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Muddiest Point

  • Today we have been learning about

trigonometric equations. What has been the muddiest point so far in today’s lesson for you? Please take a few minutes to jot down any ideas or parts to he lesson that were difficult for you to understand so I can address them for you tomorrow.

Using Formative Assessment Classroom Techniques to Inform Instruction - WMC 2017

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Point of Most Significance

  • Today we investigated and discussed

different way to measure the center of data (mean, median, and mode). What point made during today’s lesson best helped you understand ways to measure the center of your dataset?

Using Formative Assessment Classroom Techniques to Inform Instruction - WMC 2017

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Strategy Harvest

My Strategy: ________’s Strategy: ________’s Strategy: ________’s Strategy:

Using Formative Assessment Classroom Techniques to Inform Instruction - WMC 2017