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#Post#: 3--------------------------------------------------
Assessments for Learning 2 for 2
DIR By: michali
Date: January 1, 2018, 11:10 am
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Write a post describing 2 new strategies that you currently
utilize in your classroom. Respond to 2 colleagues posts
describing how you plan to utilize your colleague's strategies
in your classroom in the coming weeks.
Initial post should be completed by Midnight tomorrow.
Responses should be completed by Friday Morning.
#Post#: 4--------------------------------------------------
Re: Assessments for Learning 2 for 2
DIR By: cgordimer
Date: January 1, 2018, 12:59 pm
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Ok, I use several assessment strategies in my classroom. I'm a
big fan of dry erase boards. You can get them for a $1. I also
label my dry erase markers, so that the girls clearly know that
they belong to the classroom, and not to them. Often, I will
post a question on the board, and I will ask the students to
answer the question on their dry erase boards. When everyone
has completed their answer, I will ask them to raise their
boards, so that I can ascertain whether they understood the
material. Additionally, I will often single out 1 or 2 students
responses, and ask their classmates to give a thumbs up or down,
as to whether they agree or disagree with their classmate.
Without asking students to raise their hands, I will call on one
or two students, and ask why they agree or disagree. I will
then confirm the correct answer.
I have also used the above method using multiple choice answers
on the board. For example, when a question is posted, I give 4
choices using the letters a,b,c,d as headings, I then ask the
students to write the letter that correctly answers the question
on their dry erase boards. They then raise their boards to
display their response.
I also use exit tickets before recess to assess knowledge. The
exit tickets actually look like real tickets. There's room for
their name and date. I believe I printed them from TPT. I have
used these especially to assess areas that seem to be trouble
spots for my students.
You can also use stand up if you agree, or sit down if you
don't, especially if the class needs some movement.
I know I'm only supposed to share two methods, but I really like
using the red, yellow and green construction paper to signify
whether the class agrees or disagrees with a classmate's
response to a question. We call them our traffic
signals/lights. Red = disagreement, yellow = not sure, green =
agreement. Mrs. Lidsky used this method with us last year. In
my classroom, I keep red, yellow and green squares in ziploc
bags, and I make sure there are enough bags for everyone. This
method should not be used daily, because the students can get
bored of it, especially if it's used too often. The same is
true for all assessment strategies. It's good to mix things up,
and use new ideas. I cant wait to hear some of yours! :)
#Post#: 5--------------------------------------------------
Re: Assessments for Learning 2 for 2
DIR By: Lleibowitz@yrsrh.org
Date: January 1, 2018, 3:56 pm
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Thank you for your post! I love hearing new ideas . I and my
students love games. I divide my class into teams. This year I
have 9 students. I was thinking for about 3 seconds how to make
the teams. The students right away had a few good suggestions. I
used their suggestion. Three teams, 3 each, row 1,2 and 3. We
were reviewing the Distributive Property of Multiplication. I
explained the rules: I post the problem, one person from the
team comes to the board, they first create an array, then decide
how to divide up the array, then create their problem. They then
do the problem and get the answer. If they need help , they can
ask a team member. There is pressure on who's done first. It's
all about doing the work and coming to correct answer. The kids
loved it! I also do: "I have, who has" and" Scoot" from
superteacherworksheeets.com Anytime we do games" instead of
Math" my students are so excited,"What No Math"!!! I always
remind them, that was Math.
During "Fundations" I have students come to the board to write
the dictation while the other students do it on their white
boards.
If I find some girls are still confused about something I just
taught, such as , "Where did the Native Americans come from?" I
have every student come up to the front and take an expo marker
and chart out where they came from and how they ended up in
North America. ask any of them, I'm confident they can tell you
exactly where they came from and the route they took.
I also like, partners. Many times in Math or writers Workshop,
we divide into partners. I like to cxhange things up a bit. More
movement and more fun.
#Post#: 6--------------------------------------------------
Re: Assessments for Learning 2 for 2
DIR By: Lleibowitz@yrsrh.org
Date: January 1, 2018, 7:15 pm
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I forgot to comment on Chava Gordimer. I love the white boards
to use for assesments. I also liked the exit tickets and thumbs
up/down. I plan to use those this week.
#Post#: 7--------------------------------------------------
Re: Assessments for Learning 2 for 2
DIR By: guest10
Date: January 1, 2018, 8:28 pm
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In my classroom, two assessment strategies that I enjoy using
and the students have demonstrably benefited from are "public
performers" and "graphic organizers."
The students LOVE displaying their math knowledge on the board.
So when we are learning a new concept or reviewing a previous
one, I have several students show off their knowledge by doing
the math problem on the board for everyone. Before the "public
performer" solves the problem for us, the rest of the students
are doing the same problem. After everyone else is done, the
student at the board does the problem for everyone. I make sure
that the public performer writes down all his work, but also
explains the steps he used to solve the problem. This is a nice
way for me to assess whether students understand the material
and also gives the students more confidence in their abilities
by being able to show off their knowledge!
I also have seen success when I use graphic organizers. One of
the lessons which I used a graphic organizer for was a lesson on
"gravity." The handout had a list of questions that are
essential to understand what gravity is or is not. For instance,
"Is there gravity in space?" and "If gravity is the attraction
between two objects why am I not crashing into my computer
screen?" The answers to each question on the handout were
given---but only partially. Key words, such as "gravitional
pull," "force," and others were missing from the handout, which
the students had to fill in, by paying attention to our
discussion. Students took turns trying to guess what the
missing words were for each question. After the students
guessed what the missing key words were for a particular
question, I wrote that keyword for the rest of the students on
the board so the rest of the students could copy that word into
that handout. The students love being picked to answer
questions and guess the missing words. Having the question on
the actual handout helps the students understand the information
much more than if I just wrote the question on the board. The
missing words allow the students to participate with their
answers. Students always love "fill in the blank." The
question-answer format of the organizer is a more efficient way
for students to understand the concept rather than just putting
a paragraph about gravity and have a "fill in the blank."
Similarly, having a "fill in the blank" for the answers, rather
than students having to write the whole answer down, is also
more efficient because the answer may be more than one sentence
and this may overwhelm the students, which is not helpful.
#Post#: 8--------------------------------------------------
Re: Assessments for Learning 2 for 2
DIR By: Lleibowitz@yrsrh.org
Date: January 1, 2018, 8:39 pm
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Love your idea using graphic organizers. I agree engaging
students and tempting their curiosity to find the answers.
I also choose opportunities for students to come up to the
board. They love showing off their abilities.
#Post#: 10--------------------------------------------------
Re: Assessments for Learning 2 for 2
DIR By: guest10
Date: January 1, 2018, 8:49 pm
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I like Mrs. Gordimer's "thumbs up thumbs down," and
particularly the variation of stand up if you agree/sit down if
you don't. I plan to use this strategy for social studies
asking if certain government standards for public school should
be applied to private school as well.
#Post#: 11--------------------------------------------------
Re: Assessments for Learning 2 for 2
DIR By: guest10
Date: January 1, 2018, 8:56 pm
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Mrs. Leibowitz's partner strategy I'd like to use more often.
When we've done it, my kids enjoyed partnering up. It's a great
way for the students to get in the habit of working effectively
with others. I'd like to, however, use this strategy on a more
frequent basis. It will be helpful when we read different
stories from our literature book. Students will have the
opportunity to talk with a partner and present their answers
when we have our story discussions.
#Post#: 12--------------------------------------------------
Re: Assessments for Learning 2 for 2
DIR By: cisrael
Date: January 1, 2018, 11:09 pm
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I devised a game called "Flash Card Review" which the boys
enjoy. The flash cards review basic multiplication facts. I
ask one boy who has a stopwatch to keep time and I keep a record
of the total time it takes to complete all the cards. We go
around the room, up and down the rows, each boy gets 5 seconds
to answer a card. If they do not know the answer or give a
wrong answer, the card goes in a separate pile ("I don't know"
pile). When all the cards are completed, we go over the "I
don't know" cards until all are answered correctly. The watch
is then stopped and I record the time on a chalk board in front
of the classroom. The boys are eager to improve the time needed
to complete the cards. We play this about twice a week for 4-6
weeks.
#Post#: 13--------------------------------------------------
Re: Assessments for Learning 2 for 2
DIR By: cisrael
Date: January 1, 2018, 11:24 pm
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I use Venn Diagrams for comparison/contrast essays. I draw a
Venn Diagram on the board and elicit ideas from the class and
write them in the appropriate place in the Venn Diagram. This
brainstorming takes about 30 minutes. I find that students who
are normally shy and reticent to participate in class
discussions, are more readily eager to participate with this
format. As one student gives his ideas, others are pulled into
the discussion. This often results in an outpouring of ideas
which would be difficult for any one student to compose.
Following the discussion, the students are asked to write a
comparison/contrast essay. Each student will use in their essay
the points mentioned that intrigued them the most. I find that
the students are more comfortable writing an essay after having
such a stimulating discussion.
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