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I like the idea of beginning, middle, and end to instruction. I think it is good to prime the students for what will be explored, then teach/give foundation, then follow up with a check for understanding. That way you not only ease the students into the lesson, but you can gauge the level of understanding with the follow up activity (like an exit slip).

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I like the idea of beginning, middle, and end to instruction. I think it is good to prime the students for what will be explored, then teach/give foundation, then follow up with a check for understanding. That way you not only ease the students into the lesson, but you can gauge the level of understanding with the follow up activity (like an exit slip).

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It is good to know that there are resources out there that are technology-based to help us develop our formative assessments. Thank you for sharing the great tools!

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How often I use formative assessments then summative assessments because most students do not perform well on multiple choice test.

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Amen. Feedback forward is such an effective strategy to use with students. The research is very clear - growth (student achievement) does happen! 

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Amen. Feedback forward is such an effective strategy to use with students. The research is very clear - growth (student achievement) does happen! 

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Time to turn the Gallery Walks over to the kids in a unique way. I'm wondering if the kids can add videos to their own Gallery Walks. Hmm....

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My definition of a layered curriculum was off. Offering students choice in assignments and projects is a common practice but I was not familiar with the term "layered curriculum."

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My definition of a layered curriculum was off. Offering students choice in assignments and projects is a common practice but I was not familiar with the term "layered curriculum."

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I appreciated the willingness expressed for us to implement at least one element of these theories, and not being given the impression that we need to implement most or all of these strategies, as it is a more realistic acknowledgement of the current work flow.

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Students model math steps on white boards to show mastery of the concept being taught.

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I've enjoyed using "My favorite No" it allows us as a class to go over common mistakes with the intentions of learning from them and not just pointing them out.

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I think it is easy in an art class to check for understanding since the projects are in full view and I can simply walk around the room and see if the projects are going correctly.

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I liked the differentiation ideas related to "Feedforward" instead of "Feedback" focusing on how to get better next time in one specific way.

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Asking "Does anyone have questions?" is like asking "Does (what I just taught) make sense?" When I ask this question, it is because I didn't plan my delivery very well, and it didn't make much sense to me when I taught it. When I plan my questions before I plan my lesson, my lesson is usually a lot more easy to follow.

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As the year has been progressing, I have seen the huge benefit of not just checking off student work for completion, but taking the time to have individual reflection of student learning and areas of needed growth.

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Daily formative assessments allow teachers to change instruction based off of what is needed by each student instead of just plowing through content and leaving some students behind. 

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Daily formative assessments allow teachers to change instruction based off of what is needed by each student instead of just plowing through content and leaving some students behind. 

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I liked the challenge from the Infographic on Academic Conversations to make student voices (with academic vocabulary) that ones that fill the classroom over the teacher's main voice.

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Formative assessments help teachers understand what concept or objective is not being understood by each individual student. Once teachers have that knowledge they can adapt their teaching method or use a new strategy.

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Formative assessments help teachers understand what concept or objective is not being understood by each individual student. Once teachers have that knowledge they can adapt their teaching method or use a new strategy.

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Formative assessments help us modify and differentiate.

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"more time should be spent preparing formative assessment than summative assessment"-absolutely!  When your formative assessment process is done correctly, in theory the students are better prepared to succeed on the summative (*gasp*, they actually learned what you wanted them to learn). I can tell in my own teaching when I haven't spent enough time formatively assessing, because I end up playing whack-A-mole putting out classroom management fires instead of helping kids.

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Specific feedback helps everyone grow. My gifted students often hear minimal feedback or a very general, "great job" because they always have the correct answer and/or finish on time. They struggle with criticism but need it to grow. That is challenging for me... to specifically tell them how to get even better every time...without crushing their spirit.

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Bellwork and wrap-up questions can be implemented in order to guide the plan for the following lesson.

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"create conditions for learning"-this is hard work and it takes a lot of time, but taking that time really allows you to do your job better. Taking time to create the conditions for learning is the only way to ensure that learning will occur. If you don't plan for it, it's like throwing darts blindfolded.

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Formative assessment allows for us to meet students where they are more effectively than we otherwise would.

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Meaningful feedback is important to the learning process/formative assessment process.

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Lessons should be planned around where we can give feedback to students. This helps students learn and helps teachers guide further instruction for that student.

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Summative assessment CAN become a formative assessment!

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Please use the + (comment) button to share one "a-ha" one "amen" and your next best step from today's learning.

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Please use the + (comment) button to share one "a-ha" one "amen" and your next best step from today's learning.

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Walk through this Slide Deck at your own pace. As you identify the information you already know, know these are research-based practices that are best practices for students. If this is new learning, know you are learning information that is research-based and best practice for students. 

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Walk through this Slide Deck at your own pace. As you identify the information you already know, know these are research-based practices that are best practices for students. If this is new learning, know you are learning information that is research-based and best practice for students. 

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Use the comment feature below to share how you will begin to incorporate formative assessment into daily instruction before, during, and/or after instruction.

How will this data inform your next best step for students?

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Differentiation: Learning Beyond the Classroom Walls

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Differentiation: Learning Beyond the Classroom Walls

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Challenge: Learning Beyond the Classroom Walls

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Please view this video and identify the value of the integration of daily formative assessments in the classroom. Use the comment feature beneath this video to share your "a-ha" or "amen" from this video.

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Please view this video and identify the value of the integration of daily formative assessments in the classroom. Use the comment feature beneath this video to share your "a-ha" or "amen" from this video.

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Rick Wormeli: Formative and Summative Assessment

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Please read the article below and then use the comment feature to explain why implementation of daily formative assessments is imperative to teacher learning and student growth.

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Please read the article below and then use the comment feature to explain why implementation of daily formative assessments is imperative to teacher learning and student growth.

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Based on student data from your classroom, and your own professional goals, determine what you need to learn.

Directions:
1. Walk through Challenges 1-3 and then explore formative assessment tools you can use to respond to student need in the moment.
2. Once you have completed Challenge 1-3, choose a mission to explore ideas on how you can differentiate instruction to meet each individual learners needs, explore the resources, and walk away with new ideas to implement tomorrow.