|Timestamp||What Grade/Level do you teach?||What is your favourite Formative Assessment Strategy?||Subject Area(s) that you use this strategy in||Why do you like this particular formative assessment strategy?||What, about this strategy, works for students?|
|3/15/2017 9:11:53||6th and 8th||Daily Question||Science and Computer Science||It can be used at all steps in the learning process from pre assessment to post assessment and reflection.||Requires students to actually write down something. Even if it is the thoughts of their peers when the class shares out. Can be digitally developed and physically recorded as well.|
|3/15/2017 9:11:54||All the various high school grades.||I find out what they understand, and what they don't quite yet understand, and adjust my teaching accordingly.||Well, English. Various English classes.||It provides me with data as to the students' current level of understanding.||They gain an understanding of their current place in the learning process. Data shows this to be true.|
|3/15/2017 9:12:10||High School||Google Forms/Questions||CTE||Allows for closed or open ended questions. Great for reflection and status checks.||Its quick, easy to access, no "Paper" trails. They can get traditional grades and/or just comment feedback.|
|3/15/2017 9:12:14||9, 10, 12||Annotations||Language Arts||Can "see" their thinking||Have to show thought, reasoning and evidence|
|3/15/2017 9:12:15||High School||Google Forms||Science||It instantly lets me know where my students are at as a whole class and as individuals. I can also customize it to collect exactly what I want to know. I can also control whether or not students can revise their answers, based on new information.||Students can instantly see their answers, make revisions, see if their answer was correct (if it is set up that way), give feedback without having to be public, see where they are compared to the class, etc.|
|3/15/2017 9:12:26||9,10,11,12||Ask a fundamental question about the topic||Math, Reading, Writing, Life||It is quick way to get instant feedback in order to make immediate decisions about next step.||Other students can see or hear other responses|
|3/15/2017 9:12:32||10-12||Turn & Talk||Spanish||Each student has an opportunity to try out the learning. I can hear each student individually. I use a clipboard to chart whether they are "getting" it.||In my opinion more students have a chance to practice the learning than in a group setting where it's easier for some students to sit back and hide.-- Though learning from others is powerful as well. But in groups there is more wait time for others to share; partners can be more efficient at least for the kind of practice in my class.|
|3/15/2017 9:13:07||HS||Exit Ticket||All||I can prepare an intentional question prior to the lesson and assess the audience at the end of the session to give me feedback.||The next time we meet, I can address issues/questions discovered in the responses. I can also meet one-on-one with individuals who have specific questions or issues.|
|3/15/2017 9:14:28||9-12||pre-assessment / small groups - guide instruction||social studies||have a starting point||They get a purpose - goal for the unit|
|3/15/2017 9:16:04||Librarian||Assign a task and through observation, students will demonstrate whether they understood the lesson by how successful they are at completing the task||Technology skills||It guides my library lessons. It lets me know what my students still need to learn.||It helps me address the needs of my students|
|3/15/2017 9:19:13||11/12||Collecting data from partner conversation to determine 1.) misconceptions, 2.) patterns in responses, and 3.) variety of responses in order to adjust what I'm asking students in the moment, to publicize target responses and to elevate the status of particular students.|
Based on a skill gap one day, group students according to skill-based need the next day.
Ask: "How do you know?"
|All||Allows in-the-moment adjustments, allows me to differentiate and provide small-group instruction on specific skills & concepts, allows me to plan instruction to address whole-class skill or concept needs.||Social needs addressed; immediate support for misconceptions, skill or concept deficits; student self-assessment, etc.|
|3/15/2017 9:19:39||10-12||Walk amongst my students or student groups and ask questions.||math, science||I can gain a lot of information about student learning without adding to paper. Also, gives me an opportunity to have conversations with students.||Students are willing to converse more readily than complete do nows, exit tickets and the like.|
|3/15/2017 9:36:55||HS||A-B Partner Share||All||A talks while B listens. B talks while A listens. Volunteers share their partner's thought to whole group.||Allows students to formulate their thoughts. Safe way to share ideas.|
|3/16/2017 9:39:03||High School Spanish||OPI (Oral Proficiency Interview)||Spanish 1-AP||This allows an accurate assessment of where students are at in Foreign Language acquisition and what they need to do to advance.||This provides almost a "game like" atmosphere of what students need to do to get to the next level.|
|3/16/2017 9:40:41||10th||Conferencing||SpEd||Gives me a chance to check in 1:1||Allows them ability to be honest and get real feedback.|
|3/16/2017 9:41:01||K-5||Turn and Talk||K-5||Informal, quick||allows student interaction / self evaluation and peer evaluation|
|3/16/2017 9:41:01||9-12||entry task/exit ticket||math||quick to do, quick to assess, informative||quick, non-threatening, "doable"|
|3/16/2017 9:41:08||9-12||Self-check w/teacher review, Do Now!||Modified Algebra||Students are able to work at own pace and correct with assistance. Do Now! allows for quick skill assessment.||Self-pace, reflect upon work, immediate feedback|
|3/16/2017 9:41:24||9-12||Self-Assessments||All my Art Classes||Students are able to express what they know and what they don't know as a result of their learning...||Students understand more about "why" they received a certain grade because they had an active participation in their own learning...|
|3/16/2017 9:41:52||Grade 9 - 12||Multiple - thumbs up/down, partner share, jigsaw, journal, exit ticket...||Project based learning||Gives continual student feedback for adjustment of instruction||Keeps them more focused, engaged and hopefully on task for productive learning.|
|3/16/2017 9:41:57||9, plus multi-level||Ask students a question on Google Classroom; set so students can view each others' responses as well as go back and edit their own. Review the responses and provide teacher feedback also. All students can view and learn from one another.||English Language Arts||Ability for students to learn from one another; time saver for teacher AND casts a broader net||Seems do-able, not overwhelming, just one response, fun to see what other kids write, know their own answers can be viewed|
|3/16/2017 9:43:01||9th, 11th, and AP Literature English||Using post-it notes as a way of reflection, promoting conversations, addressing misconceptions, and marking then annotating the reading.||English||I like this formative assessment because it allows a quick check of information for understanding and provides an opportunity for students to look at multiple documents and examples without having to shuffle lots of papers.||Students write on sticky notes and they don't feel intimidated because they have to fill out the whole page. Students tend to write more on the notes because it is easier and I think they feel that since it is one a sticky note then no one else will see it and they can express their ideas.|
|3/16/2017 9:43:11||6th - 8th||Google Forms||Library||It is a great way to reach all of my students, and give me feedback in an organized fashion that I can use to adjust my lessons, strategies and approaches.||Straight forward, simple, accessible to every student with their Chromebooks.|
|3/16/2017 9:43:22||9-11th||Shared Document||ELA||I can look at their work when I have time to really analyze it.||Kids like it because they can do it at other times of the day etc. Personal feedback at all times of the day.|
|3/16/2017 9:45:24||9-12||Kahoot||math||Kahoot survey exports results. Quick, easy to make, high engagement, Immediate feedback to kids and teacher, non-threatening||Highly engaging, can do individually or in small groups|
|3/16/2017 9:45:44||K-5||I am in the library so my favorite is to have students read to me or read in partners. For quick Comp. checks I like doing table discussions and share outs.|
Large group circle checks have are also work well.
|Literature appreciation and Digital Literacy.||Formative assessment gives both myself and the students the direction of our next steps in learning.||Working with peers and immediate feedback of what they know and where they are headed.|
|3/16/2017 9:46:44||Grades 9 thru 12||Exit Ticket -- Self Reflection... on their learning that day... 3 -I got it, I can teach it to someone else, 2- I sort of get it but need more practice, or 3- I don't get it at all. If their response is a "3" - I don't get it at all, then answer the question "Why?" and "What do you need to help you better understand?"||Spanish||It gives me feedback at the end of each lesson, from each student, so that I can move forward with the next day's lesson, based on each students' self reflection.||It gets them to think about WHY they didn't get it, if they did not understand and what more they need...|
|3/16/2017 9:47:11||9-12||What did you learn this week?||Science (any class)||1)Students reflect on the learning in science class |
2)A check for me on students reaching standards taught
3) Building relationships with students when they share their learning beyond my classroom.
|Reviewing their learning (AVID forgetting curve) so they don't forget. Helps them to become more engaged (intrinsic motivation)|
|3/20/2017 9:33:38||High School Admin||Kahoot||In the PD realm||It's public, it's fun, brings out the sense of competition||Instant feedback|
|3/20/2017 9:33:49||9,11,12||Hands up hands down, exit tickets||English||It's quick and gets everyone involved||low risk|
|3/20/2017 9:33:50||9-12||Thumbs up/thumbs down||All High school math through AP Calculus||It's a quick student self-assessment||If the students are honest, it's very effective for allowing the teacher to adjust in the moment and have them practice a weaker problem type within a skill again or to know that we can move on to another problem type.|
|3/20/2017 9:33:57||9-12||Exit tickets||Biology||Immediate feedback on what they know||They know exactly what you are looking for them to know/understand|
|3/20/2017 9:33:58||High School||Mini Whiteboards with dry erase markers||Math||Collaboration and work is easy to check to see if they are doing math correctly||Can erase mistakes easily and adjust work together|
|3/20/2017 9:34:42||High School||Reading Response||English||It gives students a change to think and write about the text prior to a classroom discussion.||When we engage in class discussion they will have something to say. They aren't forced to think off the top of their head.|
|3/20/2017 9:35:23||9-12||Quizlet (Flash card and game site)||World Language (Latin)||Students get immediate feedback and games/competition help motivate them to improve.||Feedback and competition|
|3/20/2017 9:35:41||high school||questioning students with option to write on the whiteboard||math||it is direct||immediate feedback|
|3/20/2017 9:36:25||9-12||games and creative work||World Language||Students use their competitiveness and creativities not knowing their learning is assessed. Also they provide me with quick individual assessment.||Students enjoy using their knowledge.|
|3/20/2017 9:36:56||2nd grade||hand signals, exit ticket, coded checksheet, plickers||all||immediate feedback, helps to form groups, helps to adjust teaching, quick data||quick/quiet, personal/private, gets students help/additional instruction needed to understand|
|3/20/2017 9:39:38||K-5 Math, Adult learners||Monitoring discussions with students, Google Forms with adults||Any||Monitoring discussions does not require any additional tools on my part (other than maybe a way to jot down what kids say) and reveals nuances in understanding. Google Forms is great when I want people to evaluate their own learning, when it's helpful to have data from many people, or when it's not possible for me to be physically present.||Monitoring discussions works for students because it does not require producing additional products or using additional tools. It also feels very informal, which avoids any potential testing anxiety or making students feel poorly about concepts or skills they don't grasp firmly yet.|
|3/20/2017 9:39:58||K-5||Visual / verbal response with some paperwork||Literature appreciation; library research skills||Its quick and easy for various age groups and I get an immediate understanding of where students are at.||Students can respond immediately and all students get to participate|
|3/20/2017 9:40:05||High School||I use a library of "Uncovering Student Ideas" books from author Paige Keeley.||Science (PS and Biology)||It allows almost automatic and timely student responses and input for you to analyze and adjust your mentoring to student learning and understanding.||I allows students to re-address misconceptions in learning.|
|3/20/2017 9:40:40||High School Math||Walk around and look at papers and talk to student while I'm teaching||Geometry, Algebra 2, and AP Stats||I think it gives you good insight of who is doing well and who is not and an idea of how many need more practice with something. It makes it easier to adjust lessons as going rather than making adjustments after a test.||I don't think some kids will go out of there way to seek help but if you are right there talking to them they are more likely to to get help with thing they are struggling with|
|3/20/2017 9:43:34||10-12||pre-printed, scenario-based, m/c questions, w/explanation of thinking||chem||students commit to written responce||Students check after several days & ID how understanding changed|
|3/21/2017 9:32:57||9/10||Check off sheet for students who share during class to monitor if all students are contributing to discussion.||English/Social Studies||I have evidence via my check off sheet to help me see who may still need to be formatively assessed.||They know they are being held accountable.|
|3/21/2017 9:33:17||10th & 12th||Quizizz.com||World History, World Geography, CWP, Civics||Quick feedback and gives data that shows how many students understand a specific piece of knowledge or concept||Feedback is instant, they get feedback after every question. Also it is competitive with other students in the classroom|
|3/21/2017 9:33:32||11||2 minute quiz||English||It's a quick, easy way to see who is on-task.||Instant feedback|
|3/21/2017 9:33:55||High School||Required Online Discussion Boards||Engineering||Nearly 100% engagement, Authentic responses, shared with peers||These assessments usually create a resource for the class as well. Students are more likely to come back and change answers in this format.|
|3/21/2017 9:34:42||10-12||Presentation||Social Studies||More authenitc||Ownership and pride|
|3/21/2017 9:34:50||10-12||student discussion in collaboration||family & consumer sciences||students get to express themselves and learn from others||each person's opinion has the chance to be heard|
|3/21/2017 9:34:53||High School Science||Padlet is a fun way to generate questions.||Biology||Students can ask questions anonymously.||Students don't seem to have questions when I ask them as an entire group.|
|3/21/2017 9:34:57||9th - 12th||White boards||Math||I can provide immediate feedback. Students "got it", "didn't get it", "close" and allows for students to reflect and make changes.||self- reflection, peer tutoring|
|3/21/2017 9:35:21||9th - 12th Algebra & Geometry||Jeopardy and white boards where all students answer every question and write it on a mini white board and I give them immediate feedback saying yes or no.||Algebra and Geometry||All students are engaged and it gives me the opportunity (as well as the students) to help another student, and to see who is understanding and who is not.||They are all participating, and receiving feedback from their peers as well as their teacher.|
|3/21/2017 9:35:43||9-12||Creating some project in which the student can show every what they have learned, such as a poster, or||Literacy, Theme, persuasive reading||Allows me to meet with students individually, and gets them to use their creative side, to show case their learning||Helps with students with disabilities, who might be able to draw, but not able to explain well...use different techniques to get them to showcase their strengths|
|3/21/2017 9:36:39||High School||Google Forms, Padlet, Mini-Essays, Shared Document, Discussion- online and in class.||English/Social Studies||I like using a variety depending on content and material being taught.||Student engagement. Opportunity to see and discuss work/learning with other students.|
|3/21/2017 9:37:26||HS||concept probes - based on Page Keeley's books||Biology, Physical Science, Chemistry||It asks students to compare their ideas with common misconceptions and truths in science. Allows me to see what misconceptions will get in the way of understanding. I can also track the changes in misconceptions through out a unit.||Students are able to think about how their thoughts align with ideas instead of trying to explain a concept that they might be fuzzy on.|
|3/21/2017 9:38:16||K-5 and SPED Library||Students share experiences related to the topic.||Common Sense Media technology use lessons.||Students feel less pressure to perform and are comfortable sharing what they've experienced.||Gets students engaged, provides relevant starting points for instruction.|
|3/21/2017 9:38:34||6th||Google Forms. In the past, I have also used BellWork questions in Canvas to elicit student ideas and offer prompt comment type feedback. In high school, I have also used "quizzes" in Canvas where instant feedback may be given.|
I plan to try the Conversation option in Canvas which another teacher uses.
|science||Google Forms offers data in the form of graphs and percents, it can easily be shared with students. This seems to be a good way to start with the youngest middle school grade.||Students can view who has the same ideas that they have as well as the percent of those who don't. It puts the focus on the student's own metacognitive learning. There is potential to give in the moment feedback to students that I have yet to explore and use.|
|3/21/2017 9:40:11||9th-12th||Attitude surveys||Reading, Writing, Math, Science, Social Studies||Student reflection over time (quarterly) on own growth, can use same questions every time, quick to review, useful for conversations with students and conferences with parents, shows growth in understanding, could be adapted into electronic format||Repeating it shows them growth towards concepts/skills as well as changes in confidence, attitudes towards the subject, simple for them to complete.|
|3/21/2017 9:40:25||High School (all levels)||Entry Task, Reading Response, & Discussion/Questioning||English 9 -12||Gives me quick information about what they know, gets them engaged, holds students accountable.||Helps them be engaged and learn from peers, as well, and not just teacher.|
|5/1/2017 9:45:27||9-12||Poll Everywhere, Canvas Discussion Boards||Social Studies||Quick way to check if the students are getting the basic information. Gage additional questions needed to be answered in the next lesson.||Deeper Understanding of questions, quick question and answer forum so students can see if they are on the right track.|
|5/1/2017 9:46:05||1st||Exit Tickets after a lesson||Math, Reading, Science, Social Studies, Writing||I am able to gain a quick understanding of where students are in their understanding after a lesson. I can use the exit tickets to quickly form groups of students for re-teaching and/or extending learning.||Students are able to show where they are in their understanding in a quick way.|
|5/1/2017 9:45:59||high school, 9-12||written self reflection||Fine art||gives students quiet time to reflect, students have the opportunity to use art literacy skills||students are able to share in a different way (writing versus creating); it gives students an opp to think about their successes and failures and how they would have done something differently (change media, change viewpoint, change emphasis, etc.)|
|5/1/2017 9:45:41||4th||Formative assessment is linked to student self evaluation. Helps to have conversations with students about their learning and understanding. It allows you to see where the thinking breaks down in their thinking. In Math I used exit tickets or a problem and make sure they understand the learning target. It helps to see where the break down in learning takes place and I can create a small group or reteach it the next day. I do this daily with Math instruction.||Math||It allows me to get into the kids brain to see how they are understanding the targeted instructional goal for the day.||The self evaluation for students is very helpful for me to see if they are understanding what the learning goal for the day is.|
|5/1/2017 9:46:32||5th grade||Exit ticket based on the teaching point of the day||Math, Reading, Writing, Science, SS||There is a short product that informs me about how my students understand the lesson.||I am able to create small groups quickly for intervention/differentiation.|
|5/1/2017 9:46:39||7th grade||Put into your own words||Science||It makes kids put the information into "kid" language||It is their thinking in their words|
|5/1/2017 9:46:42||6th||Single panel comics with 2 paragraph written explanation||Science||I like this strategy because it allows me to see where students are relative to the standard. The students can be really creative with what they come up with, so it is interesting to see how they connect the learning to other things in their lives.||Since it has a drawing piece and a writing piece, students are more likely to engage in it and complete at least part of it. Students that struggle with writing will draw the picture; students that struggle with drawing will write the paragraphs.|
|5/1/2017 9:46:38||High School||Think-Pair-Share||Social Studies||Students can reflect on what they think and know, share it with a peer, reflect on if their learning is meeting the target/standards, and share out with the group.||It holds them accountable but allows flexibility to modify their thinking and learning before sharing out to the group. Allows for scaffolding, struggling students can learn from those that "get it" and those that learned can enhance their learning by explaining it to others in different ways|
|5/1/2017 9:47:02||9-12||self- assessment: students evaluate themselves using the same rubric I use for the lesson, than we discuss their self evaluation||Social Studies||scaffold - to make sure student meets my lesson outcomes||Students like evaluating themselves|
|5/1/2017 9:47:08||4||Exit Ticket||Math||It is built into the Engage New York math curriculum so there is one for every lesson.||It is tied to the CCSS standards and I can see if the student understood the skill or needs more practice.|
|5/1/2017 9:47:13||Elementary||Exit tickets||Math and ELA||Having something in writing helps to analyze students thinking around the standard/objective of the lesson helps me know whether I am ready to move on, reteach, or pull a small group.||Completing an exit ticket helps reinforce students' thinking around the learning target of the lesson and allows them to connect their thinking to the target.|
|5/1/2017 9:47:39||6||Canvas discussion post - I use the discussion posts section on Canvas to post a question/s about the learning target for the day.||Science||This keeps all the posts in one place, it's easier to grade and often I get longer more specific responses than I would get if I had them complete on paper. It's also easier to provide specific feedback in the comments section and it's a time saver.||It's quick and they have access to their responses and other students responses|
|5/1/2017 9:47:46||4th||exit ticket||math, reading, grammar, science, social studies||I like this strategy, because I can check in with each student independently to see if they are understanding what we are learning. Do they need extra help or assistance, or are they on the right track? This should be a quick 2-3 question check in, completed independently.||They show me what they know, and what they don't know. Then the next day, they will receive support for their needs, whether it is support or new learning.|
|5/1/2017 9:47:51||9th-12th||Specific analysis of daily assignment/topic/artwork - 3 questions that match learning target. Students answer and then discuss/chart together as group.||Art - Photography, Computer Science, Computer Applications||Students have a chance to share their thinking and make connections as a group||They have an end product (the chart) that they can refer back to throughout the lesson. Reminds them of the lesson objective and purpose throughout the lesson.|
|5/1/2017 9:48:22||4th/5th||Exit Ticket||All||It is quick, and I can see if the students have an understanding of the standard being taught. It helps guide my next lesson.||Students learn quickly if I don't having an understanding of how to do the exit ticket, I need to ask for help. This realization doesn't always come with their daily work because of the lack of importance and/or working with partners. With exit tickets they have to show their own understanding.|
|5/1/2017 9:48:13||9-12||Journaling: What did you learn today? Summarize today's lesson. What would you tell someone who was not here?||Business and Technology||Individual and students who do not like to talk will participate.||Reflect on lesson as well as writing makes new information move to longterm memory. Plus greats notes for a test.|
|5/1/2017 9:48:42||5th grade||White boards||Math||Instant feedback on an example problem tied to the standard.||There is a confidence boost for students to know that they are "getting it" in the moment.|
|5/1/2017 9:49:39||6||Fist to Five||ELA||Guides my instruction toward the target.||There is a lot of comfort and it is quick.|
. Checking in with students/groups to ask questions about their project based on the guidelines and the grading rubric
World History, Computer Science, Tecnology Classes
|I like this strategy because my courses are highly dependent on student choice so they are not all necessarily doing the same thing. Being able to assess how their learning is developing on a 1:1 basis lets me see exactly where they are in their process.|
It is individualized, helps them see their path to the learning target, and allows for immediate feedback.
|5/1/2017 9:49:57||6th||"Space Race" on Socrative||Science||The students are always really engaged when we do the space race. The students have to convince their group that their answer is the right one, so they engage in some really great discussions. They also are allowed to use their notebooks, so they are uses sources and evidence to back up their ideas.|
The students like the activity because they get to compete against the other teams. All students participate, because they know that even if they struggle their group members will help them find the correct answer.
|5/1/2017 9:53:19||7||Plickers||Math||This tool is a quick way to collect and disaggregate data about what students know. It's like a real time quiz. Here's a video to explain how it's used https://www.youtube.com/watch?v=HCM9nqikcjs||It's a novel way to show what they think and can be semi-anonymous|
|9/27/2017 9:40:35||Grade Eight||thumbs up, sideways, down fist to five||English||quick and easy||kids have a voice in their learning and pacing|
|9/27/2017 9:40:52||7th and 8th||Whiteboards!||Math||You can all the work from all students quickly so that you can catch errors early. Great way for students to look around at others work.|
If you don't know, you can look around for the answer. You don't have to have it correct the first time, you can have it correct later.
|9/27/2017 9:40:53||6th||In the moment-quick thumbs up, thumbs down||ELA||It's immediate and lets me know if I can can move on.||They're comfortable with it, and doesn't require writing.|
students self assessment as they reflect on learning targets
|ELA||students have to actually reflect on their learning||ownership of their learning|
|9/27/2017 9:41:59||Grade 6, 7, & 8|
Assigning guided practice problems to each group and then randomly selecting a group to report their answers and then discussing the answers
|Math||It promotes group work (students help other students who are stuck); the randomness of group selection encourages accountability; students are able to practice problems that are like the examples which the teacher just worked through; students who are shy aren't called by first name aren't put on the spot||See answer to previous question|
Monitoring student work and conversations during work time...I can tell if they need help, if they're on task, etc.
|English||It's often the most honest way. Kids may not want to initiate asking for help. If I can realize they need help just by monitoring my class during a work time, so be it.|
See above. Kids also know that I am not just looking to see if anyone is off task. I am also looking to see who needs help. They often start to warm up and will ask for help easier and more frequently.
Asking questions verbally in Spanish, and having students answer in write an answer on a whiteboard, or in a google form.
|Spanish||It checks for listening comprehension, and ability to use syntax and vocabulary in their response.||They can see that they understand spoken Spanish.|
|9/27/2017 9:42:14||11-12||Exit Slips - draw a cartoon or drawing of...||History||Acts as a review & reflection of the lesson while also providing students a variety of ways to show they've what they've learned.||Shows their creativity (and what they've retained)|
|9/27/2017 9:42:24||7th and 8th|
Thumbs up / thumbs down for quick understanding check
|ELA, AVID, SS||I can use it and quickly determine whether I need to adjust my teaching in the moment.||Students can easily communicate their level of understanding.|
|9/27/2017 9:43:51||High School|
I use thatquiz.com which I use for quizzes and exit tasks--you load in questions with short answer, matching or multiple choice and it grades it for you and show you what mistakes were made.
|Spanish||I can see immediately, and exactly what things are going wrong for the students.||Students can see exactly what they missed at the end of the assessment.|
|9/27/2017 9:43:53||9-12 math||Roam and communicate||Algebra 1 & 2, Geometry||I am able to give direct, in the moment, feedback in a timely, efficient manner.|
They get 1 on 1 instruction almost daily on the specific topics that they need help with.
|9/27/2017 9:43:59||6th Grade||Listening in on their Turn and Talk conversations||LA/ SS||It's quick and you get fast feedback.||They all get to talk.|
|9/27/2017 9:47:17||High School||Observation and inquiry||Graphic Art||Instantly aware of students understanding||By checking for understanding I can assist individual and class|
|9/28/2017 10:02:59||7th Grade||Plicker||Math||increase student's engagement & provides me quick result||Fun & engaging.|
|9/28/2017 10:05:13||Secondary 9-12||321|
World History/World Geography, United States History.
|This strategy provides a structure for students to record their own comprehension and summarize their learning. It also gives teachers the opportunity to identify areas that need re-teaching, as well as areas of student interest.|
This strategy provides a structure for students to record their own comprehension and summarize their learning.
|9/28/2017 10:05:34||8th||Exit post its on a parking lot||ELA||We return the next day and students take one from the lot and get in groups to discuss what was said, if it's hitting the learning target, how it relates to what we did the day before, etc.|
This seems to be holding students more accountable if they know a peer is going to choose theirs and critique/comment on it.
|9/28/2017 10:06:06||8||Fist on chest, thumbs up/down/sideways||Mathematics||Quick check in as concepts are being taught and allows me as a teacher to determine if I need to provide more examples, move on, or identify students that need additional support.|
Allows students to share their understanding without fear of others seeing how they are responding.
|9/28/2017 10:06:12||6th||Think-Pair-Share||Math||I can hear the students discussion and it tells me what they know in the moment|
They can hear other students answers and assess their knowledge without penalty of being wrong.
|9/28/2017 10:06:18||High School||Sketch Book||Studio Art||A way to see what my students can draw and where/what I need to teach.||Gives them a way to show what they already know and able to do.|