Differentiate
The "Differentiate" section is born from the "Articulate" section of the webpage. The documents included here include a summative assessment; an endpoint destination for all students (a postcard snapshot). Along the way to this destination, students will take part in a cycle of formative activities and practice. All of which will provide indicators of learning to the teacher, which in-turn allows the teacher to provide rapid, precise feedback to the learner.
As mentioned above, this portion of teaching is very much a "learning cycle" of input, practice, feedback and assessment. That input can come in many forms: lecture, activities, videos, experiences, peer presentations, field trips, guest teachers...etc. Input must be followed by an opportunity to grapple and wrestle, experiment and take risks with that input by the student. In my experience, this grappling/wrestling/experimenting/risk taking phase will and should look very different for each student.
This is directly followed by fast, rapid, precise and concise feedback from the teacher. Some students will reach the targets quickly, while others will need to take another lap through the cycle. Perhaps more input (or input delivered in a different way), practice and/or feedback is needed.
Formative Assessments, activities, quizzes, exit cards all provide the opportunity for students to provide you, the teacher, with a snap shot of where they are in terms of development within that unit. These same "devices" provide the teacher with the opportunity to deliver much needed feedback to the student. It is also an indicator to the teacher that a majority is ready for the summative or isn't!
Finally, the summative is a final opportunity (though not always) for the students to display their understanding and skill. There shouldn't be a lot of surprises here for a teacher. If the formative activities and assessments were aligned with the summative, this should be a celebration of learning as opposed to the scary anxiety filled final at the end of a unit. Some students may need to re-enter the aforementioned "learning cycle" outlined above while others may be ready to move on.
As mentioned above, this portion of teaching is very much a "learning cycle" of input, practice, feedback and assessment. That input can come in many forms: lecture, activities, videos, experiences, peer presentations, field trips, guest teachers...etc. Input must be followed by an opportunity to grapple and wrestle, experiment and take risks with that input by the student. In my experience, this grappling/wrestling/experimenting/risk taking phase will and should look very different for each student.
This is directly followed by fast, rapid, precise and concise feedback from the teacher. Some students will reach the targets quickly, while others will need to take another lap through the cycle. Perhaps more input (or input delivered in a different way), practice and/or feedback is needed.
Formative Assessments, activities, quizzes, exit cards all provide the opportunity for students to provide you, the teacher, with a snap shot of where they are in terms of development within that unit. These same "devices" provide the teacher with the opportunity to deliver much needed feedback to the student. It is also an indicator to the teacher that a majority is ready for the summative or isn't!
Finally, the summative is a final opportunity (though not always) for the students to display their understanding and skill. There shouldn't be a lot of surprises here for a teacher. If the formative activities and assessments were aligned with the summative, this should be a celebration of learning as opposed to the scary anxiety filled final at the end of a unit. Some students may need to re-enter the aforementioned "learning cycle" outlined above while others may be ready to move on.
Summative:
Formative Assessment:
- Personal Health Unit 1 Formative Assessments 1 & 2
- Personal Health Unit 2 Formative Assessments 1 & 2
The purpose of a formative assessment, in my mind, is twofold. First, it is an opportunity for the students to potentially practice a sample component or entire version of what the summative assessment may be. It is an opportunity for the teacher to gain insight as to where his or her students are in terms of progress in the standards being assessed. Mainly, it is to inform the instructional strategies that are used from that point until the summative (and potentially after the summative if proficiency isn't displayed). For example, I have had students in the past, as a formative assessment, identify "high-risk-negative behaviors" from a teacher generated scenario. The examples of risky behavior varied in difficulty in terms of identification. Students that were able to identify the correct number of risky behaviors were able to move on to the analysis of those actions, while students that had a difficult time with identification went to a small group tutorial where a new scenario was presented. The small group tutorial provided the opportunity for students to use notes to make identifications. Had I not done the formative assessment, there would have been some unpleasant surprises during the summative, which should, if I'm doing my job right, be completely avoidable.
Feedback:
Feedback has changed drastically in my short time as a teacher. It has been a moving target for us as educators as to what good feedback looks like, and as you can image, moving targets are not useful for teachers, just as they are not appropriate for student learners. Feedback on practice, formatives and summatives ideally needs to be fast, to the point and specific to targets and standards that are being assessed/addressed. Admittedly, feedback on a summative might take longer. But the feedback on practice or a formative needs to be rapid enough so that the student can make changes, grow and progress ahead of the summative. What good would feedback on a formative be if that feedback was handed back after the summative has been attempted? An example from my teaching that has gone well has been the use of exit cards. I will often have a simple question or check for understanding at the end of class. These are usually accompanied by a target. I can quickly mark these after class and return them to the student within 24-36 hours. This allows me to check understanding, form groups based on readiness and, in generally, check my effectiveness as an educator. It also allows the learner to know if they are or are not on track. Again, this can help to ensure that they're aren't many (or any) surprises on a summative...on the students part or my own!