1. Exit Ticket on Exit Tickets! As we have suggested, Formative Assessments are

1. Exit Ticket on Exit Tickets!
As we have suggested, Formative Assessments are essential in helping teachers measure student understanding. In this segment, Rachel and Kate demonstrate the use of two formative assessment tools, Entry and Exit Tickets, that give teachers the information they need to design their future lessons!
Watch: Entry and Exit Tickets (3:16)
Complete Exit Ticket:
Each candidate will access their own Google Account to make a copy of the”Exit Ticket Builder”Links to an external site.
Use the step-by-step directions to load onto the Exit Ticket templates.
Complete one of the Exit Tickets yourself, reflecting on the learnings of this week’s module.
Post the completed document in the Discussion (for points) and share it with your classmates. Make sure to change the permissions to anyone with the link can view it and then click on [share] and copy and paste the url for your initial post;
Question 2:
2. Connect It/Check It: How To Improve Your Questioning Skills
Connect It:
Watch: Teachers Ask Better Questions with Bloom’s or DOK (3:29)
Read: How to Improve Your Questioning Skills
Understanding the forms questioning can take and how you can use them is important. However, developing your use of questioning is not just about how you word questions, but thinking about how you are going to build the underlying ethos. Instead of questions just requiring knowledge recall, questions should encourage a learning dialogue so pupils are more actively engaged. For example you could ask ‘What would you add to that?’ This then supports the wider ethos of assessment for learning. To effectively improve your questioning skills, follow these three steps:Reflect on your current practice
The first step is reflecting on your current practice. Think honestly about your ratio of higher and lower order questions and the amount of wait time you offer. Using the Forms tool with IRIS ConnectLinks to an external site. is the perfect way to measure this objectively. Are you leaving sufficient wait time so that learners have a moment to think about their responses? The response time gives the opportunity for learners to reply rather than just the more able students jumping in which can limit the overall learning experience. Using response methods such as talk partners or basketball questioning can encourage discussion. What tools do you give your learners to respond? Could you introduce new methods like mini whiteboards, lolly-sticks, or the pose, pause, pounce, bounce method?Reflect upon what you are learning about each pupil from their responses to your questions. Could your questions be rephrased to give you deeper insight into their underlying thinking and possible misconceptions?Gain a deeper understanding of questions and how to use them
Understanding the types of questions and how you can use them is also important. Maybe look at concepts such as BLOOMS or solo taxonomies – these encourage wider use of language such as ‘summarise’ and ‘explain’. Learners will need support to extend their answers to their questions as well. For example, you could ask, ‘Please explain how you got that answer’ or simply prompt further explanation by saying ‘That’s interesting, tell me more’. Develop a classroom culture that welcomes mistakes
To stop students worrying about how their answers will be received, develop a classroom culture where mistakes are welcome and learners appreciate that mistakes present us with opportunities to further our learning.Check It: Mirror, Mirror! 🎥
Consider/Complete: How to Improve Your Questioning SkillsSelect one of the strategies that you want to practice implementing from the list of “Top 10” we have covered.
Practice asking the question or implementing the strategy in the mirror in order to get better at using the strategy. (FYI-Using this Self-Assessment/Reflection also models UDL-Multiple Means of Engagement 9.3)
Question 3: Embedded Formative Assessment by William Chapter 5
Chapter Overview: http://www.tdschools.org/wp-content/uploads/2012/0…
While it may seem obvious that teachers give students feedback to improve their performance, this chapter introduces a number of research studies that have shown that providing feedback is much more complicated than it may appear. In fact, research shows that many forms of feedback are counterproductive, and some actually lower student performance. Consider Chapter Questions:
What kinds of feedback are used in your classroom? How effective do you think it is for helping students improve?
What kinds of feedback from the chapter can you use in your classroom?
Why is it necessary that feedback that includes praise is related to factors within an individual’s control?
What effect does timing have on the usefulness of feedback?
What types of feedback lower student performance? How can it be avoided?
When student performance surpasses feedback goals, what are the four ways the student can respond? In what ways can a student who fails to meet the feedback goal respond?
Under what circumstances can feedback function formatively?
Why should grades be given infrequently?
Which practical techniques for providing students with helpful feedback can you use in
your classroom?