When teachers effectively differentiate instruction, there is a continuous flow in the processes of teaching, learning, and assessment. These components operate not as steps that we follow, but rather as a continous cycle, each process informing the next.
Diane Heacox
As we work towards achieving our goals, we look for signs that we are making progress. Teachers must build in opportunities for students to test out their new ideas and skills in a safe way since making mistakes is a crucial part of learning. Formative assessment opportunities provide teachers with evidence of student learning and/or confusion. This information about the needs of individuals or groups of students provides direction for teachers as they DIFFERENTIATE learning opportunities in order to respond to the needs of students. Teachers must act on evidence that indicates students need help with foundational skills, need more practice with new ideas, or need more challenge as they are ready to continue moving their learning forward.
Examples ways I have differentiated in response to results from some of the assessments below include:
Diane Heacox
As we work towards achieving our goals, we look for signs that we are making progress. Teachers must build in opportunities for students to test out their new ideas and skills in a safe way since making mistakes is a crucial part of learning. Formative assessment opportunities provide teachers with evidence of student learning and/or confusion. This information about the needs of individuals or groups of students provides direction for teachers as they DIFFERENTIATE learning opportunities in order to respond to the needs of students. Teachers must act on evidence that indicates students need help with foundational skills, need more practice with new ideas, or need more challenge as they are ready to continue moving their learning forward.
Examples ways I have differentiated in response to results from some of the assessments below include:
- Changing lesson plans as a result of evidence gathered with an an exit card or other formative task or assessment
- Differentiating homework assignments
- Grouping the class based on formative assessment evidence to provide additional practice or challenge opportunities
- Working with individuals outside of class time to support them in better understanding ideas with additional exploration of ideas, practice and reassessment (when ready!)
MS CONGRUENCY & PROOF SAMPLE FORMATIVE ASSESSMENT
MS CONGRUENCY & PROOF SUMMATIVE ASSESSMENT
SBL Course Targets: