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AnswerGarden " Type a 20 character or less adjective describing differentiation

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AnswerGarden is a new minimalistic brainstorm tool for online brainstorming, real time audience participation and classroom feedback.

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Differentiated assessment is an ongoing process of evaluation where the teacher gathers information and data before, during, and after instruction to better facilitate the learning. This process ensures success for all students in the differentiated class with data provided from a variety of sources assisting in giving an overall view of student achievement. It is essential that when assessing students in the differentiated class, assessment is authentic meaning it offers students a variety of tasks demonstration real-life skills, tells the educator if the student has acquired the skills or concepts, is based on standard criteria to achieve validity, and guides students for roles in adult life (Chapman & King, 2012).

Formative Preassessment Tools
In a quality class, the teacher performs assessment before the learning takes place. This ensures the teacher plans the lessons to best meet the needs of the students. The following are examples of formative preassessment tools (Chapman & King, 2012).

Ponder and Pass
On a chart, the students are to write the facts they know on the given concept, information they want to learn, and questions they want to explore. The paper is then passed around the room.

Signal and Action Response
The students perform an action which indicates their level of understanding of a concept, for example:

Waving hands = I know it

Shrug of shoulders = I have a hunch

Thumbs down = I have no idea

Take a Stand
The teacher places numbers around the room and the students move to a number based on their understanding. With their group, the students discuss what they know about the concept or what they want to know.
Knowledge Base Corners or Squaring Off
The students move to a corner based on their understanding of a concept. The teacher predetermines the level of understanding at each corner. The students discuss the topic with their group members. For example the corners could include; Not a clue, I know a little bit, I know a lot, I've got it. Another option is; Little League, Minor League, Major League, World Series.

Content BoxesThe teacher provides the students with graphic organizers based on the new unit of study. The graphic organizers are divided into categories and sub categories connected to the topic. The students complete the information they already know.

Content SurveysThe teacher poses questions based on the unit of study to provide background information on the topic. For example, How does this topic relate to you? What do you want to know about the upcoming study?

Personal Surveys and InventoriesThese surveys provide information about the life of the student; interests, emotions, feelings, likes, dislikes, dreams, and goals. These questions may help the teacher direct the impact of the learning. For example, list your favorite? What is your least favorite?

Retrieved from
Brainstorming can be used to give the students a voice in the upcoming unit. For example, list the terms, facts, or concepts you know about our new topic.

http://www.studenthandouts.com/3web/abcbrainstorming.pdf

The students are given color indicators. They show their color based on their knowledge or understanding. For example,

Gallimaufry Gathering
This activity should be assigned a week or two prior to the unit of study. The students are to become scavengers, discoverers, and investigators. They then fill a box of "things" related to the unit of study. The students could even be asked to fill out a survey on the items they found relating their connection or importance to the topic. This gathering is often done at home.

ELO (Evening Learning Opportunities)
The students are asked to gather information on the upcoming topic. It is to be completed independently at home. This should not be graded and is not considered homework. For example, be a detective and locate a recipe that uses tablespoons, teaspoons, and a cup to measure ingredients. Bring a copy of the recipe to school to share.

Pretest
The test reveals the background knowledge base of the students.

Standardized Testing Data
Analyze and interpret previous standardized testing data related to the unit of study.

Boxing
The students draw a box in the center of a page. They then draw a smaller box inside the first box. In the outside box the students print what they know about the topic. In the inside box the students print what they want to learn or what is their goal in the unit.

Yes / No Cards
Students have cards with "yes" written on one side and "no" written on the other. The students are asked questions and hold up the yes or no accordingly.

Graffiti Facts
The students create a graffiti type display of what they already know about a topic.

Four-Corner Pre-Assessment
The students have a piece of paper divided into four sections. In each section are the following headings such as; something you know, two questions you have, a project idea, with whom you would like to work. These headings of course, can be changed depending on the desired outcomes and the needs of the class.

Assessment During the Learning
To maintain a high quality learning environment, it is necessary the teacher performs assessments during the learning. The ongoing assessment provides essential information which helps to facilitate the learning. The following are differentiated strategies to help support this type of assessment (Chapman & King, 2012).

Observation
The teacher continuously searches for evidence of learning by collecting data on the students. This is one of the most effective formative assessment tools available to the teacher.

Anecdotal Assessment
The teacher gathers notes and records data. The anecdotal record is a documentation written during observations.

- attach sticky notes to a clipboard, record information as observed.

- the teacher uses index cards to record information about the students.

Know it! Show it!
Some examples on how to Show it;
Response Cards
Cards are given to the students. On one side of the card is an answer such as, "I know" or "I understand", while the reverse of the card has the opposite answer such as, "I do not know" or "lost". When the teacher asks a question, the student shows the side according to his or her understanding.

High FiveThe students use a five point ranking to indicate their understanding
5 = I understand it and can explain it.
4= I can use it but cannot explain it.
3= I am growing but need help.
2= I am beginning to understand.
1= I am lost.

A Bump in the Road
A student writes a problem or question on the top of a piece of paper. The student passes the paper to three to five classmates to get their suggestions or answers to the question. Each person must initial their response to overcome the bump in the road.

Sketches From the Mind
Students make simple sketches to represent key words or as markers to identify facts or concepts

Analyzing Student Notes
Looking at student notes gives the teacher insight into the thought process of the students.

Checkpoint Tests
The teacher uses periodic checkpoint tests after reading or demonstrating a skill. This gives the teacher a quick assessment of the ability level of the students.

Daily Grades
The teacher selects grades from daily assignments, projects, problem-solving opportunities, homework, quizzes, etc. Frequent grades provide a more accurate picture of the student's performance.

Thumb It
The students indicate with their thumb their knowledge on the concepts.
Upside = know a lot
Onside = know some
Downside = know very little

Face the Fact
Students indicate their responses to teacher questions with faces; happy face, straight face, or sad face. The faces can be drawn on paper and students hold up the appropriate face.

Reaching for the Top
The students extend on arm straight up in the air. The students move the opposite hand up their straight arm as a gauge to their understanding. The higher the second arm, the more the student understands the concept.

Speedometer ReadingThe students lay one arm on top of the other with hands touching elbows. The students move the arm on top to show a "speed". The higher up the arm, the more the understanding.

Formative Assessment After the Learning
Of course it is essential the teacher assesses the students after the learning to ensure growth has taken place. The following examples are intended to provide immediate feedback of progress (Chapman & King, 2012).

Effective Questioning Techniques

Open-Ended Questions: These questions requires the students to think and choose their answer. Sample questions could be; explain how, describe, tell more about, what is your opinion of, etc.

Reflection Questions: These questions will require students to analyse and reflect on their work. Sample questions could be; what discoveries have you made, what is the most important thing you learned, what do you need to learn next, etc.

Post-Sharing Celebrations

Wraparound : Each student writes a piece of important information on a piece of paper, students are then put into groups. They take turns sharing the information they wrote down.

Carousel Gala : The teacher hangs chart paper with headings around the room. The students are divided into groups and assigned a paper to begin. The students write what they know about the topic on the paper. The teacher will then have the kids rotate to the next paper and add any information the previous groups had left off.

Rhythmic Fanfare : The students are divided into groups, they are required to make a song, poem, jingle, rap, or chant about specific information from the unit of study. They present these to the rest of the class.

Likert Scales to Assess Learning, Attitude, and ProgressA likert scale is a line of graduated numbers. An individual's level of performance is identified according to the set criteria.
5 - Strongly agree
4 - Agree
3 - Indifferent
2 - Disagree
1 - Strongly disagree
Retrieved from Rubrics
A tool which provides the students with important information on the assessment of an assignment.

Kathy Schrock's Assessment and Rubric Information

Weighted Rubric: A weighted rubric contains a graduated scoring scale.

http://www.fctl.ucf.edu/TeachingAndLearningResources/CourseDesign/Assessment/content/WeightedRubrics.pdf
Retrieved from Checklists
Checklists breakdown the criteria for evaluation. The teacher bases the checklist on the focus of assessment.
Checklist.pdf
http://www.swlauriersb.qc.ca/english/edservices/pedresources/secure/elachecklists/Writing%20descriptors-Cycle%202.pdf

Design Delights
The students present their information on a design or shape to fit the unit of study.

Assessing With Journals
The student reflects on their work through journal entries.

Jazzy Journal Assessment
Students may use one of the following examples as their journal entry;

Graphic Organizers
Graphic organizers are visual representations of the content.

Prompts for Assessment
The following questions may assist the students in assessing their learning;

Assessing With a Blank Page
This is a blank page added at the end of a test. The students can jot down any information they think is important and that they did not get the chance to share on the test. No marks are taken away but extra marks may be awarded. This gives the teacher the opportunity to discover the learning of the student.

Performance Assessment The content is shared through a wide variety of methods such as speeches, lists, stories, brochures, etc.

Retrieved from Portfolios
Portfolios are a collection of student work. Often the teacher chooses some of the items for the portfolio and the student chooses other items.
portfolios.pdf
http://www.tcdsb.org/academic_it/ntip/assessment%20files/pdf%20format%20v5/4a-%20assessment%20-%20portfolio%20assessment.pdf

Wraparounds II
The students sit in a circle and they take a turn telling:

Something the student will use from the information or activities learned today.

Something the student will remember from today.

A significant AHA! moment from today.

I have learned

I hope to learn

Conversation Circles
The students are put into groups of three. The first student begins talking and continues until the teacher says stop. The second student continues where the first student left off. On the signal, the third student picks up from the second student.
Donut
The students draw a donut shape. On the outside the students print "I am learning" and on the inside they print "I know. They fill the donut in accordingly and share their answers with the class or a group.

Summative Assessment

Retrieved from Assessment Cubing
Cubing adds choice and novelty to the students thinking.
cubing_template.doc
http://daretodifferentiate.wikispaces.com/Cubing+and+Think+Dots

Retrieved from Choice Boards
Choice boards present a variety of ways for the students to demonstrate their knowledge.
Choice Boards.pdf
http://www1.cbsd.org/sites/teachers/middle/csikora/DI%20Handouts/Choice%20Boards%20Packet.pdf

Assessment Agendas
These are specific assignments used to meet the needs of the students. They can also be referred to as menus.

Stations, Centers, and Learning Zones

Exploratory Stations : The students are given a variety of material to discover, create, process, or invent in a method that is the most beneficial to them.

Structured Stations : These stations are created with a specific goal in mind.

References
Chapman, C. & Gregory, G.H., (2007) Differentiated instructional strategies: One size doesn't fit all, second edition. Thousand Oaks. California: Corwin Press.

Chapman, C. & King, R., (2012). Differentiated assessment strategies: One tool doesn't fit all, second edition. Thousand Oaks, California: Corwin Press.

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Differentiated assessment is an ongoing process of evaluation where the teacher gathers information and data before, during, and after instruction to better facilitate the learning. This process ensures success for all students in the differentiated class with data provided from a variety of sources assisting in giving an overall view of student achievement.

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Tiered Instructions:

Based on work by Carol Ann Tomlinson

Powerpoint from: www.montgomeryschoolsmd.org/curriculum/.../ Tiered Instr.ppt

Basic Information from http://www.derry.k12.nh.us/dvs/staff/cmccallum/differentiation/tiered.pdf

-List story elements (knowledge)

-Book summary (comprehension)

-Support a conclusion about a character with evidence from the book (application)

questions and decide how to report their results such as with charts or in a newscast.

http://www.saskschools.ca/curr_content/bestpractice/tiered/index.html

http://www.doe.in.gov/exceptional/gt/tiered_curriculum/welcome.html

http://www.derry.k12.nh.us/dvs/staff/cmccallum/differentiation/tiered.pdf

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Tiered Instructions: Based on work by Carol Ann Tomlinson Powerpoint from: www.montgomeryschoolsmd.org/curriculum/.../ Tiered Instr.ppt Basic Information from http://www.derry.k12.nh.us/dvs/staff/cmccallum/differentiation/tiered.pdf -List story elements (knowledge) -Book summary (comprehension) -Support a conclusion about a character with evidence from the book (application) questions and decide how to report their results such as with charts or in a newscast.

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Differentiated instruction is based upon the belief that students learn best when they make connections between the curriculum and their diverse interests and experiences, and that the greatest learning occurs when students are pushed slightly beyond the point where they can work without assistance.This point differs for students who are working below grade level and for those who are gifted in a given area.Rather than simply "teaching to the middle" by providing asingle avenue for learning for all students in a class, teachers usingdifferentiated instruction match tasks, activities, and assessments with their students' interests, abilities, and learning preferences.

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My differentiation journey began in 2004 when my principal asked me to attend a weeklong summer conference on differentiated instruction. I was eager to please my principal so I quickly accepted her offer. I was also extremely curious about how I, one person, could possibly address the individual needs of 100 students.

By the end of the conference, I was totally overwhelmed with information: flexible grouping, assessment, inventories, tiered lessons, Carol Ann Tomlinson. My real work, though, didn't begin until after the conference, when I was expected to start using the training I'd received. I was expected to create four differentiated lessons that school year. My methods of differentiation were also observed three times by an administrator from my district. I worked extremely hard that year, but the experience taught me so much.

Throughout that year, I utilized a variety of management pointers for a differentiated classroom that had been presented during the conference. These guidelines helped me to begin integrating basic differentiation without losing my sanity. Here are some of those basic points to help you create a solid foundation for differentiation in your classroom:

Lesson 1

Differentiation does not take place overnight; think of it as a wonderful work in progress. Once I felt comfortable with one aspect of differentiation, I would begin to add something new. For example, I first explained to my students and their parents what would be taking place that year and how it would affect their learning in a positive manner. I then added small things such as allowing my students choices in their reading and writing.

Lesson 2

Like students themselves, differentiation can take on many forms. Differentiation can be accomplished in a number of ways:

Content: What the students learn

Process: Activities used to assist the learning

Products: Demonstration of learning

The methods you use should be based on the student's needs:

Readiness: Student's academic standing

Learning profile: How the student learns

Student's interest

Lesson 3

Learn everything possible about your students. This data assists you in designing your curriculum and lessons:

Administer surveys and inventories throughout the school year: multiple intelligences, reading, writing (PDF), interest, parent, etc.

Analyze prior standardized test scores and administer your own assessment to identify students' strengths and weaknesses.

Lesson 4

Before starting a new unit of study, pre-assess students' knowledge to find out what the students know and do not know about the content in your lesson. This helps you to identify misconceptions, modify instruction if needed, and set up your flexible groups. This assessment may be formal or informal. You may use a variety of techniques to pre-assess such as:

Lesson 5

Begin small. Creating a classroom where individual needs are met can start with one activity, such as allowing students choices. Choices give students a feeling of independence and ownership. Allow students to choose:

Lesson 6

Gradually add more difficult things, such as one differentiated lesson per nine weeks or semester, literature circles, or alternative assessments.

Lesson 7

Set expectations for yourself and your students.

Provide clear and concise directions to students. Students must know what you want them to understand and be able to do. At the beginning of the school year, teach students routines and procedures for entering classroom, turning in homework and class work. It is important that students know what they are doing, where to go, and when to go.

Take ample time to plan, plan, plan; create a schedule if needed.

Lesson 8

Stay up-to-date on best practices by:

Attending conferences or professional development on differentiated instruction.

Observing other teachers in your content area differentiating in their classrooms, and invite colleagues/administrators who are proficient in differentiated instruction to your classroom to observe you differentiating. The feedback is invaluable.

Read literature on differentiated instruction. Here's a brief list of recommended professional books:

The Differentiated Classroom: Responding to the Needs of All Learners by Carol Ann Tomlinson

How to Differentiate Instruction in Mixed-Ability Classrooms 2 nd Edition by Carol Ann Tomlinson

Differentiated Instruction: Different Strategies for Different Learners by Char Forsten, Jim Grant, and Betty Hollas

Through the Cracks by Carolyn Sollman, Barbara Emmons, Judith Paoli

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8 Lessons Learned on Differentiating Instruction | Scholastic

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My differentiation journey began in 2004 when my principal asked me to attend a weeklong summer conference on differentiated instruction. I was eager to please my principal so I quickly accepted her offer. I was also extremely curious about how I, one person, could possibly address the individual needs of 100 students.