Critical Thinking and Universal Intellectual Standards

Questions we should be asking our students each day to apply critical thinking standards:

Clarity

• Could you elaborate further?
• Could you give me an example?
• Could you illustrate what you mean?

Accuracy

• How could we check on that?
• How could we find out if that is true?
• How could we verify or test that?

Precision

• Could you be more specific?
• Could you give me more details?
• Could you be more exact?

Relevance

• How does that relate to the problem?
• How does that bear on the questions?
• How does that help us with the issue?

Depth

• What factors make this a difficult problem?
• What are some of the complexities of this question?
• What are some of the difficulties we need to deal with?

Breadth

• Do we need to look at his from another perspective?
• Do we need to consider another point of view?
• Do we need to look at this in other ways?

Logic

• Does all this make sense together?
• Does your first paragraph fit in with your last?
• Does what you say follow from the evidence?

Significance

• Is this the most important problem to consider?
• Is this the central idea to focus on?
• Which of these facts are most important?

Fairness

• Do I have any vested interest in this issue?
• Am I sympathetically representing the viewpoints of others?

Making your toughest students your closest allies . . .

Allan Mendler is the author of Discipline with Dignity.  He also blogs for Edutopia.  

https://www.edutopia.org/users/dr-allen-mendler 

Do  you find yourself arguing with or withdrawing from students who push your buttons?  

Do you have trouble not taking offensive behavior personally?  

Do you wonder what it takes to turn tough kids around?

Do you work with other professionals who struggle with these issues? 

When you experience problems in your class . . . do you handle students with the same respect and consideration you would like to be treated with?

Calling students out in class or kicking them out of class.  Would that change your behavior or would you find yourself proving to the teacher you are as bad as they think you are.

What would work for you?  What works for your students?  Positive reinforcement?  What if today you started noticing the little positive behaviors and thank them and reinforce that behavior.  

When we kick them out of class it allows the student to give up on education.

He says,

Anytime that a group of 25 hangs out for 180 days in a room.  Sometimes, when that many people hang out, there will be problems or behaviors.  I will not stop class for those behaviors.  I will continue teaching because your learning is the most important.  We will visit after class.

The first few times a behavior is noticed in class he will stop and say, "I know you are all wondering what I am going to do about what Jim bob just said and what he could possibly be going through to use language like that.  However, we need to keep moving so I will address that after class. Okay, we are on page 37 so lets keep moving."

Student will also remember those teachers that refuse to give up on them.  They will try their hardest to get you to give up but will you?  Will you be the one that stays with them and gives them hope that they can succeed?  Does it take more energy to positively impact or to negatively impact a student.  

Have you ever tried to give something up or change a behavior in yourself?  Was it instant?  Did it happen the first time you tried and you never went back?  If that is the case, those are the students that have have instantly changed their behavior when you have asked them to.  If you had to keep trying different things and had to really work at it, those are the students that you try everything and they fight back.  These are children and some of them will need constant reminders and feedback to really make the positive change.

Oppositional Students

They are determined, clever, tenacious, creative . . .  How do you handle them differently if you look at them as determined or clever versus oppositional.  Now we talk to students in the frame of reference that they are looking at the situation.  We work together toward success not against each other toward frustration.

Phrases to Learn

"Some of you in this classroom are going to do and say rude, nasty, inappropriate mean things.  I know you are.  I just want to let you know right now that I WILL NOT always be stopping my lesson to deal with it.  It doesn't mean I didn't hear it, because I probably did hear it, and it doesn't mean I am not going to do anything about it.  It just means I think teaching is more important in that moment.

"There will be times this year that I will be dropping by your desk to deliver a private message that is only for you ears.  It is usually feedback that tells you what you have done well or what you can do better.  I will not be sharing this message with anyone else in the class.  The individual message will be between that student and ma and nobody else!"

"There will often be consequences for disruptive behavior.  However, the consequences will almost always be given privately and I will almost never discuss one person's consequences with other students."

Three Key Attitudes and Beliefs

* Stay optimistic and be persistent - refuse to give up.

* Understand that change is a roller coaster ride.

* Influence change with leverage and persuasion.

* Think outside the box because you need both conventional and unconventional strategies to motivate difficult students.

Fair vs. Equal

Fair means giving each person what he/she needs.  Equal means treating everyone the same way.  If you want to successfully motivate your students:  

Be fair, do not worry about treating everyone the same.

Comparative Complaint

* I know the assignment ________ got and that is about him/her, not you.  If you want to talk about a better assignments for you, see me at conference time.  Thanks for waiting.

* I know the consequence _______ got and that is about him/her, not you.  If you want to talk about a better consequences for you, see me at conference time.  Thanks for waiting.

Needs that Drive Behavior - how to we acknowledge and really address these needs?

Connection, Competence, Control

The Six Pillars for Motivation Tough Students

* Relationship

* Relevance

* Success

* Responsibility/Involvement

* Safety

* Fun

Value/Principles that drive our reactions and feelings toward others and situation.

* Take care of yourself.  Sometimes when students have behaviors they are actually trying to hide, cover up, or compensate for something very personal they are taking care of.

* Take care of each other.  Are they worried about themselves, a sibling, a friend, a parent?

* Take care of this place.  Their space or a space their are worried about.

In Summary:

* Make it really hard for kids to fail:  Build an "APPP" toward success (Appear - Prepare - Practice - Persist)

* Connect with and appeal to a tough kid's strengths to influence change.

* Defuse power struggle invitations and with dignity while maintaining your authority.

I am posting the picture of Dr. Mendlers paper on Motivating and Managing Difficult Students.  If you would like me to email you a better copy, please email me.  kberlin@isd2142.k12.mn.us

 

Guided Reading

Jan Richardson was the opening speaker at the conference and has a great website of guided reading resources.  Email me if you have questions or would like more information

www.janrichardsonguidedreading.com

There is a resource page on this website with reading, writing, beginning reading strategies, lesson plans and more.  Very informational and very applicable to what we are doing with guided reading in our district.

We need to work with students in the classroom on reading, writing, and phonics together every day.  

We need leadership that will support teachers with guided reading.  They need to be active in talking to teachers and providing the necessary resources to teachers.

We need coaches to work with teachers to model strategies.  We need colleagues getting together to share best practices and looking at data to improve instruction for students.

1/3 of students entering K will now know their letters.  1/3 of 4th grade students will be below grade level readers.  WHERE TO START?  Print out an alphabet book with the letter and a picture.  (There is one on the website resources).  The students need to spend time every day tracing the letters and saying the letter (not the sound yet).  They need to work on this every day.

The assessments like Mondo assessment allow us to listen to the students are really hear what the issues are.  It is not about knowing each students issues with reading.

Pinpoint your Focus - Where is the student having problems?

Monitor

Decode

Fluency

Skills

Retell

Deeper Comprehension

Teacher Capacity is important because we need to train teachers:

What is the reading process? How to use a running record?

Select appropriate texts?

Spending 50% of their time with eyes on text.

Know how to prompt for strategies and being able to pick out next steps.

Guided ReadingLesson 

Before (3 min) with a quick preview and vocabulary

During (12 min) student read and write and teacher prompts

After ( 5 minutes) Conversation, word study and guided reading

What is scaffolding?

A scaffod is a "temporary framework for construction in Progress" Cazden (1983)

Specific scaffolding strategies are most useful when tailored to individual student needs.

General Probes for Guided Reading  (I will also email you this document.)

Prompts for Monitoring

* Wait until the end of the sentence

* Are you right?  Does that make sense?

* Thing about the story.

* Reread what would make sense?

Tip:  Ignore errors that make sense.

It is not about fixing one mistake.  It is about looking for patterns.

When you are doing running records look for monitoring then decoding.

If you have a student not looking at the middle of the word, you have them cover up the ending of large words so they focus on the middle.

Steps to Deeper Comprehension

Monitor, retell

Determining Importance (3rd and 4th)

VIP (Very Important Part)

1. Flag the important action or feeling

2.  Why is it important?

(Use titles & illustrations)

Why kids struggle with Main idea//Key details?

Text is too hard.

They can't retell.

They miss the inportant information.

They don't relate the key details to the main idea.

Key details

1.  Turn heading into a question.

2.  List the key words.

3.  Why are they important?

4.  Summarize using key words.

Making Inferences 

Good books:  Henry's Freedom Box, Thank you Ma'am, and Fables

Scaffods for Fiction

*Insert a sticky note on 3-4 pages.

*Provide vocabulary for character's feelings.

*Students write a feeling (or trait). Write it on the sticky

After every Guided Reading Lesson, ask yourself . . . 

*  Did I pinpoint the right focus?

*  Did I select the right text?

*  Did I provide the right amount of scaffolding?

*  What is my next step?

Biz Kids

If you have not taken the time to look at Biz Kids . . . please do!  This is a fabulous resource provided to us by a local credit union.  There are business plans, budgeting sheets, videos and lesson plans.

Take a look!!  http://bizkids.com/

Rich and Jody may be visiting a staff meeting near you with more information.  They also have the CDs for your watching convenience.

Today's Meeting Back Chat

Check out this tool you can use in your classroom or in your meetings to have discussions about material.  This would be a great tool for students to use about a reading assignment because they could do it from any cell phone or their iPad.

Link to Today's Meet

Here is an example of the MPCC meeting some of our staff are attending this week.
MPCC Meeting in Today's Meet

What does this mean to you?

IBM model:
1) Learn from Information, 
2) Learn from Interaction, 
3) Learn from Collaboration
4) Learn from Collocation.

Star Board Tutorials

Check out the Hitachi Starboard site for links to tutorials and information.

Click on the last tab on top to access information about the preloaded tools.

Starboard Software Tutorials

Educational Technology

This is a link that was sent to me this summer by one of our wonderful science teachers!  It is good information for using technology in instruction and resources for students and teachers.  Check it out!

Educational Technology

This edition includes BRAINS OF STRUGGLING READERS, 20 CHARTS TO HELP YOU TEACH CLOSE READING, AUTOMATED LISTS IN GOOGLE DOCS, 40 ESSENTIAL BOOKS FOR ELEMENTARY STUDENTS AND MORE!!

NWEA Resources

This website will provide you with the links to NWEA teacher and proctor resources.

NWEA Support Documents

Marshall Memo 9/10/14

This is a publication we receive as members of the principal's association but the articles are usually timely and interesting.  Enjoy!

The Marshall MemoThe Marshall Memo, published since 2003, is designed to keep principals, teachers, superintendents, and others very well-informed on current research and best practices in the field. Kim Marshall, drawing on his experience as a teacher, principal, central office administrator, consultant, and writer, lightens the load of busy educators by serving as their "designated reader."


Marshall Memo 551http://www.marshallmemo.com/issues/851d2d854dc657045234de23c544b9e4/MarshMemo551.pdf

This week's quotes and articles come from The New York Times, Educational Leadership (more next week), Edutopia, Education Week, Education Next, Phi Delta Kappan, and T.H.E. Journal. The headlines:

- David Brooks on six virtues of the mind
- Daniel Pink on what makes students want to learn
- Creating lifelong questioners
- Baltimore's performance pay system
- Boosting test scores without boosting an important kind of intelligence
- Differences in girls' and boys' classroom preferences
- How a school library can become a hub of ideas and resources
- Why we focus on the negative, and what we can do about that
- Beginning-of-the-year questions for parents
- Apps to call on students randomly

Marshall Memo

Secondary Modification, Behavior Management, and The 21st Century Teacher

As I am going through my desk on a Friday afternoon I found these three sheets and I thought they were interesting enough to pass on!

Free Books Online!

This is a link to sites that provide free access to books.  This is a great website to direct students to when they are looking for a book.  It is also a great way to have students reading the same novel . . . for free!

Click here for 50 Places to Find Free Books Online!

2014-2015 Student Handbook and iPad Implementation Information

The 2014-2015 Student Handbook and iPad Implementation Information is posted on the website under the Student tab.  isd2142.net

What does a transformational teacher do?

This is another good article from Edutopia.  If you haven't signed up for their free emails it is worth your time for ideas and insights into education.

Transformational Teacher

Infinite Campus Instruction Information

Welcome Back!

Each year brings new and exciting tools that will make your school year a true success.  I have created a new Kindergarten schedule to accommodate the different calendar start dates.  I have attached some helpful hints to assist you in locating your kindergarten students.  For all elementary reports, make sure you check to see that you have your kindergarten students included.  It may take a while to get use to this but this is the best way to calculate ADM for the MDE.  The new Campus Instruction Beta is an all-in-one collection of tools to make your grade book experience easier.  Once you get use to it, you will appreciate the simplicity and convenience of all it has to offer.  I have attached some HOVL from Campus Community for you to go in and virtually TRY IT!  The old Grade book (Java) will be going away soon, so I HIGHLY recommend that you take the leap.  I am here to help so just give me a call and I will do my best to walk you through it.  Campus Instruction Beta was born because Infinite Campus listened to your suggestions and incorporated the features for your convenience.  There still may be some glitches, so if you find one, let me know and I will pass on the problem to ARCC.  Be sure to check out your grade book set up ASAP so we can solve any issues that may occur.  

The 'Campus Community' Knowledge base is an amazing tool.  This is where you will find videos and simulations as well. 

Joani Bergstrom

Introducing your parents and students to the Campus Portal?  Check out these video links:

Available on YouTube:

Campus Family Portal:
http://youtu.be/gmGwami6Z8A

Campus Student Portal:
http://youtu.be/FVAcJuFF4X4

Campus Portal Account Management:
http://youtu.be/UIyMon7nNsM

Campus-Hosted videos
Campus Family Portal:
http://media.infinitecampus.com/public/learn/Explore/Portal/CampusPortalFamily/CampusPortalFamily.html

Campus Student Portal:
http://media.infinitecampus.com/public/learn/Explore/Portal/CampusPortalStudent/CampusPortalStudent.html

Online Trainings for Google, Schoology,

For great training information on your time and your schedule, check out these links!

Google
https://www.google.com/edu/training/tools/

Schoology
https://www.schoology.com/resources/public/21768089/profile

Hitachi StarBoard Training Modules
http://www.hitachi-solutions.com/starboard-asia-oceania/sp/support/videos.html

iPad Hints
http://www.edudemic.com/teachers-ipad-guide/
http://www.educatorstechnology.com/2013/09/a-comprehensive-guide-for-effective-use.html

Gmail

Check out this training material for Gmail.
https://www.google.com/edu/training/tools/gmail/level1.html

Google Calendars

Don't forget to follow the school calendars in Google.

Here is a training video on using Google Calendars.
https://www.google.com/edu/training/tools/calendar/level1.html

Level 2 is available in the menu on the left.


The ISD 2142 School Calendar can be found at  https://www.google.com/calendar/feeds/isd2142.k12.mn.us_56osqgc1pe6mamtv5a08kagtsg%40group.calendar.google.com/public/basic

The ISD 2142 Staff Development Calendar can be found at
https://www.google.com/calendar/feeds/isd2142.k12.mn.us_dmjahliti5g6mu5s5u16i3ft2c%40group.calendar.google.com/public/basic

You can also add calendars for classes or clubs and share those with your students.

Snow Day Resources 2014

**iPads in the Classroom.  You can google it by your content area.  Apple also has many resources right on their site.  http://www.apple.com/education/ipad/teaching-with-ipad/

**Set up your classes in Schoology.  Once you log in to the program you can click on the small arrow in the far right side and choose Help Center.  There are a number of tutorials to help you set it up.  You can keep those classes from year to year and just change the students.

**Take another look at http://www.scimathmn.org/stemtc/frameworks to look at the standards, sample lessons, and assessment suggestions.

**Take time to really look through the IXL and Raz-Kids websites.  There is information that may help you expand your understanding of how to use the program.

**Log in to Edutopia.  There are articles about standard based teaching, technology and more.  

**Learn Zillion has lesson plans and Common Core information for all ages.  If you click on Community and Blog you will see many articles and vides about teaching in the common core.

**NWEA has webinars.  Here is one on discovering how growth data can increase the impact of programs and interventions.  http://info.nwea.org/index.php/email/emailWebview?mkt_tok=3RkMMJWWfF9wsRojv6vBZKXonjHpfsX74u0sWKK2lMI%2F0ER3fOvrPUfGjI4CRcpgI%2BSLDwEYGJlv6SgFQ7fDMal507gLUhU%3D 

**The Teaching Channel has hundreds of videos on many topics.  

**MCA Resources page on http://www.mnstateassessments.org/ is a good site to look over for item samplers and student resources.

**Download Zite on your iPad and set it up to load articles about your areas of interest.  This is a great way to have a news feed that provides you with information that is interesting to you.

**Set up a Twitter site and look for people who teach subjects similar to you.  I have many technology, curriculum, and political sites on my twitter and it is a great way to stay up on topics when I have 30 seconds to just take a peak.

If you are having difficulties logging in to any of the resources, please email me and I will be on my computer all day to assist you.

ZITE

This was an article from last year.  More importantly was the use of Zite as an app to find articles on many different topics.

http://www.teachthought.com/teaching/3-simple-strategies-rigorous-instruction/

MDE Assessment Schedule

Schoology Help Videos and Documentation

Click here for Schoology Help!

You will find videos, instructions, and more!  We will have more trainings at the building but this is a great way to get started!

Common Core Aligned Websites

Check it out!  There are some great resources for you for ELA.

http://www.scoop.it/t/common-core-aligned-websites

Current News Articles at 6 lexile levels with quizzes!

www.newsela.com

Current News articles and you can change the lexile and take leveled quizzes!  The lexiles range from 680-1200.  You can discuss the same article with students from different lexiles!

Yes, I am checking on the Pro Version where you can check the progress on quizzes.

--

Kristi Berlin

Director of Curriculum and Technology Integration

kberlin@isd2142.k12.mn.us

St. Louis County Schools, ISD 2142

Resources coming available this fall.

Just an update as to resources that have already been secured for the upcoming year.

Raz-Kids for elementary reading
IXL Math for grades K-9
IXL ELA for grades 2-8
Schoology for grades K-12 (set-up will be completed by early next week -- you will not lose existing information).
I have also received information that the Learning Locators will be back by fall.  They are currently loading in the 2014 test data so it can be used to build plans for students.

iPads - The iPad 2 were purchased from the district.  All 7-12 students will have an iPad Mini.

Laptop Carts - SR, CH, NW, and NER will be receiving an iPad Cart

Elementary has been asked to send me the social studies and science publications they would like purchased.

Health/PE will be looking at resources and mapping out their curriculum.

It is a busy August.  Please let me know if you need something.  If you have a new team member that may not be getting these emails please forward them.

Have you registered for the Fall PD, yet?

Have a great day!  KB

Working with Traumatized Students

This is an interesting reminder of some of the areas we may need to pay special attention to in our classrooms with students that are at-risk.

Ten Classroom Strategies That Help Traumatized Students Succeed

            “Domestic violence is a serious and widespread national problem that affects all economic, educational, social, geographic, racial, ethnic, and regional groups,” says Colleen Lelli (Cabrini College) in this Kappa Delta Pi Record article. “While living in their own homes, children are witnessing violence and experiencing trauma daily and, in turn, are expected to go to school and learn… These children have been called the silent, forgotten, and unintended victims of adult-to-adult domestic violence.”

Educators need to watch for warning signs and not mistake them for other learning problems, says Lelli. They can also use the following teaching strategies to help traumatized children succeed in school. [It’s striking that these strategies also benefit non-traumatized students – a classic example of Universal Design for Learning in action.]

            • Sequencing – Traumatic experiences can interfere with children’s ability to organize things sequentially, says Lelli, so it’s helpful to use timelines, comic strips, story lines, and other step-by-step formats to get students to verbalize and organize sequences. Children also benefit from orderly classroom transitions and a predictable schedule.

            • Problem-solving – Making predictions and choosing the most effective solution from a brainstormed list are useful skills for children who live with caregivers who are inconsistent and unpredictable.

            • Receptive language – Traumatized children may have a heightened state of arousal or anxiety and find it difficult to get out of themselves and take another’s perspective, says Lelli, all of which limit their ability to process classroom language, focus on a text, visualize what they are reading about, and complete assignments. Task cards can be helpful – students turn over each one as they complete each step. It’s also good for a student to act as “summarizer”, orally recapping what’s just been learned.

            • Expressive language – Speaking and writing in class can be difficult for traumatized children, and graphic organizers can help them structure and scaffold information. It’s also effective to provide vocabulary that can resolve problems and conflicts. Some teachers have students fill in speech bubbles to describe what’s happening in a well-known painting.

            • Information storage – Concept maps can help students recall important information and connect key ideas and store them in long-term memory. For example, students might read a story about plants, perform a play about seeds growing, plant actual seeds, and observe them turning into plants.

            • Memory retrieval – A positive classroom climate helps traumatized students relax, which frees up space in working memory and facilitates moving learning to long-term memory. Teachers can also teach specific memory techniques.

            • Emotional and behavioral – “Traumatized children often are chronically tense and consistently hyper-aroused,” says Lelli, “which makes them overly sensitive to perceptions of threat or danger.” It’s helpful if teachers rehearse and role-play with students and have them practice self-talk about how they will behave in new situations. A good mnemonic is STOP: Shhh, Think quiet thoughts to calm down, Organize a plan, and Practice the plan.

             • Focus and attention – Incorporating physical activities and movement, written and oral directions, and stress management techniques all help students to improve their performance.

            • Sense of security – Providing warm, nurturing, consistent adult relationships is key, as is consistency with classroom expectations and procedures.

            • Collaboration – “Guidance counselors, social workers, and community partners should collaborate and work as a team to ensure that children are receiving the best help and support for their academic and emotional success,” says Lelli. “Teachers need to know their school policies and protocols, and build relationships with other colleagues in their schools and communities.”

“10 Strategies to Help the Traumatized Child in School” by Colleen Lelli in Kappa Delta Pi Record, July-September 2014 (Vol. 50, #3, p. 114-118), http://bit.ly/1sOM6zi; the author can be reached at CL724@cabrini.edu.

--

Kristi Berlin

Director of Curriculum and Technology Integration

kberlin@isd2142.k12.mn.us

St. Louis County Schools, ISD 2142

Education is not the filling of a pail, but the lighting of a fire. William Butler Yeats

An Assessment Bit . . .

Many of these can be done through Schoology.  Check out some of the informational videos to help set up your schoology accounts and some of the fantastic tools.

https://support.schoology.com/hc/en-us/sections/200216633-Schoology-Videos 

53 Ways to Check for Understanding

1. Summary Poem Activity
   • List ten key words from an assigned text.
   • Do a free verse poem with the words you highlighted.
   • Write a summary of the reading based on these words.
2. Invent the Quiz
   • Write ten higher-order text questions related to the content. Pick two and answer one of them in half a page.
3. The 411
   • Describe the author’s objective.
4. Opinion Chart
   • List opinions about the content in the left column of a T-chart, and support your opinions in the right column.
5. So What? Journal
   • Identify the main idea of the lesson. Why is it important?
6. Rate Understanding
7. Clickers (Response System)
8. Teacher Observation Checklist
9. Explaining
   • Explain the main idea using an analogy.
10. Evaluate
    • What is the author's main point? What are the arguments for and against this idea?
11. Describe
    • What are the important characteristics or features of the main concept or idea of the reading?
12. Define
    • Pick out an important word or phrase that the author of a text introduces. What does it mean?
13. Compare and Contrast
    • Identify the theory or idea the author is advancing. Then identify an opposite theory. What are the similarities and differences between these ideas?
14. Question Stems
    • I believe that ________ because _______.
    • I was most confused by _______.
15. Mind Map
    • Create a mind map that represents a concept using a diagram-making tool (like Gliffy). Provide your teacher/classmates with the link to your mind map.
16. Intrigue Journal
    • List the five most interesting, controversial, or resonant ideas you found in the readings. Include page numbers and a short rationale (100 words) for your selection.
17. Advertisement
    • Create an ad, with visuals and text, for the newly learned concept.
18. 5 Words
    • What five words would you use to describe ______? Explain and justify your choices.
19. Muddy Moment
    • What frustrates and confuses you about the text? Why?
20. Collage
    • Create a collage around the lesson's themes. Explain your choices in one paragraph.
21. Letter
    • Explain _______ in a letter to your best friend.
22. Talk Show Panel
    • Have a cast of experts debate the finer points of _______.
23. Study Guide
    • What are the main topics, supporting details, important person's contributions, terms, and definitions?
24. Illustration
    • Draw a picture that illustrates a relationship between terms in the text. Explain in one paragraph your visual representation.
25. KWL Chart
    • What do you know, what do you want to know, and what have you learned?
26. Sticky Notes Annotation
    • Use sticky notes to describe key passages that are notable or that you have questions about.
27. 3-2-1
    • Three things you found out.
    • Two interesting things.
    • One question you still have.
28. Outline
    • Represent the organization of _______ by outlining it.
29. Anticipation Guide
    • Establish a purpose for reading and create post-reading reflections and discussion.
30. Simile
    • What we learned today is like _______.
31. The Minute Paper
    • In one minute, describe the most meaningful thing you've learned.
32. Interview You
    • You’re the guest expert on 60 Minutes. Answer:
      1. What are component parts of _______?
      2. Why does this topic matter?
33. Double Entry Notebook
    • Create a two-column table. Use the left column to write down 5-8 important quotations. Use the right column to record reactions to the quotations.
34. Comic Book
    • Use a comic book creation tool like Bitstrips to represent understanding.
35. Tagxedo
    • What are key words that express the main ideas? Be ready to discuss and explain.
36. Classroom TED Talk
37. Podcast
    • Play the part of a content expert and discuss content-related issues on a podcast, using the free Easypodcast.
38. Create a Multimedia Poster with Glogster
39. Twitter Post
    • Define _______ in under 140 characters.
40. Explain Your Solution
    • Describe how you solved an academic problem, step by step.
41. Dramatic Interpretation
    • Dramatize a critical scene from a complex narrative.
42. Ballad
    • Summarize a narrative that employs a poem or song structure using short stanzas.
43. Pamphlet
    • Describe the key features of _______ in a visually and textually compelling pamphlet.
44. Study Guide
    • Create a study guide that outlines main ideas.
45. Bio Poem
    • To describe a character or person, write a poem that includes:
      • (Line 1) First name
      • (Line 2) 3-4 adjectives that describe the person
      • (Line 3) Important relationship
      • (Line 4) 2-3 things, people, or ideas the person loved
      • (Line 5) Three feelings the person experienced
      • (Line 6) Three fears the person experienced
      • (Line 7) Accomplishments
      • (Line 8) 2-3 things the person wanted to see happen or wanted to experience
      • (Line 9) His or her residence
      • (Line 10) Last name
46. Sketch
    • Visually represent new knowledge.
47. Top Ten List
    • What are the most important takeaways, written with humor?
48. Color Cards
    • Red = "Stop, I need help."
    • Green = "Keep going, I understand."
    • Yellow = "I'm a little confused."
49. Quickwrite
    • Without stopping, write what most confuses you.
50. Conference
    • A short, focused discussion between the teacher and student.
51. Debrief
    • Reflect immediately after an activity.
52. Exit Slip
    • Have students reflect on lessons learned during class.
53. Misconception Check
    • Given a common misconception about a topic, students explain why they agree or disagree with it.

Other Assessment Resources

In Edutopia's The Power of Comprehensive Assessment, Bob Lenz describes how to create a balanced assessment system.

The American Federation of Teachers (AFT) describes dozens of Formative Assessment Strategies.

The Assessment and Rubrics page of Kathy Schrock's Guide to Everything website hosts many excellent assessment rubrics.

More Rubrics for Assessment are provided by the University of Wisconsin-Stout.

Jon Mueller's Authentic Tasks and Rubrics is a must see-resource in his Authentic Assessment Toolbox website.

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Kristi Berlin

Director of Curriculum and Technology Integration

kberlin@isd2142.k12.mn.us

St. Louis County Schools, ISD 2142

Education is not the filling of a pail, but the lighting of a fire. William Butler Yeats