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Educational Consultant and AuthorDifferentiation in Action (Scholastic, 2005)25 Quick Formative Assessments in a Differentiated Classroom (Scholastic, 2009)www.judydodge.com©2013 Judy Dodge
Citation preview
Using Formative Assessment to Differentiate Instruction &
Meet the Needs of Second Language Learners
Presented by: Judy DodgeEducational Consultant and AuthorDifferentiation in Action (Scholastic, 2005)
25 Quick Formative Assessments in a Differentiated Classroom (Scholastic, 2009)www.judydodge.comNovember 1, 2013
2012 Judy Dodge
Challenges Faced in Our EnglishClassrooms Today
• Today’s students read less• Students may struggle in their first language (Spanish)
• There is deep-seated ambivalence and resistance to learning English coming from the home
• Mixed-ability classrooms--wider range• Greater diversity in every way
Essential Questions to Consider:
• What is differentiated instruction?• What isn’t it?• What is the research to support DI?• How do we use formative assessment to meet the needs of second language learners
• How do we address the needs of our struggling/advanced students?
• What does differentiation LOOK LIKE??
“That students differ may be inconvenient, but it is inescapable.”
Grant Wiggins
Turn to a colleague and discuss:How do our students differ from one another?
ALL Students Deserve a “Just Right” Challenge
• To treat everyone the same way ignores current brain research, cognitive psychology, and “best practice” in the field of teaching and learning (Our brains are “uniquely” wired)
• Frustrates both the teacher and the learner
What is Differentiated Instruction?
• Differentiated instruction is “responsive” teaching.
• (Responding to the learner; responding to his readiness, his interest, his learning profile.)
• Differentiated instruction is not a curriculum: it’s a belief/philosophy that it is our job to
meet the learner where she is, not where we’d like her to be.
2012 Judy Dodge
Differentiated instruction is NOT a response to failure.
It is NOT the “dumbing-down” of curriculum It’s “teaching up” while scaffolding struggling
learners
Differentiation in NOT…
• Dominated by whole class instruction• Creating 3 different lessons
(Provide support/*on-grade level/provide a challenge)
• Individualized instruction• Just giving more work to advanced learners• ***Trying to do different things with everyone every day
The “mantra” of a differentiated classroom
“Fair is not equal.
Fair is getting what you need.”
• Let’s recap: the need for differentiated instruction
The Research to Support Differentiation of
Instruction
Lev VygotskyLev Vygotsky(1978, 1986)
In regard to readiness for a given task, Vygotsky proposed that an individual learns in his or her “zone of proximal
development” (ZPD).
This term refers to a point of required mastery where a child cannot successfully function alone, but can
succeed with scaffolding to support. In that range, new learning will take place.
The teacher’s job is to coach for success with a task slightly more complex than the child can manage alone, and
thus, push forward the area of independence.-Carol Ann Tomlinson and Cindy Strickland
The National Research The National Research CouncilCouncil
“Tasks must be at the proper level of difficulty to be and to remain motivating:
tasks that are too easy become boring; tasks that are too difficult cause frustration”
(Bransford, Brown, and Cocking, 1999 & 2000).-Carol Ann Tomlinson and Cindy Strickland
Admit and Exit Cards
• Please take 2-3 minutes to write everything that you know about
“Formative Assessment”
©2010 Judy Dodge
A Formative Assessment System
Formative assessment is a process for improving student achievement
It must answer three questions:• Feed-up Where am I going?• Feedback How am I doing?• Feed-forward Where am I going next?
John Hattie and Helen Timperley (2007)
What is Formative Assessment?
• Frequent and on-going reflective practice of a learner’s understanding
• Provides feedback to the student and the teacher and helps them both to set future goals around the student’s strengths and weaknesses
• Usually, not graded2012 Judy Dodge
What is Summative Assessment?
• An assessment that comes at the END of an instructional unit and evaluates the student’s learning by comparing it to some benchmark or standard
• Usually graded
• Examples: mid-term exam, final exam, research paper, etc.
2012 Judy Dodge
Formative Assessment:Frequent & On-going Assessment
• Oral questioning• Observing students• Writing samples• Written journal responses• Pre-tests• Homework• QuickWrites• Quizzes• Admit/Exit Cards
• Use Data to Drive Differentiated Instruction
• Who needs more support?
• Who needs more of a challenge?
Checks for Understanding
• “Stop and Process” Activities:
COVERAGE ≠ UNDERSTANDING
Memorization does not lead to transference
©2010 Judy Dodge
Provide time for student reflectionStudents write individuallyStudents talk in pairs
“Whoever explains learns”David Sousa
• Provide multiple opportunities for students to explain what they are learning
• Guide assigned “Learning Partners” to interact through a daily (Turn’n’Talk). Hold partners accountable for staying on task by requiring a written task to be completed by each student
Trabaja con su “companero”. En parejas, describen esta foto. Date una vuelta y habla con su amigo
©2010 Judy Dodge
Have students “Make a Connection!”
• After a mini-lecture, class discussion, text reading, video, or PowerPoint…• Have students make their own connections and share with the class
– Compare two characters, two books, two authors’ styles…– Note a sequence of events/a process– Predict a future outcome– Recognize a cause or effect– Make a text-to-self, text-to-text, text-to-world connection– Suggest a character’s motivation– Describe and internal or external conflict of a character– Explain a problem and the solution
©2010 Judy Dodge
• Let’s recap: the need for formative assessment
Classroom Instruction
• Specific ways to help second language learners
Identify a Content Goal as well as a Language Goal -- Example 1
• Reading a story• Retelling the story
• Content Goal: Identify the beginning/middle/end of a story
• Language Goal: To use transition words for sequence: First, Next,
Then, Finally,
Identify a Content Goal as well as aLanguage Goal – Example 2
• Read two pieces of informational text -or-• View a video and read an article of informational text• Compare the two
• Content Goal:Compare two ideas, processes, customs, places,
etc.• Language Goal:
Use the language of comparison: both, same, similar, on the one hand, however, different, neither, etc.
Provide Academic Language to Scaffold Speaking/Writing About Connections in English
• _____ and _____ are both_____. (compare/contrast)
• First, _____. Next, ____. Then, ____. Finally, ____. (sequence steps)
• This reminds me of ____. This is like _____.(text-self/text-text-/text-world connections)
• This happened because ____. (cause-effect)
• I know that ____ because on page 2 the author says ____. (argue/cite evidence)
Explanatory Writing/Speaking Frame
• I want to explain why ___________________.• There are several reasons for this.• The first reason is ______________________.• Another reason is ______________________.• In addition, ___________________________.• Now, you can understand why ____________.
Sequence Writing/Speaking Frame
I want to explain how ____________.First of all/To begin with __________.Then, _________________________.After that, _____________________.Finally/As a result_______________.
Comparison-Contrast Writing/Speaking Frame
____ and ____ share common attributes.They are similar in that ____________________.Another thing they have in common is _______.However, what’s different is that ____________.
Another difference is _____________________.
Helping Students Understand Text
• Word level-inquiry
• Sentence level-inquiry
• Text-level-inquiry
• Let’s recap: specific ways to help Second Language Learners during instruction
Let’s Review: What is “Differentiation of Instruction?”
• It’s a philosophy, not a program• It’s the belief that learning can take place in more than one way
• It’s the recognition that all students do not have to do the same work in the same way
• It’s the understanding that there are multiple pathways to reaching the same goal or objective
Let’s Review: Differentiation is NOT…
• Dominated by whole-class instruction
• Individualized instruction
• Modification based on quantity
• Trying to do different things with everyone every day
“Stop and Jot!”
???????????????????????????????????
“Frequent & On-Going Assessments”
• How do you know what they know?• Formative Assessments-When??• Checks for Understanding• “Stop and Process” Activities: Turn’n’Talk! QuickWrites Stop’n’Jot! Stop Box
Jot-Pair-Share Admit/Exit Cards
“Flexible Grouping”: In addition to whole-group instruction…
StudyPartners
SmallGroup
IndividualWork
•Same-ability groups
•Mixed-ability groups
•Needs-ability groups
“Multi-Modality Learning/Learning Styles/ Multiple Intelligences”
• Accommodating different learning styles by varying your presentation
• Providing students with visuals and encouraging them to create their own
• Encouraging the use of Multiple Intelligence-Based activities for students to show-what-they-know
“Choice” Opportunities• Based on student interest, learning styles, MI
• Provide a variety of options: content (what to read and study), learning activities (read, write, speak, research, work alone, work in a group), show-what-you-know products
• Awaken intrinsic motivation (less apathy)
• Offer empowerment (All students bring “baggage” from home—choice provides them more freedom)
• “Choice” Homework—provides variety andengages the learner
“Tiered” Lessons
• Providing appropriate challenge to 2-3 levels of students at the same time
• All students work on the same concept, but at different levels of complexity, abstractness, and independence
• “The meat and potatoes of a differentiated classroom.” (Carol Ann Tomlinson)
“Turn’n’Talk”
• Let’s recap: What differentiation looks like in the classroom
More About…
Zones of Proximal DevelopmentLev Vygotsky
Student’slearningzone
Student’slearningzone
Student’slearningzone
Judy Dodge
“Charting My Strengths”
Listening—Speaking—Reading—Writing—Pronunciation--Homework
I’m great!
I’m good
I’m okay
“Tiering” Your InstructionBy Student Readiness
• Appropriate level of challenge for 2-3 levels
• Informed by data (on-going formative assessments)
• Not every day, not every week, but whenever you have an important concept and a wide range of understanding among students
Laying the Foundation for Success With “Tiered” Lessons
• “Charting My Strengths”• “Fair is not equal. Fair is getting what you
need.”• Practice Flexible Grouping
Study Partners—Small Groups—Same/Different Readiness
• Have “Anchor” Activities in Place (Early finishers’ activity”)
What About Grading???• Differentiation of Instruction doesn’t mean different tests
for different readiness levels• Same test: include differentiated elements
“Draw a picture to show your understanding of…”“Choose one of these 3 pictures/characters and describe…”“Respond to one of these three prompts/questions.”“Write a summary or draw a graphic organizer to show…”
• Differentiated AssessmentsOccasionally offer a choice of options to
“show-what-you-know” about a topic(Choice HW Options/End-of-Unit Projects)
Alternative Assessments
Judy Dodge’s Web Site
• www.judydodge.com
• Click on Judy’s eBoard—scroll to the bottom
• Click on PRTESOL Differentiating Instruction
• Click on PPt. Presentation: Differentiating Instruction
Then and Now
• Before today I thought that differentiating instruction…
• But, now I know…
• I want to learn more about…
Question & Answer Session
Questions and Answers