August 19, 2015
Do Now
 On a ticket, write your name.
 On scratch paper, write down definition
of formative assessment
 Find a partner to work with – one of you
write “A” on your name ticket. One of
you write “B” on your name ticket.
Goals for today…. I CAN
•Explain why “No opt out”
strategies are important and
how they can be formative
assessment.
•Adopt a variety of strategies
so there is “no opt out” when
students answer questions.
Success Criteria for Today
• A commitment to making
sure ALL students in the
classroom are accountable
for thinking!
• Walk away with “no opt
out” strategies that can be
applied to the classroom
Formative assessment is
happening during instruction.
As you are moving through
your scaffolded lesson you are
checking through specific
questioning whether or not ALL
students are understanding
and providing differentiation.
Why Work On Formative
Assessment?
• We know we are about students
learning and not about us teaching.
So we need to know what students
have learned.
• According to Hattie, student self
assessment of learning is the #1
impact on student achievement.
• Part of all 3 frameworks for TPEP
What do you predict research
says about classrooms where
students who raise their
hand are called upon? Think
for 45 seconds about that
question. Pair/share your
answers with your partner
and turn cup to blue. I will be
randomly calling
Return to Red
Reading about how
we are perpetuating
the achievement gap
Taking a risk…. High
end students
Keys to no opt out strategies
• YOU MUST ASK THE QUESTION FIRST AND THEN
CALL ON THE STUDENTS. If you draw the name
of the student first, everyone else can turn off
their thinking.
• Consistency – when you are not letting kids opt
out, don’t let them opt out.
• Provide support through pair/share, group work,
etc. for hard questions. That way students had
an opportunity to learn an answer
Key to formative assessment
•Pre-planned, meaty questions
that move students’ thinking
up the ladder of the 3 story
intellect (Bloom) or DOK
(Winters)
Stand up and be ready to
share why you like using this
if….
You use a random method of
calling on students (popsicle
sticks, tickets, deck of cards,
randomizer on computer.)
Stand up and be ready to
share with evidence why you
like using this….
A/B Partners
Remember that….
I don’t know is not an option instead…
• “phone a friend”
• say, “what do you know about this
topic?”
• Say, “if you did know, what answer
might you give?”
• come back to the person and have them
repeat the answer from someone else.
What are the 3 keys
to no opt out
strategies?
Turn to your partner and discuss.
Turn cups to blue when you have an
answer. I will be randomly calling
Return to Red
Stand up and ready to explain
if…
You frequently ask a student
to summarize another
student’s answer using
random methods.
Stand up and ready to explain
if…
You use a stoplight and have
each student write what they
know and leave it on the red,
yellow or green
Stand up and ready to explain
if…
Have used the “swap meet
idea” – write answers on
three cards and walk around
and swap
Stand up and ready to explain
if…
You have used number heads together
• Procedure:
1. In your team, number off 1-3.
2. Up and out of chair
3. Heads together
4. Team voices
5. Sit when ready to share
• Ask question for group to answer/discuss
• Call on a random number between 1 and 3 and that
person will share out selections for the group
Let’s do a 3x3
Provide a definition for
TPT
Initial _______
Explain how you plan to
implement at least two
TPT’s next week
Initials ____
Describe an interesting
experience with TPT and
discuss how it enhanced
learning.
Initials _____
What is the most
essential ingredient in
TPT conducive classroom
Initials ______
Explain how TPT’s might
have helped you during
your own school
experience.
Initials ___
Pretend you are talking
to a parent, explain why
you are using TPT’s
Initials ____
Explain which TPT’s in
your opinion, would do
the most to ensure
higher level thinking.
Describe how TPT’s can
lessen the achievement
gap.
Initials______
Explain how including
TPT has changed how you
plan your lesson.
Initials______
Think Pair Share
• For 2 minutes silently recall what we talked about the
relationship between learning goals, success criteria,
student talk and engagement, and formative
assessment
• In partners, discuss the relationship between learning
goals, success criteria, student talk and engagement,
and formative assessment
• Turn cups to blue when you are ready to be called on
randomly.
Return to Red
So far… I can….
• Take turns role playing with your
partner and convince them why no
opt out or TPT strategies are so
important to student learning. Each
partner talk for 1 minute. Be ready to
share your partner’s reasoning (turn
to blue when ready)
• Partner A’s stand up
So far… I can
• Determine the 3 strategies you will
try within the first month of school.
Be ready to explain why you chose
all three. Stand up when you are
ready.
Pre-planned meaty questions
are key– But that’s a whole
other training. I am sharing my
favorite resource!
Goals for today…. I CAN
• Explain the relationship between learning goals,
success criteria, student talk and engagement, and
formative assessment
• Explain why “No opt out” strategies are important
• Adopt a variety of strategies so there is “no opt
out” with students answering questions.
With your partner answer…
Formative assessment through
No Opt Out is like…..
Because…..
Modeling done today
•
•
•
•
There was a learning goal
Success criteria was provided
A tie to previous learning and real world application
The learning goals were revisted and connected with each
other
• Engagement strategies were used (no opt out)
• A/B partners with random calling
• Stand up if…
• No opt out tickets/random calling
• Informal checks for understanding were done through calling
on random people
• Participant reflection on learning was done
Feedback for Amy on this Presentation
 Keep doing……
Consider doing the following differently….