www.tomschimmer.com [email protected]
Instructional Agility Blurring the Lines between Assessment,
Instruction, and Differentiation
Tom Schimmer
Schimmer Education Consulting @tomschimmer
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Instructional Agility
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• Assessment as NOUN creates an event-‐based mindset where teachers have to “stop teaching” in order to “conduct” their formative assessments.
• Assessment as VERB creates a mindset of infused assessment where assessment is instruction and teachers develop their instructional agility.
INSTRUCTIONAL AGILITY: The ability to make “real-‐time” instructional adjustments
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QUESTION: What makes any activity a formative assessment?
BEFORE:
DURING:
AFTER:
Assessment Levels
Level Priority Frequency
Classroom Assessment,FOR,Learning Daily/Weekly
Grade/School Common,Assessments Monthly/Quarterly
District/State Standardized Yearly
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Formative Assessment
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Reflect on any successful experiences you’ve had/seen using hinge questions? What made them successful?
What further enhancements would maximize their impact?
What subject/level could you see introducing hinge questions? Describe your initial thoughts?
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Exit Slip13+ 37= 3
5- 27=
512+ 1118
=
Exit Slip3"things"I"know"about"life"during"the"late"Middle"Ages...
2"significant"differences"between"living"in"the"early/late"middle"ages...
1"similarity"between"life"in"the"late"middle"ages"and"life"today...
Exit SlipThis week I learned...
I am still not sure about...
I hope we will learn about...
Exit TicketDescribe(the(differences(between(verbal,(situational,(and(dramatic(irony.(Provide(an(example(of(each(to(clarify(your(explanations.
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__________________________________________________________________________________________________________________________________________________________________________________________________ © Tom Schimmer (2014) -‐ “Instructional Agility” @TomSchimmer [email protected]
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Describe the most effective ways you and/or a colleague have utilized exit tickets in the past?
What new ideas uses for exit tickets are you now thinking of?
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Which of the following was most responsible for
the tension that led to World War I ?
Imperialism Nationalism
Militarism Alliances
Imperialism was most responsible for the
tension that led to World War I.
Strongly Agree
Agree
Disagree Strongly Disagree
Checklists v RubricsCHECKLISTS)focus&on&verifying&the&existence&or&follow3through&with&specific&aspects,&attributes,&or&directions.&
CHECKLISTS)are&low3inference&decisions&and&can&include&“non3learning”&attributes.&(i.e.&title&page).&
RUBRICS)are&anchored&on&the&intended&learning&or&standard&and&distinguish&between&levels&of&quality.&
__________________________________________________________________________________________________________________________________________________________________________________________________ © Tom Schimmer (2014) -‐ “Instructional Agility” @TomSchimmer [email protected]
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MEASUREMENT UNIT TEST REVIEW
What are my Strengths? What are my areas in need of Improvement?
Name: Assignment: Date: (1) Please look at your corrected test and mark whether each problem is right or wrong. (2) Then look at the problems you got wrong and decide if you made a simple mistake. If you did, mark the “simple mistake” column. (3) For all remaining problems you got wrong, mark the “more study” column. Problem Learning Target Right? Wrong? Simple
Mistake? More Study?
1 Definition: Pythagoras
2 Definition: Polygon
3 Definition: Square Root
4 Definition: Right Triangle
5 Definition: Circumference
6 Definition: Area
7 Definition: Parallelogram
8 Definition: Quadrilateral
9 Definition: Perimeter
10 Definition: Hypotenuse
11 Formulas: Area of a Circle
12 Formulas: Area of a Triangle
13 Formulas: Circumference of a Circle
14 Formulas: Area of a Parallelogram
15 Formulas: Area of a Rectangle
16 Formulas: Pythagorean Theorem
17 Imperfect Squares: Estimating the answer to an imperfect square.
18 Imperfect Squares: Estimating the answer to an imperfect square.
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MEASUREMENT UNIT LEARNING PLAN
Learning Targets I am GOOD at… Learning Targets I got right:
Learning Targets I need to REVIEW…
Learning Targets I got wrong because of simple mistake: What I can do to keep this from happening again:
Learning Targets I need to KEEP LEARNING… Learning Targets I got wrong and I’m not sure what to do to correct them: What I can do to get better at them:
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Effective Feedback
What metacognitive feedback (cues, questions, prompts) routines have been successful for you or a colleague in the past?
What new ideas now come to mind? Be specific about grade, level, and/or subject area.
Student Reflections• Look%Back%
• Look%Ahead%
• Look%In%
• Look%Out
What%unexpected%challenges%did%you%encounter%while%you%were%working%on%this%project?%How%did%you%overcome%them?
What%aspects%of%other%students’%projects%would%you%like%to%incorporate%into%your%next%project?
What%did%you%learn%about%yourself%while%you%were%working%on%this%project?
What%do%you%hope%others%will%notice%about%you%when%they're%looking%at%your%project?
Fist to Five
5!=!“I!feel!like!I!have!it#mastered.”
4!=!“I!feel!confident!that!I!can!do!it#independently.”
3!=!“I!understand!it,!but!could!use!some!extra!help.”
2!=!“I!understand!some!of!it,!but!I!need!to!practice!more.”
1!=!“I!need!a!lot!help.”0!=!“I!am!completely!lost.”
ALONE
PEER
With the teacher
__________________________________________________________________________________________________________________________________________________________________________________________________ © Tom Schimmer (2014) -‐ “Instructional Agility” @TomSchimmer [email protected]
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The Evolution of a New Idea (1) Knowing that in most cases leaders must manage individuals at every stage simultaneously, determine what the most effective course of action should be for leaders at each stage. In other words, what should leaders do when some staff are complacent toward a new idea? Ridicule? Criticize? What about those who’ve accepted the new idea? (Be Brief)
Stage Most Favorable or Appropriate Course of Action
Complacency/Marginalization
Ridicule
Criticize
Acceptance
Adapted from Virus of the Mind (1997) by Richard Brodie
Differentiation “Although a number of studies have tried to show that taking students’ individual learning styles into account improves learning, evidence remains elusive. There are studies that have shown that being forced to learn in a style different from one’s preferred learning style can lead to deeper and more lasting learning.”
Dylan Wiliam Embedded Formative Assessment, P. 30
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Differentiated Instruction Carol Ann Tomlinson
Guided by
Flexible GroupingsRespectful Tasks
Continual Assessment
Differentiate through...Content Process Product Environment
Readiness Learning Profile
Interest
**
Curriculum ClaritySupportive Classroom
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Which of the four aspects of differentiation do you think is the easiest to implement?
Which of the four aspects of differentiation do you think is the most challenging to implement?
Does your perspective change when considering yourself versus your colleagues?
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References Brodie, R. (1996). Virus of the mind: The new science of the meme. Carlsbad, CA: Hay House. Tomlinson, C. A., & Moon, T. (2013). Assessment and student success in a differentiated
classroom. Alexandrian, VA: Association for Supervision & Curriculum Development. Wiliam, D. (2011). Embedded Formative Assessment. Bloomington, IN: Solution Tree Press
Content
Environment
ProcessPractices
Product
Using&tiered&lesson&plans/activities&to&match&for&level&of&readiness.
Allow&students&to&demonstrate&their&learning&by&utilizing&their&strengths&and&talents.
Utilize&flexible&groupings&to&maximize&the&learning&experience.
Allowing&students&to&choose&the&content&since&the&process&or&product&is&likely&non?negotiable.
Differentiating*Homework
•Differentiate!the+ASSIGNMENT!
•Differentiate+the+PATHWAY+
•Differentiate+the+RESPONSE
Home%_____________
1st%Base%______________
2nd%Base%______________
3rd%Base%______________
Readiness
Partner
Choice Partner
Enjoys
reading the
same genre
Peer Review
Partner
http://daretodifferentiate.wikispaces.com/file/view/RAFTs%20handouts.pdf/42189187/RAFTs%20handouts.pdf
__________________________________________________________________________________________________________________________________________________________________________________________________ © Tom Schimmer (2014) -‐ “Instructional Agility” @TomSchimmer [email protected]
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