Monthly Archives: February 2012

Feb 28

What is Formative Assessment?

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What is Formative Assessment?

According to Mathematics Formative Assessment:  75 Practical Strategies for Linking Assessment, Instruction, and Learning  by Page Keeley and Cheryl Rose Tobey, the purpose of formative assessment is to “inform instruction and provide feedback to students on their learning.”  Formative assessment is a very important part of the instructional process.  When incorporated into classroom practice, it provides the information needed to adjust teaching and learning while they are happening.  Formative assessment informs both teachers and students about student understanding at a point when timely adjustments can be made.  We should think of formative assessment as “practice.”  This practice helps the teacher determine the next steps during the learning process.

“A good analogy for this is the road test that is required to receive a driver’s license. What if, before getting your driver’s license, you received a grade every time you sat behind the wheel to practice driving? What if your final grade for the driving test was the average of all of the grades you received while practicing? Because of the initial low grades you received during the process of learning to drive, your final grade would not accurately reflect your ability to drive a car. In the beginning of learning to drive, how confident or motivated to learn would you feel? Would any of the grades you received provide you with guidance on what you needed to do next to improve your driving skills? Your final driving test, or summative assessment, would be the accountability measure that establishes whether or not you have the driving skills necessary for a driver’s license—not a reflection of all the driving practice that leads to it. The same holds true for classroom instruction, learning, and assessment.” If used effectively, formative assessment will help students be more successful on summative assessments. http://www.amle.org/Publications/WebExclusive/Assessment/tabid/1120/Default.aspx

There are many types of formative assessment that do not take an inordinate amount of time.   Assessments such as “Always, Sometimes, or Never True,” the “Frayer Model,” “Thumbs Up, Thumbs Down,” and “Entrance and Exit Slips” are just a few.  The key to effective formative assessment is how the teacher uses the information gathered from the task.  Teachers must use that information to guide their teaching in order to determine what standards students already know and their depth of knowledge.

“Formative assessments are not about gotcha-ing students but about guiding where instruction needs to go next. We should use them frequently, and while or after kids learn a new idea, concept, or process. When you are on your way to the Big End Project (or summative assessment) and students have just learned a piece or a step toward the end, check to see if they’ve got it.”  http://www.edutopia.org/blog/formative-assessments-importance-of-rebecca-alber

Feb 21

Ratio of Interactions

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Some of the most powerful tools that teachers have at their disposal are absolutely free!  The spoken word, a pat on the back, a thumbs up – these positive interactions are highly effective for motivating students and shaping behavior.  Current research indicates that a ratio of 5:1 – five positive interactions to one negative is optimal for relationship building and improving student behavior and performance.  It is fascinating to note that researchers have applied this ratio to adult relationships as well.  Successful business AND marriages are built on positive interactions; therefore, we not only encourage appropriate behavior, but model for our students the types of interactions that will serve them throughout adulthood.

Interactions are deemed positive or negative depending on the behavior which they are addressing.  With this being said, any interaction that is in response to an inappropriate behavior is considered to be a negative interaction regardless of how kindly it is delivered.  For example, a student may be blurting out in class and I say, “Katie, I am so glad that you know the answer, but I need to see that other know as well.”  The correction was delivered in a kind manner, but since the behavior being addressed is negative, the interaction is still a negative interaction.

So, how does this ratio occur in your classroom?  Well, it does not just happen, it requires that you make a concerted effort to systematically acknowledge and reinforce appropriate behaviors as often as possible.  Additionally, when dealing with inappropriate behaviors, it is important to determine which behaviors can be ignored and which behaviors must be addressed.  When a student exhibits an inappropriate behavior in your classroom, ask yourself the following questions:  Can I still teach?  Can the student still learn?  Can the other students still learn?  If the answer to all three questions is YES, ignore the behavior.  If you consciously acknowledge appropriate behaviors and ignore those behaviors that do not interfere with instruction, you will make great strides toward the 5:1 ratio.

Begin your morning with 10 pennies, paperclips, or other small object in your pocket.  Each time you feel the object in your pocket, provide a positive interaction and remove one item from the pocket.  By lunchtime, your pocket should be empty.  Refill and strive to deliver at least ten more positive interactions before the end of the school day.  Even at this rate, you most likely have not reached the 5:1 ratio, but you are training yourself to make positive interactions a part of your daily instruction.  By achieving this ratio, we teach our students that they will more readily gain access to teacher attention by behaving appropriately rather than inappropriately.

“The more positive attention a child receives the more cooperative he becomes.”  (http://www.aish.com/f/p/48918197.html)

Feb 07

KAGAN Training comes to TAH

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On February 29, 2012 WTEC along with the TAH Grant will be hosting a KAGAN event in Richmond, KY.

Currently we have 45 teachers signed up for this training, along with several more on our waiting list. Our TAH teachers have been excited to hear about this training and what new strategies it will bring. Below is a short description about this event.

Kagan Professional Development offers the world’s most powerful and engaging professional development opportunities for educators. Each year, Kagan offers workshops, academies, coaching, and courses to thousands of teachers, trainers, and administrators worldwide. What sets Kagan apart from other training organizations is Kagan Structures. Kagan Structures are research-based instructional strategies that have a track record of improving academic achievement and social outcomes.

We know the number one key to success in school is quality instruction. And the number one key to quality instruction is actively engaging students. It’s all about engagement! Kagan Professional Development offers world-famous Kagan Structures that boost engagement and learning for all students. Experience first-hand the power of the Kagan approach and come away with practical and proven strategies that you can really use tomorrow!