Teaching,+Discussion,+and+Formative+Assessment+Strategies

= **Teaching, Discussion and Formative Assessment Strategies** =
 * **Video clip**-- frontloading, journaling, think-pair-share


 * Where are you? **Inquiry continuum** (post-it notes on the waill)
 * **Changed thinking diagram**- great to go back and have students reflect on what they've learned [[file:Changed thinking diagram.doc]]


 * **Save the last word**
 * 1) Read article
 * 2) Circle 3 poignant quotes
 * 3) When done, stand
 * 4) Silently, form a group of 4
 * 5) Reader #1: select a quote and read.. Readers 2,3,4: 30-60 second response: what the quote means to me
 * 6) Repeat with other group members


 * **Think/pair/share** for reflection


 * **Journal prompt**- one minute reflection

> = =
 * **Inquiry cube**
 * **Formative assessment** of where we are as inquiry teachers- our continuum [[file:inquiry continium formative assessment.doc]]
 * **Ranking activity**- have students rank scenarios, then in groups they have to come to some sort of concensus, then have class-wide discussion
 * **Activity Y Chart**- we used this for what engaged learning looks, sounds and feels like. Can be used in classroom for community building and establishing group norms.[[file:y chart.doc]]
 * **Anchor Chart with gallery walk**- We used this for posting inquiry questions and getting feedback on our questions and applications for service learning. This is a great way for students to generate ideas for research projects or writing. They can post a few ideas and get lots of their peers' feedback on possible ideas.
 * **Think/Tac/Toe-** a way to build community in classroom. Can also be used for differentiation or layering.[[file:Community Building Chart.doc]]
 * Class Community Building Activities... This is our class compilation of our community building activities. Please feel free to elaborate on your ideas in order to help others. Thanks!


 * **Entrance Ticket**: Use this as a quick way to make students accountable for reading and to assess for understanding. One way to do this is the 3-2-1. [[file:3-2-1 Bridge.doc]]You may adapt this for how it will work specifically for your unit, your activities, etc. Helping students be more specific in their own reflections is important.


 * **FRONTLOADING!!!!!! Here are all of Peggy's masters**
 * [[file:4. KWL- chart 2.doc]]Frontloading and/or a way to track student's and/or class understandings
 * [[file:5. KWLH.doc]]Frontloading and/or a way to track student's and/or class understanding
 * [[file:21. SEE THINK WONDER.doc]] Frontloading and a way to motivate students as well as aid them in finding out what they know
 * [[file:Cone_of_Learning.pdf]]An older but still amazing graphic of how we learn - still supported today by cognitive scientist. If you have another graph that is effective, please post. THank you.
 * [[file:3. FRAYER MODEL.doc]] Frontloading, formative assessment, tracking student's understanding
 * [[file:BOXING.doc]]Silent discussion through writing; nice to do as formative assessment or as a way for student's to speak SILENTLY (sigh) and have something to say when it comes time to discourse verbally
 * [[file:GETTING THE BALANCE RIGHT.doc]]Earl's Assessment about balancing between formative and summative assessment
 * [[file:Still in Harbo.doc]]Quick standing up self assessment for students
 * [[file:2. Gradual Release of Responsibility.docx]]
 * [[file:Fisher's Gradual Release of Responsibility 3-8-10.doc]]
 * See biopoem examples and formats in Wednsday's agenda
 * Bloom's taxonomy verb tags. These are all from the internet. I love having them posted on my wall, to help me in planning but also to help students in forming appropriate levels of questioning.[[file:Blooms Taxonomy Action Verbs.pdf]][[file:bloom's tags.doc]][[file:BloomsTaxonomyVerbs.pdf]][[file:Verbs a-z-2.pdf]]fron
 * [[file:Silent discussion.doc]]silent discussion through writing.
 * questioning techniques[[file:3. On the line.doc]]
 * Teaching strategi3es from our week together [[file:Service learning and inquiry teaching strategies from our week. doc]]