Here are two video's I found helpful in understanding what formative assessment is and how to apply it in the classroom.
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DIFFERENTIATED INSTRUCTION FOR SECONDARY TEACHER'S
Here is a video explaining the use of differentiation in a high school setting.
Here is a site that includes several video's to first year teacher's.
Personalized quiz .http://quizstar.4teachers.org/instructor/quiz_repository.jsp?pl=qm&cl=qm_ov&qsts=1416353223661 |
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Grouping slide 6 and 7. http://teachertools.londongt.org/index.php?page=differentiation |
Here is and example of a DI Lesson Plan I created.
lesson plan
DI Lesson Planning Template
Teacher Name: Larry G. Greer
Subject Area: Government
Date: Dec. 15-17, 2015
State Standards/Benchmarks:
SOL - Govt. 1 The student will demonstrate mastery of the social studies skills citizenship requires, including the ability to
D. distinguish between relevant and irrelevant information.
E. evaluate information for accuracy, separating fact from opinion.
F. identify a problem and prioritize solutions.
G. select and defend positions in writing, discussion, and debate
Lesson Essential Question:
How should a government meet the needs of its people?
Time Required: 5.5 days.
1 - day to assign topic and allow to start organizing (30 minutes).
2 days in computer lab to conduct research (45 minutes each day).
1 day to finalize preparation.
1.5 days to present and debrief.
What will I differentiate?
o Content - Students will participate in a debate on one of the following public policy issues:
- Immigration / amnesty or not for illegal immigrants.
- selecting judged / elect or appointment by General Assembly
- rule of law / Ferguson case - should the grand jury decision be overridden by a federal civil case.
- repeal of Obama care / yes - no
o Process - Students will work in group of 3's (two groups - pro and con) to prepare for their role in a debate. The students will have time to research and collaborate in preparing for their role in the bebate.
o Product - Students will demonstrate knowledge of their assigned role in a debate before the other class members.
How will I differentiate?
o For Readiness - Through observation of class participation, I will determine which students seem ready to accept various role in a group.
o Interest - Students will be assign to their choice of topic's when possible.
o Learning - Students will have the opportunity to prepare for their role by accepting a task that needs to be done in preparing for the debate. An example, provide a video clip, poster, etc. for the debate.
o Affect/Learning Environment - I will schedule certain time periods when students can meet as group to plan and prepare for their role in the debate. Also, I will provide time in the computer lab for research.
o Combination - Students will be pair with students of mixed ability who have the same common interest.
As a result of this lesson/unit students will:
Understand: (big ideas, principles, generalizations, rules, the “point” of the discipline or topic within the discipline)
Students will realize that controversial issues don't have simple solutions.
Know: (facts, vocabulary, how-to’s, information that is memorizable)
Vocabulary: Immigrant, judiciary committee, amnesty,
Explain: role of the General Assembly in filling state judgeships, what is the rule of law, how the supermacy clause
affects immigration.
Do (Skills): (Bloom’s higher order thinking skills, skills of the discipline—skills you will assess)
Skill in debating. Analyzing, evaluating and creating a product (the debate).
Ability to present and defend a position.
Pre-Assessment: (How will you find out about where your students are at for this lesson? What will your pre-assessment look like?)
Will conduct what I call a minidebate. I will assign an article in the newspaper and have four students (two on each side) to have a 2 minute debate on the topic with a arbitrator. (I have done this several times this year)
Steps in the Lesson: (Include ideas for whole-class instructions, if any; differentiated activities; sharing, etc.)
To wet their appitite, I will, at intervals, allow short expressions of opinions on the topic's leading up to assigning groups and topic's.
Closure Activity/Wrap up: (This may be in the form of independent practice, a chance to share, or explicit restatement of the goals of the lesson.)
Let the class react to the debate and its effect, if any, on their opinions.
Post-Assessment: (How will you use this data to inform your next learning experience?)
I will observe the amount of participation and enthusiasm that students exhibit in the total activity (which debates were actively reacted to by student).
Integrated Instructional Technologies and Resources Utilized: (Include websites/tools used.)
cnnstudentnews.com
Students will access various websites in their search for information.
Weebly Link: (Copy/paste the link to the weebly you created here.)
http://citizenship103.weebly.com/assessmentinstruction-strategies.html
Teacher Name: Larry G. Greer
Subject Area: Government
Date: Dec. 15-17, 2015
State Standards/Benchmarks:
SOL - Govt. 1 The student will demonstrate mastery of the social studies skills citizenship requires, including the ability to
D. distinguish between relevant and irrelevant information.
E. evaluate information for accuracy, separating fact from opinion.
F. identify a problem and prioritize solutions.
G. select and defend positions in writing, discussion, and debate
Lesson Essential Question:
How should a government meet the needs of its people?
Time Required: 5.5 days.
1 - day to assign topic and allow to start organizing (30 minutes).
2 days in computer lab to conduct research (45 minutes each day).
1 day to finalize preparation.
1.5 days to present and debrief.
What will I differentiate?
o Content - Students will participate in a debate on one of the following public policy issues:
- Immigration / amnesty or not for illegal immigrants.
- selecting judged / elect or appointment by General Assembly
- rule of law / Ferguson case - should the grand jury decision be overridden by a federal civil case.
- repeal of Obama care / yes - no
o Process - Students will work in group of 3's (two groups - pro and con) to prepare for their role in a debate. The students will have time to research and collaborate in preparing for their role in the bebate.
o Product - Students will demonstrate knowledge of their assigned role in a debate before the other class members.
How will I differentiate?
o For Readiness - Through observation of class participation, I will determine which students seem ready to accept various role in a group.
o Interest - Students will be assign to their choice of topic's when possible.
o Learning - Students will have the opportunity to prepare for their role by accepting a task that needs to be done in preparing for the debate. An example, provide a video clip, poster, etc. for the debate.
o Affect/Learning Environment - I will schedule certain time periods when students can meet as group to plan and prepare for their role in the debate. Also, I will provide time in the computer lab for research.
o Combination - Students will be pair with students of mixed ability who have the same common interest.
As a result of this lesson/unit students will:
Understand: (big ideas, principles, generalizations, rules, the “point” of the discipline or topic within the discipline)
Students will realize that controversial issues don't have simple solutions.
Know: (facts, vocabulary, how-to’s, information that is memorizable)
Vocabulary: Immigrant, judiciary committee, amnesty,
Explain: role of the General Assembly in filling state judgeships, what is the rule of law, how the supermacy clause
affects immigration.
Do (Skills): (Bloom’s higher order thinking skills, skills of the discipline—skills you will assess)
Skill in debating. Analyzing, evaluating and creating a product (the debate).
Ability to present and defend a position.
Pre-Assessment: (How will you find out about where your students are at for this lesson? What will your pre-assessment look like?)
Will conduct what I call a minidebate. I will assign an article in the newspaper and have four students (two on each side) to have a 2 minute debate on the topic with a arbitrator. (I have done this several times this year)
Steps in the Lesson: (Include ideas for whole-class instructions, if any; differentiated activities; sharing, etc.)
To wet their appitite, I will, at intervals, allow short expressions of opinions on the topic's leading up to assigning groups and topic's.
Closure Activity/Wrap up: (This may be in the form of independent practice, a chance to share, or explicit restatement of the goals of the lesson.)
Let the class react to the debate and its effect, if any, on their opinions.
Post-Assessment: (How will you use this data to inform your next learning experience?)
I will observe the amount of participation and enthusiasm that students exhibit in the total activity (which debates were actively reacted to by student).
Integrated Instructional Technologies and Resources Utilized: (Include websites/tools used.)
cnnstudentnews.com
Students will access various websites in their search for information.
Weebly Link: (Copy/paste the link to the weebly you created here.)
http://citizenship103.weebly.com/assessmentinstruction-strategies.html