Show+your+understanding

Check for understanding

Science for Formative Assessment

|| ** The students will write down all the information that they know about a particular topic. Then, they will flip the paper over and walk around the room sharing ideas and receiving new ones from their classmates. ** || || ** Students, in groups, work together to come up with a list of ideas, answers, explanations, etc. on a topic assigned by the teacher. Students write their ideas on a piece of poster paper. These posters are then posted around the class and the students all circulate and view one another’s posters. For example: Students read “Goldilocks and the Three Bears” they then brainstorm questions using Costa’s levels of questioning. The groups must come up with one level one question, one level two question and one level three question. As a class we then evaluate, are the questions the level they claim to be? Are they good? Why? Why not. This gives students the chance to apply their knowledge while also providing students an opportunity to demonstrate their understanding of the concepts learned. ** || || ** This strategy encourages students to think first and then discuss their opinions with a small group of people. In groups, students consider a question or issue. They begin by reflecting on their opinions and ideas on the topic and recording them on a template, pairing up with a student next to them to discuss their ideas and opinions. The next stage of the process requires the team to come together and share their ideas and collate a group response. This should then be fed back to the class as a whole. ** || || ** The students are each given a piece of paper with a clock on it. Each student will form four partnerships with students in the class. They will be 3:00, 6:00, 9:00 and 12:00. When the teacher says, “meet with your 3:00 partner” the two students will pair up and discuss the topic. ** || || ** The students are put at tables of 3 or 4. Each student is given a number from 1-4. The students are then given a discussion topic to discuss in their group. The teacher then calls a number, for instance “2”. All students with the number 2 assigned to them stand up and discuss what their group talked about (or give the answer their group came up with). Basically, all students have the opportunity to be the expert. ** || || ** As a review the teacher questions the students on information covered. Students decide which side of the line to go to based upon their answer to the question. Ex: “Pluto is no longer a planet, true or false.” Students believing this to be true go to the true side, students believing this to be false go to the false side. Teacher then calls on one from each side to state their position. ** || || ** To check for understanding before a quiz or test the teacher places questions and answers on separate flash cards. The students must match the question and answer. When the teacher then asks the question both partners (question and answer) stand up and present their information. ** || || ** Based upon the $10,000.00 Pyramid Game. One student faces the board and sees what the teacher has put there. The other student attempts to get his or her partner to come up with the correct answer. ** || || ** Make up inexpensive “white boards” for you students. How? Get a page protector and place a piece of white card stock inside of it. In addition you will need tissues to wipe off the “boards” and expo markers for the students to use. Do a quick check for understanding “quiz” at the end or beginning of class. Ask questions and have students quickly write the answer on their white boards, first one up gets extra credit points. Works great for groups too. Students feel that they are having fun rather than learning : ) ** ||
 * ** Give One- Get One **
 * ** Gallery Walk **
 * ** Think, Pair, Share **
 * ** Round the Clock Learning Partners **
 * ** Numbered Tables **
 * ** Cross the Line **
 * ** Piece it Together **
 * ** Pyramid **
 * ** White Board Quiz **
 * ** Deck of Cards ** || ** The teacher passes out all 52 cards in the deck (Some students will receive more than one card). The teacher then picks a card from another deck and asks a question. Whoever has the matching card must answer the question. ** ||
 * ** Four Corners ** || ** To check for students understanding of a topic use the four corners of the room as designated areas. For example: Give the students choices to make regarding your topic. From I strongly agree to I strongly disagree and in between or sequence of a math problem, “Which step comes first?” Students go to the corner that represents their opinion and discuss. They choose a speaker to tell why they feel their corner is correct. ** ||
 * Which does not belong? || Students are given 4 academic vocabulary words. Students must justify which word is least related to the others. Students must descsribe the relationship between the remaining words. ||
 * Idea Swap || Student write an answer or reponse on a post it. Students then share their information with another in the room and swap information. The student proceeds to share their new information and swap with two other people. ||
 * Cinquain || 5 lined poem. 1st line (1 word) states the topic, 2nd line (2 words) to describe or define the word,, 3rd line (3 words) ||