Presentation by: LeAnn Nickelsen, M.Ed.
Maximize Learning, Inc.
Ridgefield, CT
[email protected]
203-790-0119
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Biography Page: LeAnn Nickelsen, M.Ed.
LeAnn M. Nickelsen, educator for over 20 years, is delivering several presentations nationally on brain
research topics, differentiation, reading and vocabulary strategies, nutrition affecting cognition, all based
on the latest research. She is known for delivering a wealth of information in an active, fun format with
very specific, practical classroom examples. Participants walk out with many ideas and a passion for
maximizing learning for all students!
In addition to her trainings, LeAnn also models lessons within the classroom. She works with teachers
one-on-one and in small groups to help them achieve their educational goals. She is a parent of schoolage twins and applies the research to the hardest jobs out there, parenting and teaching.
Qualifications
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Certified Brain Research Trainer (Jensen Learning)
Masters in Educational Administration, University of North Texas
Several years teaching in the classroom in Kansas, Texas, & Ohio
Member of: National Staff Development Council; Association of Supervision and Curriculum Development
Teacher of the Year in Grapevine-Colleyville, TX
Co-Author with Eric Jensen – 1.) Engage & Soar with the Common Core (Solution Tree, 2013) 2.) Deeper
Learning: 7 Powerful Strategies for In-Depth and Longer-Lasting Learning (Corwin Press, 2008)
Co-Author with Linda Allen - Making Words Their Own (Crystal Springs, 2008)
Co-Author of Differentiating by Readiness (Eye on Education, 2010)
Author of the following teacher resource books published by Scholastic, Inc.:
*Quick Activities to Build a Very Voluminous Vocabulary (1998)
*Teaching Elaboration & Word Choice (2001)
*Comprehension-Building Activities for Reading in Social Studies & Science (2003)
*Four book Mini-Comprehension Reading series: Inferences & Cause/Effect; Sequencing & Context Clues; Point
of View & Fact/Opinion, Main Idea & Summarizing (2004)
*Memorizing Strategies & Other Brain-Based Activities (2004)
Presentation Topics
1. Differentiation: Building Success for All, Grades K-12
2. Engage with the Common Core State Standards, K-12
3. Diving Into Deeper Learning, Grades 4-12
4. Teaching With Poverty in Mind, Grades K-12
5. SavvyVocab: Making Words Their Own, Grades K-12
6. Differentiating Classrooms: The Tiered Approach, Grades K-12
7. Assessment Over- Easy Please, Grades K-12
8. Super Highway: Understanding the Adolescent Brain, Grades 6-12
9. Make Processing A Priority: Differentiated Ways to Process Information, Grades K-12
10. Differentiating Classrooms: Problem-Based Learning, Grades 5-12
11. Got Memory Rules? Grades K-12
12. Brain-Smart Foods that Maximize Learning, Grades K-12, PARENTS
13. Breaking the Content-Area Reading Code for Successful Comprehension, Grades 4-8
14. The Lesson Plan Lifesaver (Brain-Based and Highly Differentiated), Grades K-12
15. Right Words = Write Well (Word Choice), Grades 4-8
16. Calming the Raging Storms of Stress, Grades K-12, PARENTS
17. Raising Resilient Children, Grades K-12, PARENTS
18. Low Prep or High Prep Differentiated Strategies: You Choose! Grades K-12
19. Successful Summarizing Strategies, Grades 4-12
20. Bump Up the Questioning, Grades 4-8
Keynotes: Maximizing the Mind, DARE to Engage the Brain, Journey Towards
Differentiation, What Matters the Most?
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DELC
The Deeper Learning Cycle
(Pink = Preparing for Learning, Blue = Processing the Content, Green = After Learning)
Planning the
Standards &
Curriculum
1
PreAssessing
2
Building a
Positive,
Learning
Culture
3
Priming &
Activating
Prior
Knowledge
4
Acquiring New
Knowledge
5
Evaluating
Student
Learning
7
Processing
the
Learning
Deeper
6
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Developmentally
Appropriate
Meaningful
Curriculum
Chunks of
Information
Units
Essential
Questions
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Know Your
Students
Personally
Unit PreAssessments
Individual
Objective PreAssessments
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Safe, Inspiring
Surroundings
Positive
Relationships
among
Students
Positive
Relationships
Between
Student and
Teacher
Students
Vested
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

Priming and
Pre-Exposure
Questioning,
Discovery, and
Discussions
Making
Connections
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By: Eric Jensen & LeAnn Nickelsen
Getting the
Pieces and Big
Picture
Getting the
Condensed
Content
Teacher-Given
Information
StudentResearch and
Student Sharing
Books, Text,
Journals or
Magazines
Internet
Research
DVD or Video,
Television
The Domains for
Elaborate and
Effective
Processing
1. Awareness
2. Analysis to
Synthesis
3. Application
4. Assimilation
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Teacher
Feedback
Rubrics
Mastery
Self-Reflection
Peer Feedback
3
What do you already
know about deeper
learning?
How would you define
deeper learning?
What questions do you
have about deeper
learning?
How do you pre-assess
your students/children
currently? How do you
get to know them
personally?
How would you define
processing? Give an
example of when your
students/children
deeply processed
content from your
classroom.
How do you build a
positive, learning
culture in your
classroom/home now?
Why do you think
vocabulary instruction
is so important?
How do your
students/children
acquire MOST of the
information that needs
to be learned?
What are some of the
best study skills that
help students achieve?
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Deeper Learning
Definition:
Acquisition of new content or skills that
must be learned in more than one step
and with multiple levels of analysis or
processing so that students may apply
the content/skills in ways that change
thinking, influence, or behaviors.
Examples:
Reading, multidisciplinary thinking,
solving problems by devising solutions;
creating goals and strategies to achieve
those goals, how to negotiate, how to
build something, debating skills,
research skills, assembling, managing
or doing a dissertation or job proposal.
Synonyms:
Higher level thinking, complex
processing, multi-level abstract thinking,
divergent thinking, creative thinking,
critical thinking, most multistep habits,
and some procedural memory.
Pros:
Many of the things that bring us the most
satisfaction in life come from complex
knowledge and skill sets; brain may be
more activated when deeper learning
occurs the first time; typically, greater
understanding, retention and application
Deeper
Learning
Cons:
Might need foundational background
knowledge, time consuming, and it takes
a great deal of effort and intent to
master; the process and end product is
often subject to critical reviews or other
points of view.
Requirements in an Educational
Setting:
Time, (Nitsche, et al., 2007) attention,
background knowledge (usually, but not
always), specific processing procedures.
This tends to be more distributed brain
activity going on within the brain vs. more
localized learning that is seen with simple
learning.
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Simple Learning
Definition:
One-time learning, knowledge or
responses that can be learned by a naïve
learner; requires no feedback or error
correction; can be learned in one
interaction; and has little or no
ambiguity.
Examples:
Memorizing important historical dates,
multiplication tables, word associations,
alphabet, learning a list of vocabulary
words and a specific definition,
learning a person’s name, phone #, a
simple direction, or activity.
Synonyms:
Conditioned response, unambiguous,
single step learning; brief, one-sided,
rote, associative learning;
chunked down, isolated, essential,
micro step.
Pros:
It’s simple and fast; it’s age, culture, IQ,
generation and context independent; it
provides familiarity and context. It serves
as the basis for all future learning, much
of it supports survival.
Simple
Learning
Cons:
It is surface knowledge; it’s the type
that a naïve learner or younger child
might have; lacks the complexity of
thought, learning may be laborious;
cannot be debated.
Requirements in an Educational
Setting:
Needs external motivation because it
rarely fills needs for internal drive.
Others might “impose it” on the learner;
Tends to be more localized brain activity
going on within the brain versus more
distributed learning.
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D.E.E.P.
Domains for Elaborate and Effective Processing
Domain and
What is it?
Variations
End Product
Symbol
Awareness
The consciousness
Retrieving, observing, recognizing,
Experience-activated, interest heightened,
of what’s going
recalling, defining, explaining,
priming; knowledge and definitions
on…to be cognizant
retrieving, identifying, remembering,
understood; the basic information, sounds
and aware
understanding, describing.
and feelings can be described and put in
context, new learning. Ready for
elaboration, detail, and more chunks.
*Who, did what, where, and when? What do you know about…?
*Can you define, list, recall, or identify …?
*How would you explain or describe…?
*How did _____ happen?
*Can you explain what is meant by…?
*Are you aware of how you responded to ______________?
* What background or biases have shaped your awareness?
* How do you know what you know?
*Are you sure…?
*How reliable and valid is…?
*What do you mean?
*What is going on here?
*Do we have enough facts to suggest…?
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D.E.E.P.
Domains for Elaborate and Effective Processing
Domain and
What is it?
Variations
End Product
Symbol
Analysis
To
Synthesis
Wholes to Parts and
Ordering, synthesizing, summarization,
Coherence and eventual richness of
Reverse! Separating
regrouping, integrating, symbolizing,
understanding, More thorough
or combining of
generalizing, matching, rewording, comparing,
understanding of content in own words;
knowledge and ideas
contrasting, error correction, classifying,
new ideas formed; better wholeness and
in order to see the
investigating, abstracting, comprehending,
better understanding of the pieces, the
parts from the
describing, associating, patterning, sequencing,
context is better understood and the
whole and then to
dissecting, dividing, deducting, drawing
supporting details, too, bigger picture
put the parts
conclusions, idea to example, reasoning,
taken apart and put back together
together to form a
estimating, assessing, criticizing, decision
differently; Aha Moments; new theories
new whole.
making, determining fallacies, interpreting,
formed,
prioritizing, elaborating, organizing,
distinguishing, rearranging
*How would you sequence these parts?
*Where does this fit…?
*What steps are important in the process of…?
*What solutions are emerging?
*What are the parts, features, sections, properties,
*Where do you see gaps or ambiguities?
characteristics of _____?
*How can we fit _________ together with __________?
*How would you label them to show ____?
*How can you design, invent, compose or arrange
*How would you organize _________ to show ___________?
______________?
*How is ___________ related to/like _____________?
*What are some alternative solutions and arrangements?
*How would you support the big idea of ___________?
*How would you improve it?
* How does this compare/contrast with _______________?
*What changes would you make to solve? How can these changes
* Where does this idea/concept fit in a historical context?
improve it?
*Have you considered…?
*Can you formulate a theory?
*What conclusions have your drawn?
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D.E.E.P.
Domains for Elaborate and Effective Processing
Domain and
What is it?
Variations
End Product
Symbol
Application
Practicing, doing or
Decision-making, problem-solving, generating and
Evidence that students mastered the
using what was
testing hypothesis, adapting, transferring,
content; becomes the evaluation piece;
learned to benefit
predicting, synthesizing, visualizing, creating,
dramatizing, debating, simulating, writing,
self, community,
elaborating, inventing, associating, applying
building, producing art, supplying content
nation or world.
for a website, creating posters, building
models, making a PowerPoint or DVD to
share. etc.
*How does ________ apply to ____________?
* How can you prove to me that you understand this?
*How would you use or demonstrate…?
*What approach or technique would you use to…?
*What else could you have done?
*What do you think _____________ would have done if _________?
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D.E.E.P.
Domains for Elaborate and Effective Processing
Domain and Symbol
Assimilation
What is it?
Variations
End Product
The heart of the
Absorption, incorporation, digestion,
Setting goals; journaling or diary
content:
integration, reflection, perspective taking,
writing; emotional responses such as
internalizing the
monitor the process, empathizing, reviewing
debates, critiques, praise, support and
information
importance, efficiency, efficacy, emotional
nonsupport. Creating a documentary,
personally; personal
response, motivation
being a role model, using a blog,
connections
mentoring another learner
*Do your goals or strategies need to change?
*What makes you say that?
*Do you agree or disagree with _________ and why?
*How would you justify, rate, evaluate, and defend the importance of…?
*Which is better and which is worse?
*How would you prioritize or rank…?
*Which solution is the best and why?
*Does this compete with any values you hold? Which ones? How?
*How did you feel about learning about this?
*What are the most important things that I have learned to date? Are there things which I would now do differently if I could repeat
the experience and if so why? How differently do I see my future role as a learner in the light of this learning so far?”
*Does this validate or repudiate anything you know?
*How will you take this and grow from it?
*In the light of what I have learned so far, what are my learning priorities for the next few weeks? How can I build on what I have
already learned? What new knowledge and understanding do I hope to acquire? What new skills do I need to develop? *What can I do
to ensure that I don’t lose sight of these objectives?”
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4 Box Thinking Process (Grades 4-12)
Topic: _________________________________________
1.
2.
3.
4.
Choices
Box 1 – Choose One
How would you describe or define it?
Which words are related to it?
How could you illustrate it?
How would you summarize it?
Box 3 – Choose One
How do you feel about it?
How would you support your feelings?
How does it compare to your life and
what you know?
Do you agree or disagree with it and
why?
Box 2 – Choose One
What are some examples of it?
What are the pros and cons of it?
How would you categorize, classify or
group it?
What would you compare it with and why?
Box 4 - Choose One
How would you improve it?
Can you develop a new use for it?
What if it didn’t exist – how would life
be different?
What solutions can you devise for it?
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4 Box Thinking Process (Primary)
Topic: _________________________________________
1.
2.
3.
4.
Choices
Box 1 – Choose One
How would you describe it?
How could you illustrate it?
Box 3 – Choose One
How do you feel about it?
Do you agree or disagree with
it and why?
Box 2 – Choose One
What are some examples of
it?
What could you do with it?
Box 4 - Choose One
How would you improve it?
What if it didn’t exist – how
would life be different?
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MIND MAPPING GUIDELINES
1. Main topic as a picture in the CENTER of the page.
2. Related topics in spokes.
3. Use COLOR.
4. PRINT key words and phrases.
5. Represent ideas with symbols.
6. Use arrows or underlines to highlight important ideas.
7. Cluster or group similar facts related to the main topic.
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Ways to Build Background Knowledge
1. Field Trips
2. Virtual Museums via Internet
3. Silent Reading Time – Books Galore!
4. Teaching vocabulary words – elaborating on them
5. Activating prior knowledge before lessons and giving
“snippets” of information needed before teaching the
lesson
6. Provide homework that deals with that student’s lack
of background knowledge on a particular subject
7. Show pictures related to the topic
8. Video clips, WebQuests, and other internet sites
9. Guest speakers who are enthusiastic and at ease in
speaking with kids
10.“Realia” or artifacts connected with the content
Marzano, Robert. (2004) Building Background Knowledge for Academic Achievement, Alexandra, Virginia: ASCD.
LeAnn Nickelsen
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Topic:______________________________
“To Activate My Prior Knowledge”
think I know the following about the topic:
________________________________________________________________________________
________________________________________________________________________________
am sure that I know the following about the topic:
________________________________________________________________________________
________________________________________________________________________________
uestions that I have about this topic (I want to learn …):
________________________________________________________________________________
________________________________________________________________________________
xperiences that I have had with this topic:
________________________________________________________________________________
________________________________________________________________________________
xperiences that my friend, _________________, has had with the topic: _____________________
________________________________________________________________________________
________________________________________________________________________________
LeAnn Nickelsen
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Activating Prior Knowledge Spinner or Dice
STRATEGY
2
1
3
6
4
5
1. What are some facts that you know about this topic?
2. What are some synonyms for this topic?
OR
Define this topic in your own words.
3. How could you use this topic currently in your life or in the future?
OR
What questions do you have about this topic?
4. Can you think of a specific example of when you experienced this
topic? If so, how did it benefit you?
5. If you were writing about this topic, what information would you
include?
6. Why might it be important to learn about this topic?
LeAnn Nickelsen
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Step-By-Step Vocabulary Instruction
*For any content area subject (math, social studies, science, language arts,
economics, music, art, etc.). *Starting with a unit.
1. Pre-assess your students for their word knowledge of the upcoming unit words.
 Cloze activity (fill in blank)
 Matching
 Paragraph writing
 Picture-Word Match
 Categorizing words
 General Self-Assessment—Likert Scale
2. Choose words to teach according to the curriculum.
 Choose words based on pre-assessment results.
 Choose words that have a probability of improving academic success.
 Choose words that enable students to master the objective at hand.
 Choose Tier 2 words most often
 Ten Year Question
 Clues or no clues?
Use the following questions to help you choose your words:
► Which words are most important to understanding the text to be read? In other words, without
knowing these words, the selection just won’t make sense.
► Which words will help the students answer the Essential Question or master the outcome?
► Is the word seen frequently within the text?
► Is the word important for building understanding for the next layer of learning?
► Did the pre-test show that many students don’t understand this meaning?
► Will this word be important to know ten years from now?
3. Create a Web of Words showing the big picture of how all of these words within
your unit relate to one another (big picture). Distribute a copy of this web so all
students may add to it OR make it your Word Wall.
4. Create individual daily lesson plan outcomes based on standards and curriculum
all related to your unit of instruction.
5. Decide which words will be taught with each outcome.
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6. Decide when to teach the words within the lesson: before learning, during
learning and/or after learning.
7. Explicitly teach these words by using Marzano’s 6-Step Process.
STEP 1 – Provide a description, explanation, or example of the new term. (See
how to create a word description)
Tell a story that uses the term
Video or computer images
Current events
Build on experiences
STEP 2 – Students restate the description or explanation in their own words.
Critical to be in their own words
Students may write these statements in Vocabulary Log
STEP 3 -Students construct a nonlinguistic representation of the term.
Draw the actual thing
Draw an example
Draw a symbol if its abstract
Use computer graphics
Dramatize the term
STEP 4 – Plan activities that help students add to their knowledge of the term.
Determine if these activities will be given before, during or after the
reading/learning.
Make associations
Identify relationships (synonym, antonyms, affixes and roots)
Compare or contrast terms
Create metaphors, similes, analogies (or solve them)
Classify the terms
Elaborate on the word in multiple ways
*Create opportunities to add to or revise representations
STEP 5 – Discuss terms with other students
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Partner, small group or even whole group
Share nonlinguistic representations
Share new understandings and questions
Use the words in discussions
STEP 6 – Involve students periodically in games that allow them to play with and
review the terms.
Kinesthetic Vocabulary
Pictionary
Jeopardy
Catch Phrase
Taboo
$25,000 Pyramid
8. Decide how to differentiate these strategies so that all students can learn the
words’ meanings through several different ways.
 Consider student’s learning style, multiple intelligences, readiness level
(background knowledge), interests, etc.
 Students add multiple layers of understanding of a word’s meaning through a
variety of exposures to the word.
o Teacher presenting mini-lessons on content with new word included
o Reading text book/resource books including words
o Using age-appropriate glossaries
o Repetitive use of words in classroom conversations
 More complex or less complex
9. Create an assessment that reflects the outcomes.
10. Teach the lesson – make sure you use the Gradual Release of Responsibility
sequence while explicitly teaching the words.
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Term:
My Understanding (4 is the highest):
1
2
3
4
Description of the word in MY OWN
WORDS:
Word in sentence that I’m currently
studying.
Drawing, Image, or Symbol:
How will I remember this word?
Term:
My Understanding (4 is the highest):
1
2
3
4
Description of the word in MY OWN
WORDS:
Word in sentence that I’m currently
studying.
Drawing, Image, or Symbol:
How will I remember this word?
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Exit Slip
Name: ______________ Date: ______
Objective:
________________________________
________________________________
________________________________
Response:
Stop-Save-Start
As I think about my performance, here is one
thing I will …
Stop:
Save:
Start:
Name:
Exit Slip
Name: ________________ Date: ____
Quick Draw:
Observations
Name: _______________ Date: _____
I saw today…
This made me think…
Now, I wonder…
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COUNTDOWN
By:___________________
3 things I know about…
2 questions I still have…
1 thing I will do…
Name: _________________________________________ Date: _____________
Power Question
Congratulations! You have the honor of creating a power
question from today’s lesson. Create a higher order question for the
class to answer tomorrow about today’s lesson.
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Name:________________________________
Date: ___________
Learning Frame
Today I learned about _____________________ with my class.
The tricky part is ____________________________________,
but it helps when I___________________________________.
It’s important that I know this because
_______________________________________________________
_______________________________________________________
_________.
Name:_______________________________ Date: ________
Possible Quiz Question
Answer
Reflective Conversations - Non-Fiction
*Students are placed with a partner. Person A asks Person B one Before Reading question, During Reading
question, and After Reading question at the appropriate time while reading a content-area reading text.
Person B will ask Person A different questions from the same category. They take turns asking and responding
to questions just like a conversation. They must be able to paraphrase how their partner answered the
question to ensure accurate, active listening.
BEFORE READING
1. Look through the reading passage (pictures, graphs, bold headings, captions, etc.). What are
some of the things that you already know about the passage? Have you experienced anything
about this passage in your personal life? If so, please explain.
2. What are some predictions about the main idea of the passage?
3. What concepts are you trying to understand by reading this passage? (Look at the boldface
type words within passage and words within titles and subheadings)
4. What are your reading goals for this passage? (Personal reading growth goal and/or purpose
for reading this content area book)
5. What do you hope to learn by reading this passage?
6. Name at least 2 strategies that you might use during the reading of this passage?
DURING READING
1.
2.
3.
4.
Have your predictions about the main idea of this passage changed? Why or why not?
Explain the reading strategies that have been most helpful so far.
Summarize the important aspects of this passage so far.
Do you have any questions about the passage yet?
AFTER READING
1.
2.
3.
4.
5.
How are you feeling about what you read? Any emotions about the passage?
What was the main idea within the passage?
What reading strategies did you find most helpful and why?
How do you see yourself using this information in future situations (school and family life)?
What information really had an impact on you and why?
**Students should show evidence/proof from text for each answer.
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Reflective Conversations with Non-Fiction Checklist
Place a checkmark in Person A’s box and/or Person B’s box after they give evidence of
fulfilling the criteria described. Give proof in the comments box. Since there are
several questions and opportunities to respond to the reading, there will be several
checks in each box.
Person A’s Name: ___________Person B’s Name: _______________
Criteria
Person
A
Person
B
Comments
Why?
1. Speaker: Student
appropriately answered the
questions asked and gave
evidence from the text to
support answer.
2. Speaker: Student
communicated the answers
effectively, clearly, and
accurately.
3. Listener: Student
demonstrated active listening
by: summarizing what the
speaker said, challenging the
speaker if he/she disagreed,
asking clarifying questions for
misunderstanding or responding
somehow to what was said.
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Fix-Up Strategies to “Unconfuse” Yourself
Reread tricky parts
Look for clues in the paragraph to help you figure out a tough word
Reread and try to visualize parts
Try rereading 1 or 2 sentences at a time, then retell these
Go learn more about the content before reading further (build up
background knowledge on the topic within the book)
Self-monitor your reading with text-posting so you can explain what
part of the text you are not understanding
Create questions for clarification
Make a connection between the text and your life, another text, or
what you know about the world
Make a prediction
Just stop and think about what you just read
Reflect in writing what you have read
Determine the patterns in the text structure
Adjust your reading rate: slow down or speed up
Read the section aloud to wake up
If none of the above work, ask your teacher for help
Comprehension Constructor:
I am confused by: ___________________________________ on page _____. I am
confused because: _____________________________________________. I will try
the following Fix-Up Strategy: _______________________________. I now
understand __________________________________________________
________________________________________________________________.
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Scaffolding During Reading
Support Students
BEFORE Reading
Build their background
knowledge
Preteach new concepts so
connections occur
Preteach new vocabulary
(especially those with little
context clues around them)
Connect information in text to
students’ lives
Create a purpose for reading by
helping students ask questions
or predict what they will learn
Teach strategies explicitly and
ask students to practice them
Cue students on transition
words such as: however,
because, in contrast, and for
example to strengthen their
knowledge of inter-sentence
relationships
Cue students on words that
signal information will be
sequenced: first, next, then,
after that, finally.
Help students set clear purposes
for reading and teach them how
to do this independently.
Support Students
DURING Reading
Continue to set clear
purposes for reading with
each section of a unit of
study
Help students understand
the importance of rereading
to increase their recall
Model how to pinpoint what
you understand and what
confuses you while reading.
Provide some monitoring
strategies
Teach students to visualize
and use their mental images
to deepen comprehension
and promote recall
Model how to pose
questions and read on to
discover answers
Demonstrate how and why
to reread and retell. Start
with one or two sentences
and gradually increase the
amount you can recall and
retell.
Read difficult passages
aloud to students and
together work out the
meaning (This gives
students information but
does not improve reading)
Question the author in order
to improve comprehension
Support Students
AFTER Reading
Discuss material to help
students connect it to their
prior knowledge, their
personal lives, other texts,
and world issues. This will
improve recall of the details
Teach students to skim and
reread to locate answers
and support for discussion
points
Reteach a strategy for
students who need extra
modeling
Show how to take notes or
summarize information
Show students the benefits
of graphic organizers.
Model how to use one.
Draw and label diagrams.
Explain that doing so
creates mental images that
make it easier to recall
complex information
Source: Robb, Laura. (2006). Teaching Reading: A Complete Resource for Grades 4 and Up. New York, NY:
Scholastic, Inc. Permission to reproduce from Scholastic, Inc. p. 236.
29
Teacher Self-Reflection on the
Topic of Student Self-Assessment
0 = Not at all
1 = Somewhat
2 = Often
3 = Almost Always
1. I share the outcome in student-friendly language so that all students know
exactly what is expected of them during the lesson.
2. My students use a variety of formative assessments during the lesson that help
them to see where they are with the outcome (Sentios, dry-erase boards,
Think-Pair-Share, Quick Writes, Touch Cards, etc.).
3. My students take unit pre-assessments so they (and I) know where they are
with the standards before instruction even starts.
4. When needed, I encourage and support student goal setting in areas of
weakness such as writing, reading more often, behavior, participation, and
other self-regulating skills.
5. At the end of the lesson, my students self-assess where they are with the
outcome for that day (Exit Slip, closure, etc.).
6. My students keep track of their level of mastery with each outcome that I
teach.
7. I ask my students to do some type of self-evaluation after their tests have been
graded and given back to them.
8. My students track their own summative scores via a graph and set goals for the
next summative.
9. Every assignment I give my students has success criteria attached to it so they
know exactly what is expected (rubric, checklist, list of characteristics,
exemplars, criteria questions to ask self, etc.).
10. My students can describe their own strengths and growth opportunities.
11. My students ask and generate questions related to the learning at hand, and I
plan time for these questions to be asked and answered.
12. Check any of the following ways that your students currently self-assess on a REGULAR basis:
 Group Work / Individual Evaluations
 Graphing / Charting Progress
 Sentios
 Portfolios
 Dry-Erase Boards
 Rubrics
 Think-Pair-Share
 Generating Questions
 Quick Writes
 Individual Goal-Setting
 Touch Cards
 Exit Slips
 Other: _________________________
 Other: __________________________
13. A student self-assessment goal that I have is…
30
Steps Toward More Powerful Student Self-Assessment
1. Place standards and outcomes into units.
2. Pre-assess students’ knowledge in relation to the unit standards.
3. Show and explain to the students what is expected of them during this unit. Give each
student a Student Standard Tracker so monitoring of their progress can occur with the daily
learning outcomes.
4. Give them feedback to help them decide how they can get closer to the expected outcome.
Adjust instruction based on their needs. Facilitate them monitoring their progress.
When Using Student Self-Assessment, Remember to…
 Promote the belief that ability is incremental rather than fixed (when students think they can’t
get smarter, they are likely to devote their energy to avoiding failure).
 Make it possible for students to measure their progress against themselves rather than
against others in terms of achievement.
 Provide feedback that contains a recipe for future action.
 Use every opportunity to transfer executive control of the learning from the teacher to the
students to support their development as autonomous learners.
 Be patient – it takes a while for students to learn HOW to self-assess.
Types of Student Self-Assessment
Goal Setting
emphasizes desired
learning
Formative Assessment
Progress
Summative
Assessment Progress
emphasizes growth
emphasizes continued
learning
(behavior, study skills,
reading, basic facts, etc.)
(homework, daily progress
toward outcome, exit slips,
rating of understanding)
(quizzes, tests, ssignments)
NOT GRADED
NOT GRADED
GRADED
31
Name: ______________________________ Date: _____________
SMART Goal Setting in 5 Easy Steps
Adapted from Active Solutions
Step Mnemonic
1 Specific
2 Measurable
3 Action oriented
4 Realistic &
Relevant
5 Time based
Description

Exactly what is it you want to achieve in
your learning and to what extent?
A good objective statement or goal
should answer the question, “which,
who, what, when, where, why”?

You need to be able to track the
progress and measure the outcome.
A good objective statement or goal
should answer the question, “how much
or how many”?

Say what you are going to do.
A good objective statement or goal
should describe a result.

Be optimistic, but provide realistic
strategies.
A good objective statement or goal
should challenge your learning, while
remaining realistic and relevant.

Include a time limit
A good objective statement or goal
should include “by when” do you want
to achieve your result?
My SMART Objective Statement:
32
S- Increase score by one letter grade.
M- Using “My Progress Learning Graph” for all graded items.
A- Write outcome, reread and highlight notes, study, clarify and monitor
understanding, seek help if needed, check-in with teacher on Fridays (about my progress)
R – I’ve made this grade before, teacher agrees this is possible
T-- Nine-week timeframe, checkpoints, support in class and tutorials
My SMART Objective Statement:
I plan to increase my score on my report card by one letter grade. In order to achieve this I will so the
following things daily:





Write the lesson’s outcome in my notebook
Document all graded assignments and quizzes on “My Progress Learning Graph”
Check for understanding daily with classwork / homework by participating
Reread my notes (highlighting key points) for homework every night
Check-in with teacher on Fridays
and the following things as needed:
 Study with a partner before tests
 Monitor my average after each assignment on the computer grade book
 Attend after-school tutorials if I score lower than an 80
My SMART Objective Statement:
I plan to decrease the number of days I am absent or late to school during this grading
period. In order to achieve this I will do the following things each day:
Task
M
T
W
T
h
F
Make my lunch or get lunch money before bedtime
Select my clothes and prepare my backpack before bedtime
Set my alarm at night for 6:15 am
Get up on the first ring (no snooze!)
Be at the bus stop by 6:45
*Appoint a “bus buddy” if I miss the bus twice
33
Author of Plan: ______________________
Dates: ________ to ___________
Goal Setting Plan for the Topic of __________________
Goal:
Benefits of Accomplishing this Goal:
STRATEGY
ACTION PLAN
*What I will do this week to make my
strategy successful. Write this section in
your planner.
RESULT
1.
2.
3.
4.
The Next Steps After Evaluation:
Jensen, Eric and LeAnn Nickelsen. (2008). Deeper Learning. Corwin Press.
34
Author of Plan: Beth Harrison
Dates: October 1 – November 30
Goal Setting Plan for the Topic of NUTRITION (Health Class)_
Goal: TO EAT 7-9 FRUITS AND VEGETABLES EACH DAY
STRATEGY
Benefits of Accomplishing this Goal:
 MORE ENERGY
 ANTIOXIDANTS KILL OFF
FREE RADICALS – HEALTHIER
 LESS SICKNESS
ACTION PLAN
*What I will do this week to make my
strategy successful. Write this section
in your planner.
1. TO EAT 2 FRUITS AT BREAKFAST
PURCHASE 100% ORANGE JUICE AND A
VARIETY FRUITS
2. TO EAT 2 VEGETABLES AT LUNCH
PURCHASE V8 JUICE AND BUY THE SALAD
BAR AT SCHOOL
3. TO EAT 2 VEGETABLES AT DINNER
PURCHASE SPINACH, GREEN BEANS,
ASPARAGUS, BROCCOLI, SWEET POTATOES
4. TO EAT 1 FRUIT BEFORE BED
PURCHASE APPLES AND ORANGES
RESULT
The Next Steps After Evaluation:
Jensen, Eric and LeAnn Nickelsen. (2008). Deeper Learning. Corwin Press.
35
Name: ____________________________________________________________________
Outcome: _________________________________________________________________
Directions: Use the rubric to determine the score you believe you deserve. List the evidence to
support your score.
My work deserves a score of:
Evidence to Support My Score
Teacher Comments:
36
Name: Mark Peterson
Outcome: I will be able to compare and contrast chemical and physical changes and complete a lab
experiment about chemical and physical change while using small group rules appropriately.
Directions: Use the rubric to determine the score you believe you deserve. List the evidence to
support your score.
My work deserves a score of: 3
Evidence to Support My Score
Pluses





I followed the directions for the experiment precisely.
My double bubble has at least 3 similarities and 3 differences.
I was thorough and detailed with the double bubble.
My summary at the bottom of the double bubble is in my words.
I was the timekeeper / taskmaster for my group and we had everything completed and
cleaned up in the time given.
 I recorded the experiment correctly in my science journal.
 I learned:
o You can’t base change on the object you’re using. You have to figure out
whether you can get it back to the way it was. If you can, then the change is
physical. If you can’t, then the change is chemical.
Minuses
 Our group got off-task once (for about 2 minutes), but then got back to work.
Teacher Comments:
I agree with your assessment for your score. It’s clear that you didn’t just copy the definitions
from the book, but you really understand and can explain the differences between chemical
and physical change.
What did you do to keep your group on task? Was one person in charge? I’m sure that some
other groups would enjoy hearing your strategies.
37
Feedback FOR Learning
Name: _______________________________________ Date: __________________
Assignment Title: _______________________________________________________
The Criteria for this Assignment (describe with a list):
My Opinion:
1. My strengths within this assignment are:
2. What I need to continue to work on is:
Feedback from a Peer:
1. The strengths that I see in this assignment are:
2. The growth opportunities are:
Feedback from the teacher:
1. The strengths that I see in this assignment are:
2. The growth opportunities are:
Adapted from Chappuis, Jan. (2009) Seven Strategies of Assessment for Learning.
38
Feedback FOR Learning EXAMPLE
Name: Alec Boxer
Assignment Title: Mindmapping Your Country
Date: 11/5
The Criteria for this Assignment (describe with a list):
Identify the most important information about my country’s work (industry), shared
ideas, religions, customs, education, tools and government.
Graphically display information in similar chunks around my country’s flag (mindmap)
Use colors, printed words or short phrases and graphics to represent the ideas
Created 3 higher level questions about my country for the class to answer after the
presentation
Defined at least 5 vocabulary terms within mindmap.
Purpose: This mindmap will help me present the ideas in an organized manner.
My Opinion:
1. My strengths within this assignment are:
I have the best and most current facts because of the cool websites I found
My drawings are very details
My questions were written at the highest level.
2. What I need to continue to work on is:
I think I misspelled words
I’m wondering if the graphics I Googled are the most accurate – better double check
I need to rehearse this information better so I can present it
Feedback from a Peer:
1. The strengths that I see in this assignment are:
Cool pictures Alec!
You have tons of facts – where did you find them for “tools”
Your flag is very detailed.
2. The growth opportunities are:
You have 5 misspelled words – that I noticed!
Hey dude – you need more facts for education!
I don’t understand question #2
Feedback from the teacher:
1. The strengths that I see in this assignment are:
Your phrases on the mindmap are succinct and clear – good job!
Your questions will really challenge the group – esp. #2
You are an amazing artist that can share facts through a picture – super job!
2. The growth opportunities are:
I would like to see more specific information for government and education
Practice your presentation – this mindmap will guide your thoughts well!
Adapted from Chappuis, Jan. (2009) Seven Strategies of Assessment for Learning.
39
Student: ________________________________ Date: _________________
Exam Error Breakdown
Question
Number
Standard / Outcome
Addressed
Answered
Correctly
Answered
Incorrectl
y
Missed Due
to
Carelessness
Missed Due
to Lack of
Knowledge
Analysis of My Error Breakdown
Student: ________________________________ Date: _________________
Exam Error Breakdown
40
Question
Number
Standard / Outcome
Addressed
1.
Multiplying fractions
2.
Multiplying fractions
3.
Reducing fractions
4.
Reducing fractions
5.
Dividing fractions
6.
Dividing fractions
7.
Reducing fractions
8.
Reducing fractions
9.
Multiplying fractions
10.
Multiplying fractions
11.
12.
13.
14.
15.
16.
Answered
Correctly
Answered
Incorrectl
y
Missed Due
to
Carelessness
Missed Due
to Lack of
Knowledge










Problem-Solving with
Multiplying fractions
Problem-Solving with
Multiplying fractions
Problem-Solving with
Multiplying fractions
Problem-Solving with
Multiplying fractions
Problem-Solving with
Multiplying fractions
Problem-Solving with
Multiplying fractions












Analysis of My Error Breakdown
I understand how to multiply and reduce fractions in basic computation and problem-solving. The
mistakes I made were with the numbers 7 & 8. I do NOT understand how to divide fractions.
My Plan:




Listen carefully and ask questions about dividing fractions in class.
Meet with Sam to double check our homework on dividing fractions.
Use flashcards to work on the multiplication tables of 7 & 8.
Slow down and check my answers on problems multiplication of numbers 7 & 8.
41
Stop-N-Think
Stop #1 –
Got It!
Need More
Practice
Not Yet
Stop #2 –
Got It!
Need More
Practice
Not Yet
Stop #3 –
Got It!
Need More
Practice
Not Yet
Stop #4 –
Got It!
Need More
Practice
Not Yet
Stop #5 –
Got It!
Need More
Practice
Not Yet
Questions I Still Have:
42
Weekly Target Practice
Student Self-Assessment
Name: ______________________________Subject: __________________________________ Unit: ___________________
Target
Comments
Monday Target:
Why did you place the “X” in that
_________________________________ particular location?
_________________________________
Got It!
Need More Practice
Not Yet
Tuesday Target:
Why did you place the “X” in that
_________________________________ particular location?
_________________________________
Got It!
Need More Practice
Not Yet
Wednesday Target:
Why did you place the “X” in that
_________________________________ particular location?
_________________________________
Got It!
Need More Practice
Not Yet
43
Thursday Target:
Why did you place the “X” in that
_________________________________ particular location?
_________________________________
Got It!
Need More Practice
Not Yet
Friday Target:
Why did you place the “X” in that
_________________________________ particular location?
_________________________________
Got It!
Need More Practice
Not Yet
Conference with teacher notes (goals for weekend
review/next week):
44
Not Yet
Approaching
More Practice
Got It!
My Progress Learning Graph
My name: ____________________________________
Subject Area: ____________________________
Outcomes & Date
45
Weekly Progress Monitoring
Day of
Week
Monday
Tuesday
Wednesday
Warm-Up
Outcome
Exit Ticket
Response
Got It
Got It
More
Practice
More
Practice
Not Yet
Not Yet
Got It
Got It
More
Practice
More
Practice
Not Yet
Not Yet
Got It
Got It
More
Practice
More
Practice
Not Yet
Not Yet
46
Thursday
Friday
Got It
Got It
More
Practice
More
Practice
Not Yet
Not Yet
Got It
Got It
More
Practice
More
Practice
Not Yet
Not Yet
47
Content-Area Reading Strategy Checklist
Before Reading
I preview the section or chapter by looking and thinking about the boldface or
italic headings and vocabulary.
I skim the chapter to have an idea of how it is organized.
I read the sentences around boldface words that are unfamiliar.
I read the captions, charts, graphs, and diagrams.
I develop ideas of what I already know about this topic.
I review the purposes that the teacher or I have set before I start to read.
During Reading
I make a mental picture in my mind of what I’m reading.
I know when I’m confused, and I reread to understand.
I look for information that relates to the purpose I’ve set or that the teacher or
class has set.
I stop after each section and summarize what I’ve read.
I try to use clues in the sentences, charts, and pictures to figure out new words.
I record important information within a graphic organizer or special note-taking
style.
I jot down questions to ask my teacher, especially when I’m confused.
I use my list of Fix-It Strategies when I get confused.
After Reading
I discuss ideas or questions that I had with a partner or group.
I note new vocabulary in a journal or within a graphic organizer.
I skim to find parts that may answer a question and clarify my purpose for
reading. I reread these sections.
I study my notes and reread important parts after each assignment.
I celebrate my learning of the content (project, writing, discussion, etc.).
48
Text Thoughts
Topic: __________________________________________ Chapter: _____________
Quotes, Phrases, Vocabulary Terms
My Thoughts About These Notes:
*Personal connections to my life
Directly from Text
*Explaining in my own words
*I know something else about this (example, additional fact, etc.)
*I feel ________________ about this because…
*I want to draw this…
*I have a question...(wondering, don’t understand, clarifying)
*I need to define this word on my own
49
Text Posting Symbols
Text Posting Symbols
Nonfiction Reading

N
?
__
I know this already
New fact to me!
I don’t understand
Very important
Connections


F
T
Fiction Reading
P
?
I want to predict


C
What is this word?
I don’t understand
I get it! Problem solved
Connection to me
Connection to a book
Connection to my family
Connection to my town
Text Marks
V
I
C
!
Visualized this
Important information
Connection to me
Inference I made
Prediction confirmed
LeAnn Nickelsen
50
The Six Thinking Hats
Question Stems
Concept Created By: Edward DeBono. (1999).
Six Thinking Hats. New York, NY: Little, Brown and Company.
WHITE HAT: facts, information
What do you already know about . . .
List the facts that you know about . . .
What facts are missing . . .
RED HAT: feelings, attitudes
How do you feel about . . .
How do you think ______ felt about . .
What is your opinion about . . .
What do you feel about doing . . .
YELLOW HAT: benefits, positive
thinking
What are the benefits of . . .
What are the pros of . . .
What are the strengths of . . .
What do you like about . . .
Why will it work in order to . . .
GRAY HAT: judgments, problems, cons
What’s wrong with . . .
What potential problems could arise
What mistakes can you find . . .
List the dangers of . . .
What is bad about . . .
GREEN HAT: creativity, new ideas,
what if
What if ______ didn’t happen or did
happen . . .
What new ideas did you gather from
...
What modifications would you
suggest . . .
List the possible ways that . . .
How might you change . . .
How could you combine ______ &
______ . . .
What new ideas do you have about
improving . . .
BLUE HAT: summary, organization
What was the most valuable
information that you learned
from . . .
What should our focus be now . . .
What comes next . . .
How will you apply . . .
Summarize what you learned . . .
51
Talking Chips
52
Stop-N-Think
Forming the Basics
Choice Reflections




Synthesizing It All
Does today’s learning remind you of anything from your personal
life? Objects? Events? Person? Process?
How does the concept or skill connect with other things that you
have learned? Books, Stories, Websites, Current Events, Famous
people, etc.
How would you explain today’s learning to someone 4 years
younger or 4 years older?
How could you implement what you learned today in the future
(career), in your household, at school, in the community, or in the
world?
Making Connections







 Determine the most valuable piece of information that you
learned.
 How would you write a one paragraph summary about what you
learned?
Draw a picture of what you learned.
Create a web of the details that you learned today.
Predict what the next sequel lesson would be on this topic.
What was the main idea of the lesson? What details support it?
List the most important vocabulary words of this concept.
What are the cause-effect relationships within the lesson?
List some facts that you learned today.
Name: _________________ Date: ____________
Circle One: Book, Lecture, Video, ____________(Other)
Stop #1
Stop #2
Stop #3
Stop #4
Synthesis of the stops:
 How would you have taught today’s lesson?
 What new questions do you have about today’s learning?
 Assess your new understanding of the information learned today.
What are your gaps if you feel that you have any?
 Summarize today’s learning in 10 or less words.
 What are you beginning to wonder now that you learned this
information?
 What did you rediscover after today’s learning?
 If you could change anything about what you learned today, how
would you change it and why?
53
LeAnn Nickelsen
Walking in the Shoes of Another
My Name:
Partner’s Name:
Topic:
Topic:
My Point of View or Perspective:
His/Her Point of View or Perspective:
Why I have this perspective: (support with facts)
Why do you have this perspective? (Support with facts)
I received this information from: (sources)
Where did you receive your information? (sources)
The following fact or idea might change my perspective:
Is there a fact or idea that could change your perspective? If so, list it here.
After the interview, put yourself in your partner’s shoes. Explain what you understand, appreciate or respect about your partner’s perspective.
Respond on the back of this page.
After considering both perspectives, what is your perspective now? Write on back of this page.
54
TELL: A Reflection Tool (Grades 4-12)
Name: ___________________________________
Explanation
Your Response
Thankful for…
*Describe all of the things that you were thankful
for during the lesson or throughout the day.
*Who was helpful?
*Was there a good book involved?
*Did an author touch you somehow?
*Did another students or teacher give your
feedback?
*Did you learn an amazing fact today?
Evaluate…
*How well do you understand the information?
*How well did you do on ________________?
*What questions do you still have?
*What do you need more help with?
Learned…
*What did you learn?
*Did you learn a new social skill?
*New words?
*New connections?
*Any aha moments?
*List facts or list sequence of skill learned.
List your plan of action
now…
*New goals based on the day?
*Any apologies need to be made?
*How can you deal with that student or teacher
differently tomorrow?
*What further learning do you want to explore
now?
55
TELL: A Reflection Tool (Grades 1-3)
Name: ___________________________________
Explanation
Your Response
Thankful for…
*Describe
all of the things that you were
thankful for during the lesson or
throughout the day.
*Who was helpful?
*Did you learn an amazing fact today?
Evaluate…
*How well do you understand the
information?
*How well did you do on
________________?
*What questions do you still have?
Learned…
*What did you learn?
*Did you learn a new social skill?
*New words?
*New connections?
List your plan of action
now…
*New goals based on the day?
*Any apologies need to be made?
*How can you deal with that student or teacher
differently tomorrow?
*What further learning do you want to explore
now?
56
CCSS, Differentiated Lesson Plan Template
(BY: LeAnn Nickelsen)
Unit/Topic/Theme:____________________________________________
Date:_____________
Essential Question: ___________________________________________________________________
Common Core State Standard:
Vocabulary:
Pre-Assessment: ________________
Check all that apply:
 Reading
 Writing
 Speaking/Listening
 Technology: ___________
 Grouping Type: ________
 21st Century skills:
creativity, critical thinking,
problem solving, etc.
Other:________________
Rigorous Objective & Assessment:
How Students Will Know Expectations:
Rubric or Scoring Guide
Checklist
Teacher Observation, Anecdotal notes
Conferencing
Peer or Self Evaluation
Analysis of Student Work with Specific,
Written Comments
Exemplar
Other: ___________________________
Differentiation for Students:
The students will _________________________________
(Higher-Level Thinking Verb)
_______________________________________________
(Specific Content)
to ____________________________________________
(Product or Assessment)
Student Vesting
Grabber:
Activate Prior Knowledge/Prime:
WIIFM? (Connect/Relevancy, Purpose, Big Picture,
Real World)
Acquiring Knowledge & Processing It:
Explicit Instruction (Model, give examples, guided practice, check for understanding); research; reading/writing;
jigsaws; learning centers; exploration/inquiry; formative assessment process, etc.
Closure: (Each student summarizes the learning in a way that is meaningful & wraps up all of the chunks.)
Teacher Debrief: (What worked, what did not, what would I do differently next time, what can I appreciate
about what I did well, any extenuating circumstances this time? ON BACK)
57
58