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If you had a list of all the cell structures and definitions, students could highlight those that they already know in green. If they don't know them then they can highlight them in red. If unsure, they can highlight them orange.

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Differing from brainstorms, concept maps layer information to specific categories and allow for students to explore definitions, discussing and showing what they already do know in written form.

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- For example, if students are about to study a novel, they may create a brainstorm around the main theme or concept that the novel is centred on and allow the students to jot down as much information they know already about the theme/concept.

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On prac we discussed 7 reasons for the fall of the Roman Empire with a Fishbone sheet and expert groups. Afterwards the expert groups gave their information to a different group, and ultimately students chose locations in the room for what they deemed to be the biggest factor  in the fall of the Roman Empire. A handful felt that specific reasons caused the fall, but many in the Academis Extension class managed to connect the reasons and discuss how some causes were the effect of others. This activity assisted in gauging how students managed to connect the information they had gathered.

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Given before planning to gather vital information on students existing knowledge and background.
Differentiate pre-test activities so students can shape their answers to suit their abilities.

How can it be used?
Administer in advance of teaching new topic, to allow time for data collection, analysis, and planning.  Find gaps in knowledge, and plan ways to fill these in.  Can be used to identify students' skill/ability level.
Can be used to gauge student motivation, shape learning to engage students' interest (i.e. if a student likes cars, tailor learning to hook his attention or link his interests).

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Personal Surveys and Inventories continued...

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Personal Surveys and Inventories continued...

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This would be a useful pre-assessment task for the start of the year when first getting to know students. It would also be useful to find out what students interests are to incorporate into learning activities. For English, if students show an interest in The Walking Dead you could use images for analysis.

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Students are to gather information on a topic prior to commencing the topic. Students are to add information to a communal box on the topic, the information can be any source of information that is related  to the topic. Once information is gathered it is screened for accuracy by students and the teacher.
Topic parabola's
I found that they are symmetrical
It can tell information such as trajectory.
We use them in satellite dishes.

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This can be used to provide information about the life of the student. This includes the learner's interests, emotions, feelings, likes, dislikes, dreams and goals.

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After school challenges that build knowledge and background while supporting learning. The goal of using ELOs is for students to gain background knowledge related to an upcoming standard, skill, or concept.

Math:
-Investigations on topics such as Trigonometry (using ratios to find sides)
-Conversion of units, i.e changing a recipe's units of measurement.

Social Studies:
-Interview people you know about iconic people in history (i.e. Hitler, Stalin)
-Review a movie based on the country you're studying. Create a list of pros and cons of living in that country

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Brainstorming is used to give students a voice when planning upcoming topics. A number of questions can be asked to guide students in the brainstorming process:

- List the terms, facts, or concepts you know about your new topic.
- What have you heard about this subject in other classes? When and Where?
- How have you used this information in your world?
- How do you feel about learning _____? Why?

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The use of colour to signify understanding of content.
E.g., green = I don't understand
yellow = I'm confused
orange= I sort of understand
Red = I understand

It is an easy way to quickly identify the abilities of students in a classroom.

How can it be used?
In an English class for example, if narrative conventions were being studied, it can be used to determine student knowledge, as teachers can ask students to display a color that they feel reflects their ability. They can match a colored card to each convention based on their understanding :)

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Easy way to summarise their existing knowledge. Prompting students by giving them subheadings to summarise their knowledge. Graphic organiser that allows students to see important areas of the topic they are about to study.

Can give it to students after they have learnt content to analyse growth. encourages students to become responsible for their own learning. Creates curiosity around the new topic.

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students can use body languages to express their knowledge about a particular topic. 

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students can use body languages to express their knowledge about a particular topic. 

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A written survey that teacher's can use to assess what a student already knows about a topic. Identify what they want to learn about, how they are feeling about the topic and what goals they have. This is very topic specific, and could be used throughout the year as topics change.

In a history class:
This preassessment tool could be used to identify prior learning or exposure to the topic. In a year 8 class students who are being introduced to the Vikings may be asked questions like:
- Who were the Vikings?
- Where did the Vikings originate?
- Have you seen any movies or TV shows about Vikings?
- What would you like to learn about the Vikings?
- Do you know any interesting facts about the Vikings?
- What time period were the Vikings in?
- Identify any things that you are dreading about learning this topic. Why?

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An assessment that reveals the students current content knowledge

This preassessment allows the students to evaluate where they sit in the topic to be assessed.

Students are divided into four knowledge base corners
-Not a clue!
-I know a little bit
-I know a lot!
-Ive got it!

It is important to emphasize that it is acceptable to be in any corner because each position offers a future learning opportunity

In Chemistry an example would the structure of an atom,such as
-ive heard of atoms but dont know anything more
-i know atoms make up the natural world
-i understand the different parts of an atom
-i understand where each part of an atom resides.

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Students organise themselves in to knowledge levels on a given topic, level 1 being limited through to level 6 being expert. Furthermore, it also important to add that since students will move to a group level based on their friend decisions, the teacher will instruct the students to secretly record the group choice of knowledge on paper.

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How would you use it?

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Students respond to a teacher's questions with non-verbal actions or gestures to display either the answer or how they feel about the topic.

How would you use it?
To assess whether a class understand a topic or the introduction of a lesson. Serves as a good indicator as to where to take the lesson from there.

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Ponder and pass is a pre-topic  assessment used to guid lesson design and student's attitudes to the topic.

It can be done by passing a piece of paper with the headings; Facts we know, Information we want to learn, Our Questions to explore and Other comments. This piece of paper may be passed around the room or done individually.