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Pre-assessment

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Philosophical Chairs
This is an AVID strategy that is similar to a debate. You can tweak this to fit your assessment needs. It can be used for an end of the unit or novel or as a pre-assessment to gauge students' understanding or existing knowledge about a topic.

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Franklin STEAM Academy AVID (Advancement Via Individual Determination) National Demonstration Site

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Philosophical Chairs is similar to a debate. Students are given a central topic or question that they must choose to agree, disagree or be neutral regarding the answer. A great Philosophical Chairs discussion starts with a great topic or question. Topics that work best are ones that are important to students or that they feel strongly about.

There are lots of ways to do this debate/discussion technique. It's quite scalable. P.Chairs can be done in 20 minutes with a topic that has not had any preparation. Or it could be the resulting exercise after a long unit of work. Either way, I use the same rules. And I always have the students pre-write, take notes, and write a reflection at the end. Their assessment is done, not on their participation in the event, but rather in their written understanding of it.

What are some possible rules for Philosophical Chairs?
1. One minute in the hot seat.
2. Repeat or rephrase what the last person said.
3. Wait three seconds before responding; to be sure the last person is finished.
4. You can not talk until the discussion passes 4 times after you have spoken. Another way of saying it is that someone else on your side must talk before you can again.
5. MOVE. Philosophical Chairs is about movement. Use your 5 toes and get up and walk to show support for ideas expressed.

What are some things to know about setting up and managing the logistics of a Philosophical Chair?
How the teacher can roll out the technique:
Write the topic/question on the board. B.The students write the topic/question down on their sheet of paper and next to their heading they will answer it in one word - yes, no, unsure. This gives the teacher a chance to walk around the room and find out how many students are on each side. The students quickwrite about why they chose the answer they did.
C. Tell the students which side of the room is "yes or no." Students will then move to those sides. Middle seats are for the undecided. Use a "talking stick" of sorts, or koosh ball, etc. that allows only one person to speak at a time.

Begin with the side that has the least amount of support. This may cause people to change their mind. Allow each side to take turns rephrasing and stating their thoughts.
Call time out as the moderator to clarify inaccurate comments or falsehoods. F. At the end of the discussion (they can last from 10 to 50 minutes in length), have the students write a reflection. For example, "Explain how your viewpoint was strengthened, weakened or changed altogether." List the information and names of students who made great points.
G. Follow up the next class period with a 'teacher's reflection' about the comments made by the students. Often students will not have an opportunity to voice their great ideas, but this is a chance to revisit the topic and share some great points of view.

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Philosophical Chairs is similar to a debate. Students are given a central topic or question that they must choose to agree, disagree or be neutral regarding the answer. A great Philosophical Chairs discussion starts with a great topic or question. Topics that work best are ones that are important to students or that they feel strongly about.

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Students complete exit task on post its with their name on the back and work on the front

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Teacher monitors as students complete drill/intro activity and assigns groups based on responses

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Each enVision lesson includes a Quick Check that can be used to quickly assess students and get immediate data to show students understanding of particular skill or concept.

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Students provide a written response on chart paper.  In the center of the chart paper, a summary of all students' responses is composed.

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New Book that is elem math specific. Provides classroom examples and tools for teachers to use to record and collect data.

https://www.amazon.com/Formative-Assessment-Techniques-Classroom-Mathematics/dp/1506337503

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Like Kahoot but better because students work at their own pace but it is still competative and provides immediate results and feedback on progress

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ELA.SL.5.1

Common core State Standards

ELA: English Language Arts

SL: Speaking and Listening

5: 5th Grade

1: Engage effectively in a range of collaborative
discussions (one-on-one, in groups, and teacherled)
with diverse partners on grade 5 topics and
texts, building on others'\x80\x99 ideas and expressing
their own clearly.

a. Come to discussions prepared, having read
or studied required material; explicitly draw
on that preparation and other information
known about the topic to explore ideas under
discussion.

b. Follow agreed-upon rules for discussions and
carry out assigned roles.

c. Pose and respond to specific questions by
making comments that contribute to the
discussion and elaborate on the remarks of
others.

d. Review the key ideas expressed and draw
conclusions in light of information and
knowledge gained from the discussions.

Download Common Core State Standards (PDF 1.2 MB)

|

ELA.RI.5.1

Common core State Standards

ELA: English Language Arts

RI: Reading Standards for Informational Text K-\x80\x935

5: 5th Grade

1:
Quote accurately from a text when explaining
what the text says explicitly and when drawing
inferences from the text.

Download Common Core State Standards (PDF 1.2 MB)

Thought starters

1. What routines does Ms. Brewer have in place to help discussion run smoothly?

2. Notice the questions Ms. Brewer asks her class. What makes these questions rich?

3. Why is it beneficial to engage students in both small and large group discussions before writing?

School Details

Stevenson Elementary School
14220 Ne 8th St
Bellevue WA 98007

Data Provided By:

Teachers

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Fifth grade teacher Stacy Brewer begins "Text Talk Time" with an overview of the class rules for discussion. Stacy reviews the silent signals that students may use during the discussion and explains how those signals promote active listening while helping her smoothly facilitate discussion. Students ask questions and discuss the text, citing evidence as appropriate.

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Place small assessments on BCPSOne
(as non-graded)

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https://www.teachingchannel.org/videos/class-warm-up-routine

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These strategies could be incorporated throughout a lesson though it begins with closure.

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Students write responses and teacher and peers can provide feedback

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Edutopia 53 Ways to Check for Understanding

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Edutopia 53 Ways to Check for Understanding

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https://www.edutopia.org/resource/checking-understanding-download

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Students use white boards to record answers and hold them up for quick checks

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Plickers is a powerfully simple tool that lets teachers collect real-time formative assessment data without the need for student devices
https://plickers.com/
https://www.youtube.com/watch?v=bejiz2HzUz8
http://www.teachertube.com/video/plickers-353228

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Students self-assess their level of comfort by sorting their work into one of four categories. Could be color coded or Got It, Almost, Kind of, Nope. I've also seen novice, beginner, apprentice, expert.

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Pinwheel Discussions: Texts in Conversation

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What a fun way to get high school students to discuss literature. The Pinwheel Discussions lesson plan puts students in roles that will force them to be engaged and effectively discuss the readings.

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Using the topic of the lesson, the teacher creates a sentence starter and students complete the sentence to create a similie or metaphor related to the topic. For example: Formative assessment is like...

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1. Students read a text and respond to an open ended question that requires text support.
2.  Students participate in a literature discussion and the teacher documents the students responses.
3. The students complete a writing activity in which they have to record how their ideas changed, or stayed the same and why.

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Have the students generate higher level questions about the content to be posed to their peers

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Students write three summaries.
10-15 words
30-50 words
75-100 words
the different lengths require different attention to detail.

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Students become the teachers in a small group setting by questioning, clarifying, summarizing, and predicting. This gives the teacher an excellent opportunity for observation.

http://www.readingrockets.org/strategies/reciprocal_teaching

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Reciprocal Teaching | Classroom Strategy | Reading Rockets

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Reciprocal teaching refers to an instructional activity in which students become the teacher in small group reading sessions. Teachers model, then help students learn to guide group discussions using four strategies: summarizing, question generating, clarifying, and predicting. Once students have learned the strategies, they take turns assuming the role of teacher in leading a dialogue about what has been read.

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Take 1 minute and write down everything you just learned about...

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In a music class, have students perform a skill with a partner or small group in order to save time, minimize stage fright, and at the same time, easily assess individual mastery.

Students may also be given rubrics or checklists in order to assess their peers.

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Students summarize the lesson or new learning in 5 words.

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3 Things Learned
2 Questions
1 Area Still Unsure
...or however the teacher wants to use 3-2-1 to assess.

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http://www.educationworld.com/a_lesson/lesson/lesson304.shtml

http://www.educationworld.com/a_lesson/lesson/lesson304b.shtml

https://www.teachingchannel.org/videos/teaching-economics-with-debating

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Pre-Assessing, Discussion, Discussion Reflection, AND planning for next steps

https://www.teachingchannel.org/videos/participation-protocol-ousd

https://www.teachingchannel.org/videos/formative-assessment-example-ela-sbac