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Quick writes are a valuable assessment activity for creative writing for several reasons:

1. Spontaneous Creativity: Quick writes encourage students to tap into their creativity. Because they are short, timed exercises, students must quickly generate ideas, characters, settings, and plotlines without overthinking. This spontaneity often leads to unexpected and inventive writing, while avoiding writers block.

2. Authentic Assessment of Writing Skills: Quick writes provides an authentic example of students' writing abilities with an emphasis on content. Since they are completed under timed conditions, they reveal students' ability to think on their feet, organize their thoughts, and express themselves effectively within a limited timeframe. This mirrors real-world writing situations where creativity and fluency are valued.

3. Diverse Writing Prompts: Quick writes can cover a wide range of writing prompts, from creative story starters to reflective journal prompts. This variety allows teachers to assess different aspects of students' writing skills, including narrative development, descriptive language, character development, and voice.

4. Differentiation and Personalization: Quick writes can be tailored to meet the needs and interests of individual students. Teachers can provide prompts that align with students' preferences, experiences, and skill levels, allowing for differentiation and personalized assessment. This ensures that all students are engaged and challenged at their own level. Because the assessment focus is content instead of grammar and spelling, it allows for students who may be weaker in LA to feel confidant participating in this activity.

5. Timed Practice: Quick writes help students develop their writing fluency and speed. By completing short writing exercises within a specified timeframe, students learn to write more efficiently and confidently. This skill is valuable for standardized tests, where students are often required to generate written responses under time constraints, skills that easily translate into a real world work environment.

6. Low-Stakes Assessment: Since quick writes are short and informal, they are often perceived as low-stakes assessment activities. This reduces anxiety and pressure among students, allowing them to express themselves freely and take risks in their writing. As a result, teachers can obtain more authentic insights into students' writing abilities.

7. Feedback Opportunities: Quick writes provide opportunities for timely feedback from teachers. Teachers can review students' writing quickly and provide targeted feedback on strengths and areas for improvement. This immediate feedback helps students understand their writing strengths and develop strategies for growth.

8. Promotion of Creative Thinking Skills: Quick writes foster creative thinking skills such as brainstorming, problem-solving, and improvisation. Students learn to generate ideas quickly, make connections between disparate concepts, and experiment with different writing techniques. These skills are essential for creative writing and transferable to other areas of learning.

Quick writes are a versatile and effective assessment activity for creative writing. They promote spontaneity, authenticity, differentiation, and creativity while providing valuable insights into students' writing skills.

Suggested Rubric for Quick Writes: Creativity and Imagination: 1-5 points Clarity and Organization: 1-5 points Use of Descriptive Language: 1-5 points Engagement with the Topic: 1-5 points

Source: https://theteacherstudio.com/quick-writing-assessments-to-guide-instruction/

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In this activity, students jot down three true facts and one false statement about a given topic. They then take turns sharing their statements with a partner, a small group, or the whole class. The challenge lies in identifying the false statement amidst the truths. As students engage in writing and sharing, it's beneficial for the teacher to circulate the classroom, observing and facilitating the process.

references:

image: https://www.google.com/url?sa=i&url=https%3A%2F%2Fwww.slideserve.com%2Fsarah-mcknight%2Fthree-facts-and-a-fib&psig=AOvVaw3dQDmz6_iCYcaxlGF2lSgm&ust=1711409075034000&source=images&cd=vfe&opi=89978449&ved=0CBIQjRxqFwoTCIikk-SFjoUDFQAAAAAdAAAAABAE

Regier, N. (n.d.). Book Two: 60 Formative Assessment Strategies. AWS. Retrieved March 10, 2024, from https://www.drivelearning.org/uploads/4/4/1/1/44110523/formativeassessstrategies.pdf

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The Traffic Light strategy involves providing students with three circles: red, yellow, and green. During a lesson or unit, inquire about students' understanding by asking questions related to the topic. Students indicate their level of comprehension by holding up the corresponding circle: green for readiness to proceed, yellow for some understanding but needing further clarification, and red for confusion or the need for additional instruction. This swift method offers instant feedback, guiding instructional direction effectively.

References:

Regier, N. (n.d.). Book Two: 60 Formative Assessment Strategies. AWS. Retrieved March 10, 2024, from https://www.drivelearning.org/uploads/4/4/1/1/44110523/formativeassessstrategies.pdf

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Double Entry Journals offer a valuable method for formatively evaluating students while gaining insight into their thought processes. This journaling approach features two columns: in the left column, students jot down key words, ideas, or quotes, and in the right column, they provide their personal responses to these entries, possibly including questions that emerge from their reflections. By reviewing these responses, educators can gauge students' comprehension and knowledge regarding the topic under study. For instance, when exploring the concept of flight, students might be provided with phrases like "lift vs. gravity," "Wright brothers," and "laws of flight," which they would then record in the left column of their journal and respond to in the corresponding right column.

Reference:

Regier, N. (n.d.). Book Two: 60 Formative Assessment Strategies. AWS. Retrieved March 10, 2024, from https://www.drivelearning.org/uploads/4/4/1/1/44110523/formativeassessstrategies.pdf

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Checklists are great tools for gathering student data throughout a unit of study. Prior to commencing a new unit, compile a comprehensive list of all the skills required for the unit's outcomes. Arrange students' names vertically on a chart and the corresponding skills horizontally across the top. Secure the chart to a clipboard and place it within easy reach. As students engage in diverse learning activities, observe their performance and mark off the skills they exhibit with proficiency.

You could also adapt this for students to sue themselves. "What do you feel most confident in? Mark with a yellow checkmark; what do you feel needs more practice? Mark with a blue one..." or number rating. Lots of ways to go with this one.

Reference:

Regier, N. (2012). Book Two: 60 Formative Assessment Strategies. AWS. Retrieved March 10, 2024, from https://www.drivelearning.org/uploads/4/4/1/1/44110523/formativeassessstrategies.pdf

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ABC Brainstorming is an effective strategy to gauge student understanding midway through a unit. Whether conducted individually, in pairs, small groups, or as a class, students generate words or phrases related to the current topic, one for each letter of the alphabet. For instance, during a fire safety unit, students might list "meeting place" under "M" and "stop, drop, and roll" under "S." Reviewing these lists offers insights into areas where students may need further instruction, guiding targeted planning to address these learning gaps effectively.

Reference:

Image: https://www.google.com/url?sa=i&url=https%3A%2F%2Fnatashabelanich.weebly.com%2Fassessment-tools.html&psig=AOvVaw0Dvv2ta_-cazxJeNADlqsn&ust=1711406396644000&source=images&cd=vfe&opi=89978449&ved=0CBIQjRxqFwoTCLjAguf7jYUDFQAAAAAdAAAAABAE

Regier, N. (2012). Book Two: 60 Formative Assessment Strategies. AWS. Retrieved March 10, 2024, from https://www.drivelearning.org/uploads/4/4/1/1/44110523/formativeassessstrategies.pdf

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Concept Maps are a visual organizing tool for students to demonstrate their understanding of a concept by connecting the different aspects of it altogether. Concept maps can vary in depth but are able to illustrate a students' fundamental understanding of a unit or section.

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Once a topic has been covered, ask students to create an analogy or metaphor to explain a concept. This can be a useful tool for students to exemplify their understanding of a concept in a creative, more abstract way.

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Posters allow students to demonstrate learning in a creative and collaborative way. This can be accomplished by implementing written paragraphs, illustrations, symbols, or graphs. Posters can provide students with a tangible anchor that represents their learning which can be a source of pride.

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Google Forms is a method to analyze student progress by utilizing questions in a survey like manner to notice where students may be succeeding and where they run into challenges. This is also useful as an online self assessment tool.

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Kahoot and Quizlet are interactive online review tools where students participate in informal quizzes altogether online. They can be effective tools for determining prior ability with concepts and for review at the end of a unit.

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Interactive learning assessment stations are structured activities or stations set up within a classroom where students participate in different tasks answer a variety of questions to demonstrate their understanding of the material being taught. These stations are designed to promote active learning, critical thinking, and collaboration among students. The main purpose of interactive learning assessment stations is to assess students' knowledge and skills in an engaging, diverse, and interactive manner. This gives ample opportunity for the teacher to engage in product, observation, and conversation forms of assessment.

Here's how interactive learning stations work, and why they it's an effective assessment strategy:

1. Task Variety: Tasks at each station may vary, including but not limited to:

Multiple-choice questions

Short-answer questions

Hands-on activities or experiments

Problem-solving tasks

Role-playing scenarios

Creative projects

etc.

2. Group or Individual Work: Students can work on the tasks individually or in small groups, depending on the teacher's instructions and the nature of the tasks. Group work encourages collaboration and peer learning (which is a valuable skill to assess), while individual work allows for independent thinking and assessment.

3. Rotation: Students rotate through the stations at a teacher set pace before moving to the next one. This ensures that students have the opportunity to engage with all the tasks and topics covered in the lesson, and that the teacher has ample opportunity to engage in the conversation and observation components of triangulated assessment.

4. Feedback and Reflection: As students complete each station, there may be an option to receive immediate feedback from the teacher, peers, or through self-assessment (activity dependent). This feedback can help students identify areas of strength and areas for improvement. Additionally, students may be prompted to reflect on their learning experiences at each station, reinforcing their understanding of the material.

5. Assessment: The tasks completed at each station serve as formative assessment tools, allowing the teacher to gauge students' understanding and progress towards the learning objectives. The teacher may use observations, student responses, and completed tasks to assess individual student performance and provide targeted support or intervention as needed. Assessment stations is a great tool for DI learners, as it allows for scaffolding, and variety.

Interactive learning assessment stations offer several benefits, including:

Encouraging active participation and engagement

Catering to different learning styles and preferences

Providing opportunities for peer collaboration and communication

Offering immediate feedback and opportunities for reflection

Allowing for differentiated instruction based on individual student needs

Overall, interactive learning assessment stations are effective tools for promoting student-centered learning and assessing student understanding in a dynamic and interactive classroom environment.

Source: https://www.readingandwritinghaven.com/how-to-create-learning-stations-with-movement-engagement-and-differentiation

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What if you could blend differentiation, brain-based learning, collaboration, and student engagement all into one power-packed lesson? It's possible! In this post, you'll find ideas for how to create learning stations that maximize movement, differentiation, and student engagement.

If learning stations are new to you, just picture students spread out around the room working in small groups (usually selected by you based upon skill needs or readiness levels). Each group is working on a different task that targets an area students need to practice. Identify your standard, deconstruct it (what must students be able to do and understand to be proficient with that standard?), and create tasks to help students develop those skills. Each station may last for 10-15 minutes (or however long you think is necessary). Students rotate between stations (yay - movement!) and participate in a variety of practice opportunities.

Before we get into some of the details about using learning stations effectively with older students, it's important to note that learning stations require strategy. We can't just gather some random activities and put them in corners of the room, hoping students will stay on task and take something away from the experience. I've made that mistake, and it feels very much like busy work for students.

Learning stations have to be purposefully designed. Is off-task behavior a concern? We have to work at building a culture in which students stay focused and respectful. Most importantly, while students are doing the thinking in learning stations, it's the teacher's job to make sure they are getting targeted practice and to identify common misconceptions, areas of strength, and points for growth.

So, let's look at some possibilities for designing and executing the practice in middle and high school.

DESIGNING LEARNING STATIONS

When we create learning stations, we need to first identify the learning goal. Are you trying to pique students' curiosity about a culture or time period? Are you trying to build background knowledge? Or, are you emphasizing the inherent behaviors and understandings of a specific standard? Often, learning stations are a way to differentiate skills students have already been introduced to during direct instruction.

Not all stations in the lineup need to be about the same topic. If you want students to engage in critical thinking about grammar, vocabulary, analysis, and writing about something they are reading, you could create each station to address one of those topics.

Let's say you are reading a short story. Stations might include:

small group reading strategy instruction with the teacher

mentor sentence analysis from the story

connotation and denotation exploration in word choice

responding to an essential question or a standards-aligned prompt (ex - how does the setting impact the storyline) in writing

In this way, you've essentially created a differentiated close reading experience for students. They are required to look back at the text four times, but each time through a different lens and with a fresh purpose for reading.

DIFFERENTIATING STATION TASKS

When you sit down to create learning stations, make sure to build in some differentiation. How might that look in middle or high school?

Use low-floor, high-ceiling tasks.

Select tasks that are open ended. In other words, make sure students of all readiness levels can access the activity. For instance, if you ask students to identify character development, give them a graphic organizer. Some of them are going to be identifying obvious details from the story, while others will naturally lean toward making higher-level inferences. All students can be involved at their readiness level.

Give students ownership.

One of the most effective ways to ensure students are engaged in learning stations is to give them voice and choice.

Voice: Tell them about the learning target, and ask them, based upon what they already know, how they would like to practice and develop those skills more. They might not have a specific answer on the spot, but they might be able to suggest something like, "a game" or using a tech tool.

Choice: Provide a few different learning options at at least one of the stations. Vocabulary? Have them create sketch associations, create (or complete) analogies, or use pictures as inspiration to write sentences using the words. This resource contains many more ideas for creative vocabulary learning station activities.

Build in tiered activities.

When you create learning stations, you should have an idea of your students' current aptitude with the content and skills. Build in some tiered activities so that no one is bored or under-challenged. Let's use writing as an example. Perhaps you give students three options at a station.

1. Revise your essay for fragments and run-ons.

2. Incorporate a few dependent clauses as transitions.

3. Find at least one hole or flaw in your arguments, and brainstorm how to fill or revise it.

To prevent students from flying down the list without digging in to each task, you could tell students which one you want them to focus on that day. If they finish early and their group members don't have any revision suggestions, they can move on to the next item.

Vary learning preferences.

Brain research supports many of the approaches already mentioned in this post. While the validity of learning styles is still highly debatable, I have noticed a difference in learning when students are offered opportunities to explore new information through multiple avenues. To increase engagement, try building in different learning preferences.

For example, when studying how to embed cited research...

Students might use manipulatives on their desks or tables. Where does the signal phrase go? the quote? the punctuation? Where should the punctuation go?

Add a video or two short ones students can watch and then give them choice in how they want to take notes - a t-chart, sketch notes, etcetera.

Use highlighters to have students color code the various aspects of the embedded quote. Color code them!

On big chart paper, ask students to work together (standing, if you prefer, for movement) to write the quote's introduction, the quote, and the elaboration. Have them annotate their work.

INCORPORATING MOVEMENT

Students will naturally move when they rotate between stations, but when you create learning stations, you can also build in movement intentionally. For instance, before rotating, maybe walk students through some simple neck or forearm stretches to reduce stress. Play a song and dance to the next station. When you stop the music, students know that is their cue to get started.

Build movement into your actual station activities by having them do a mini scavenger hunt. Hang task cards in the hallway. Incorporate games or skits that add small movement. Use Post-It notes to have them arrange or classify ideas. Or, ask them to write ideas on the board.

CREATING AN EFFECTIVE GROUP WORK CULTURE

Even if you have designed the best learning stations on the planet, you might end up walking away frustrated if the classroom culture doesn't suit them. So, when you create learning stations, consider the "what ifs." Here are some instructional strategies I've found beneficial in creating an ideal culture that supports learning stations.

Involve students in creating the norms.

Explain to students what learning stations are. Maybe even show them a video clip from the web so they can see them in action. Then, brainstorm together what effective learning stations should look like, sound like, and feel like. Compile their ideas on chart paper, and each time you use learning stations, review the chart first. Reminders never hurt!

Build group work stamina.

Keep track of how long students are able to work together and stay focused. Then, create a visual (a common one is a bar chart on big paper) showing how many minutes students increase each time. If there is a disruption, stop the class, review the norms, and then get back to work.

Focus on evidence of learning.

Accountability is somewhat of a taboo term any more, but we do need evidence of learning. Combine the information you hear and see when observing your students with an exit slip or learning station notes page. Use this evidence to reflect on the effectiveness of the instruction and to plan future teaching.

Consider including a teacher station.

Learning stations are an opportunity for you to sit with small groups of students to give them targeted instruction! Maybe the whole class is working on being able to analyze theme, but different groups of students are at different readiness levels. Form your groups so that when you meet with each of them, you can tweak the theme lesson to fit their needs.

Some students might be identifying themes that don't extend beyond the text. Others might need to work on supporting the theme with text evidence. Or, maybe they are ready to dig into a mini lesson about how to explain theme using plot, character development, and conflict.

I would suggest not incorporating the teacher station until students have demonstrated the ability to stay focused during the learning stations.

Use a visible timer.

Whether you display the station rotation times on the white board or use one from online, make sure students can see how much time they have to finish their work. The sense of urgency will be there, which will keep them on task. I find timers help me to keep order as well! If I'm working with a group, time can get away from me, and then the subsequent stations are shortened.

Plan for fast finishers.

Don't compile a bunch of worksheets. But. Do have an idea of what you want students to do if they finish early at a station. Should they watch a related video to add to their understanding on the topic? Reading a book of their choice or responding to reading with writing are also meaningful options. Students could improve their listening comprehension by tuning into a podcast. Or, have students work on reviewing their vocabulary words.

Have a back-up plan.

Some students don't do well with lots of transitions and unpredictability. Have a back-up plan ready for them. Maybe that includes working through a Hyperdoc of very similar learning experiences but in a quiet location or next to a teacher. This shouldn't be a punishment. Have a private, one-on-one conversation with any students necessary during or after your first round of learning stations. Ask them if they'd prefer to learn in a different format, and tell them you have an option they might like better!

Learning stations often take some prep time, but once you have stations established that you love, you can use them again. If you can't incorporate all of these tips for success, that's okay, too! This is what works for me, but they are also insights I've gained over fifteen years of teaching. I knew very little of this as a first-year middle and high school teacher. If you do your best to incorporate stations and part of the experience flops, celebrate it as a learning experience and try again.

If you'd like to dig into a different perspective for how to create learning stations, Language Arts Classroom provides her approach, specific to making grammar engaging, in this post.

RELATED RESOURCES:
Get started with learning stations! Here are some resources that will save you time:

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How to Create Learning Stations Students will Love - Reading and Writing Haven

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What if you could blend differentiation, brain-based learning, collaboration, and student engagement all into one power-packed lesson? It's possible! In this post, you'll find ideas for how to create learning stations that maximize movement, differentiation, and student engagement.

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Learning menus are instructional tools that offer students a variety of options for demonstrating their understanding of content or mastering specific skills. They provide students with autonomy and choice in how they engage with and demonstrate their learning, providing students with a sense of ownership and motivation over their learning and assessment. Learning menus typically consist of a grid or list of activities, tasks, or projects that students can choose from based on their interests, learning preferences, and readiness levels.

Here's how learning menus typically work:

-Designing the Menu: The teacher creates a menu of learning options based on the learning objectives, standards, or topics being covered in the curriculum. Each option on the menu is designed to address specific learning outcomes or skills.

-Providing Choice: The menu offers students a range of choices, which may include different types of activities, projects, assignments, or assessments. These choices may vary in complexity, format, and mode of presentation.

-Differentiation: Learning menus allow for differentiation by offering options that cater to diverse learning styles, abilities, and interests. Students can choose activities that best match their strengths and preferences, allowing them to engage with the material in a way that suits them best.

-Autonomy: By providing choice, learning menus empower students to take ownership of their learning. Students have the freedom to select activities that they find engaging and meaningful, which can increase their motivation and investment in their learning.

-Flexibility: Learning menus offer flexibility in how students demonstrate their understanding or mastery of content. Students can choose activities that align with their personal interests, talents, and learning goals, allowing for a more personalized learning experience.

-Assessment: Each activity on the menu typically includes clear criteria or expectations for assessment. This ensures that students understand what is required to successfully complete each task and allows teachers to assess student performance consistently.

-Accountability: Students are accountable for their choices and are responsible for completing the selected activities within a specified timeframe. This promotes self-regulation and time management skills as students plan and organize their learning tasks.

-Reflection and Feedback: After completing their chosen activities, students may engage in reflection on their learning experiences. They may also receive feedback from the teacher or peers, which can inform their future learning choices and growth.

Learning menus are diverse instructional tools that can be used across cross curricularily and at almost every grade level. They promote student engagement, differentiation, autonomy, and critical thinking skills, making them effective in supporting personalized and student centered learning assessment choice.

Sources: https://shakeuplearning.com/blog/interactive-learning-menus-choice-boards-using-google-docs/

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Differentiate with Learning Menus and Choice Boards

"...at its core, differentiated instruction means addressing ways in which students vary as learners." - Carol Ann Tomlinson

[Tweet "Interactive Learning Menus with @GoogleforEdu #edtech#gsuiteedu"]

What Are Learning Menus?

IT'S ALL ABOUT CHOICE! Learning menus (aka choice boards) are a form of differentiated learning that gives students a menu or choice of learning activities. Learning menus and choice boards can be created in a variety of styles and mediums. They've been around for a long time and originated in a static, paper format. But with digital tools, we can bring the menus to life with interactivity and creation. Menus can be a simple list, a tic-tac-toe or bingo-style game, or get as creative and intricate as you like. Check out my Pinterest board for ideas.

Learning Menus Can Be Used with Any Age Group

I have found that menus and choice boards tend to be more popular among elementary teachers, but I used them in my middle school classroom, and now I use them in professional learning workshops with adults. Any grade level can use learning menus!

Learning Menus Can Be Used in Any Subject Area

Since learning menus are so flexible, they can easily be created and adapted for just about any subject area. So no excuses! Any teacher who is willing to try can make use of this student-centered strategy.

[Tweet "Any teacher who is willing to try can make use of this student-centered strategy. #edtech"]

Are Learning Menus Hyperdocs the Same Thing?

No, but they could be part of a Hyperdoc assignment. I love Hyperdocs! But these two are not one in the same. Keep in mind the definition of learning menus stated above. It is simply a menu of choices from which students can choose. Student choice is the big idea behind learning menus and choice boards.

A Hyperdoc is a complete packaged assignment that also meets some additional criteria. A Hyperdoc doesn't have to include choice, but it could. To learn more about Hyperdocs, visit their site or read the AMAZING book by Lisa Highfill, Sarah Landis, and Kelly Hilton.

Creating a Tic-Tac-Toe Learning Menu in Google Docs

One easy way to dip your toes into the learning menu water is a Tic-Tac-Toe menu. A Tic-Tac-Toe can be used for anything from short activities to more long-term projects, both assessment FOR learning (formative) and assessment OF learning (summative).

Below is an example of a Novel Unit Tic-Tac-Toe menu that I created as a summative project. It was created in Google Docs, nothing fancy, just a table and some color. Depending on how you want to use, you can add links, rubrics, images, video and more. (Click here to use my blank tic-tac-toe template.)
CLICK HERE to use the Novel Study Tic-Tac-Toe template. On mobile? CLICK HERE to make a copy.
Learning Menu Design

Remember when you are creating a learning menu to align it with your learning goals! First, I use the middle square as my non-negotiable, the one activity that I want every student to complete. This could be reading an article, watching a video, or in this case; every student will write a summary and add it to a collaborative Google Slide deck where they will also add links to their other projects. Everything in one place!

Some teachers also make the middle square a free space where students can propose their own ideas to demonstrate their learning. LOVE THIS IDEA!

I had some students who would try to find the easiest or fastest way to complete the tasks. But if you pay attention to the learning design, you can design it so that it gives choice and flexible learning paths, not just an easy completion grade.

I use the color to guide the learning design. Because I use the middle square as a non-negotiable, I control how they make the tic-tac-toe just a little bit more. Every student will do the middle square and one from the blue and one from the yellow. In this summative example, students are mostly creating, but in the example below, you will see how it can also work for activities that guide the learning.

Below is a professional learning example that I designed for teaching Google Chrome. As a trainer, I typically have very mixed groups in my training sessions (multiple grade levels, subject areas, and tech savviness). I usually address general skills, and apps and extensions that are applicable across all grade levels and subject areas as a whole group.

Then I move into an activity like the Chrome PD Tic-Tac-Toe learning menu to allow teachers to dig deeper into their own subject areas and grade levels AND move at a pace that is comfortable for their level and learning style.
CLICK HERE to use my Chrome PD Tic-Tac-Toe template. On mobile? CLICK HERE to make a copy of the template.
Other Types of Learning Menus

As I said, a tic-tac-toe is just one type of menu. It happens to be a favorite of mine because they are easy to design and are not too overwhelming. But I have used many other types of menus, and I have been curating ideas on this Learning Menu Pinterest Board.

Digital Menu for Student Creation with Google Slides by Tommy Spall

Below is a Google Slide example of a learning menu that takes on the look of a restaurant menu from my friend, Tommy Spall. Follow him @TommySpall. (You can thank me later!) Click here to make a copy of Tommy's template that includes linked slides to lots of Googley projects and room for you to make it your own. (If you are on mobile and having trouble with the template link, try this make a copy link.)

Professional Development BINGO Board by Amber Teamann and Melinda Miller

Another option is to make it a full out BINGO board, like in this example from my friend Amber Teamann and her collaborator Melinda Miller. (Follow them at @8Amber8 and @MMiller7571, and yes, you will thank me for this one, too!)

Amber and Melinda are both elementary school principals. They issued this BINGO PD Challenge to her teachers over the summer, and I thought it might inspire you with some other options for choice and challenges in your classroom or professional learning. You can learn more details about PD Bingo in Amber's blog post.

Using G Suite to Create Learning Menus

The possibilities are truly endless! Consider all the ways you could use G Suite to create learning menus and the extended activities and links. Try thinking of the ways you could create menus using these G Suite tools:

Google Docs

Google Slides

Google Drawings

Google Sheets

Google My Maps

Google Sites

How to Use Google Templates and Assign in Google Classroom

If you enjoyed this post, you will love the more in-depth look at the power of choice boards and more examples in this post and podcast episode.

© Shake Up Learning 2023. Unauthorized use and/or duplication of this material without express and written permission from this blog's author and/or owner is strictly prohibited. Excerpts and links may be used, provided that full and clear credit is given to Kasey Bell and Shake Up Learning with appropriate and specific direction to the original content on ShakeUpLearning.com. See: Copyright Policy.

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Interactive Learning Menus (Choice Boards) Using Google Docs

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I love learning menus, and it is one of my favorite ways to incorporate student choice and to differentiate learning. And with digital tools like G Suite for Education, it's super easy to make menus interactive, digital, and more dynamic! Digital Differentiation offers teachers and students many ways to reach all learners.

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Using the FSA writing rubric is a great way to look for what a grade 4 student should be writing at at the beginning of the school year.

1. Alignment with Curriculum: The rubric is aligned with the learning outcomes and expectations of a grade 4 student as outlined in the British Columbia curriculum.

2. Clear Criteria: The rubric provides somewhat clear criteria for evaluating students' writing, including descriptors for each score level. This clarity helps teachers understand what is expected in terms of content, organization, language use etc. and is a great assessment to share with their students as well.

3. Comprehensive Assessment: The rubric assesses multiple aspects of writing, such as ideas and content, organization, voice, word choice, sentence fluency, and conventions.

4. Scalability: The rubric can be applied consistently across different writing tasks and contexts, making it suitable for assessing student writing in various classroom assignments, and assessments

5. Feedback Generation: Using the rubric, teachers can provide specific and targeted feedback to students, highlighting their strengths and areas for improvement. By providing this feedback it can equate to overall enhancement of writing skills cross curricularily.

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Learning ladders are visual assessment tools used by teachers to track and monitor their students' progress over time in relation to specific learning objectives or skills. They are often represented as a series of steps or levels, with each step representing a different stage of proficiency or understanding. Learning ladders provide a clear framework for both teachers and students to identify where a student is currently at in their learning journey and what steps they need to take to progress further.

Here's how learning ladders typically can work as an assessment tool for teachers:

1. Identifying Learning Objectives: The teacher identifies the key learning objectives or skills that students are expected to achieve over a certain period of time. These objectives should be clear, measurable, and aligned with curriculum standards or learning outcomes.

2. Breaking Down Learning Objectives, and Assignments into Steps: Each learning objective is broken down into smaller, incremental steps or levels of proficiency. These steps are typically scaffolded, beginning with entry level content, and then becoming progressively more complex activities and/or content. The number of steps may vary depending on the complexity of the learning objective.

3. Creating Visual Representation: The learning ladder is visually represented in the classroom, often as a poster or chart displayed prominently where students can see it. Each step on the ladder is clearly labeled and may be color-coded for visual clarity. Each student can have their own individual ladder to track their individual learning journey through a unit. Teachers may choose to have a class learning ladder displayed for all students to see so they can compare their own.

4. Assessment and Tracking Progress: As students engage with the learning activities and assignments related to the identified objectives, the teacher assesses their performance and progress. This assessment can take various forms, including observations, quizzes, tests, projects, or portfolios.

5. Recording Progress: The teacher records each student's progress on the learning ladder, indicating which step they have reached for each learning objective. This allows the teacher to track individual student growth over time and identify areas where additional support or intervention may be needed.

6. Feedback and Goal Setting: Based on students' progress on the learning ladder, the teacher provides feedback to students on their strengths and areas for improvement. Together with the students, the teacher sets goals for further progress and development, highlighting the specific steps they need to take to move up the ladder.

7. Reflection and Review: throughout a unit, students and teachers reflect on their progress and revisit the learning ladder to review goals and accomplishments. This ongoing reflection helps students take ownership of their learning and motivates them to continue advancing along the ladder.

8. Adjustment and Differentiation: The teacher may adjust the learning ladder as needed based on a students' individual needs, pacing, and achievements. Differentiated instruction strategies can then be used to support students who are progressing at different rates or require additional support.

By using learning ladders as an assessment tool, teachers can effectively track and monitor their students' progress, provide targeted support and feedback, and promote a growth mindset among students as they work towards achieving their learning goals.

Sources: https://www.youtube.com/c/JenMoTeachAssess/videos