Introduction

The focus of this Blog is to inform educators of various ways to differentiate assessments to meet diverse student needs within Bates High School 9^th grade. There is need to have a balanced and differentiated assessment for student learning. Having balanced and differentiated assessments must include providing knowledge to the Professional Learning Community (PLC) team on the requirements needed in order to accomplish this goal. In accomplishing this goal, the Blog describes what it means to change the outcome or product of a lesson. The description also includes justification on the importance of changes to the outcome or product. In addition to the changes of the lesson outcome, the presentation discusses the changing of entry points and exit points along with strategies used for changing both entry and exit points. The Blog also describes possible assessments used with a balanced approach to formative, traditional and performance assessments. Additionally, the presentation includes a description of how performance assessments support students’ learning. In support of the students’ learning, there are examples of uses of performance assessments for various subjects for 9^th grade students. Overall, this presentation helps to determine what students know and how well they know it through differentiation. The use of differentiated assessments supports the PLC team in meeting the needs of diverse students. 

Changes of Lesson Outcome or Product

Changing the lesson outcome or product enable students to have choices that focus on the way they learn best. Through products or performances, educators obtain the evidence of student learning by means of viewing how much students know or have the ability to do. There are three important approaches to changing the product and they include differentiating the entry points, exit points, and accountability for student learning. Differentiation is the key to changing the product where educators change lessons by providing students with different methods of entering into learning. According to Fogarty and Pete (2011) by generating many acceptable options for student products, PLC teams support the differentiated classrooms and take another step toward ensuring student success. Students can exhibit their best work, their best evidence of learning, through designing and producing demonstrations of learning around their strengths (p.103).  The use of differentiation allows students to work on areas of learning through their strengths.  This is important because use all students do not learn the same or one size does not fit all. Educators must use different strategies that allow students who have strengths in a particular area to use their strengths in producing what they learned. This is a method of changing the lesson outcome or the product.  Levi (2008) discusses how it is not necessary to make the assessment the same for every student. Students vary in their ability levels, learning styles, and areas of interest, the ways in which demonstrate what they know should vary as well. Just as students have a need to use different strengths in learning, they have the same need for different assessments of product, so they can express their learning. 

Changing Entry Points

Changing entry points to learning includes changing the way in which educators change their methods of learning. Fogarty and Pete (2011) discuss how modalities are different modes or methods of learning that provide varying ways to approach the lesson, thus setting a path for possible or probable ways to the exit the learning (p.103). PLC teams must focus on those methods of learning through differentiation that motivates students learning and use them as an entry to their learning future. These entry points include five strategies of entry with the use of the multiple intelligences. Educators have the ability of adjusting their methods of teaching that accommodates the learners’ needs through pairing of students’ multiple intelligences and with Blooms Taxonomy.

1.      The use of Pre-assessments is a strategy used for 9^th grade students in certain classes where the educator wants to obtain information about students’ knowledge and skills of a specific subject.  Levi (2008) discusses pre-assessments as a tool that provides information of where the student is with respect of what you plan to teach. Additionally, this strategy provides educators with opportunity of assessing where students needs in regards to the intended learning.

2.      Student/ Teacher Conference strategy as an entry point where the educator arrange a short talking session with the student to obtain information on the student learning style. This strategy provides educators with information of how to start the entry points with each student and to identify students who have similar interests.

3.      The use KWL charts are another strategy used as an entry point where students use these charts in a specific 9^th grade class that tells the educator what they know about the subject, what they would like to know, and what they did learn. This strategy provides educators with vital information to the selection of the way in which the educator teaches the class.

4.      Journals are another strategy used as entry point; this method enables educators to acquire information from students about different subjects. Educators can use journals as a way measuring how students prefer to learn and obtain an understanding of how students use different multiple intelligences to understand the learning objective. Fogarty and Pete (2011) depicts that knowledge and acceptance of these varied intelligences provide a ready checklist of modalities that teachers use in planning rich, relevant, and rigorous learning options (p.106).

5.      The use of brainstorming is a strategy teacher’s use as an entry point to obtain what students know about the subject or express their different opinions on the subject. This method allows students to collaborate while at the same time educators can get an understanding of the students’ learning strengths. This strategy allows teachers to become creative with their use of brainstorming.  

Overall, educators learn so much about students through their individual talents. This provides educators with an opportunity to choose various types learning methods that meets the students’ needs. In choosing their learning method, educators have the ability to measure how well students with similar intelligences work together. Fogarty and Pete (2011) acknowledge how the concept of different entry points to learning becomes quite manageable for the teachers in PLC when they collaborate on lessons or units for differentiated classroom instruction. Diverse learners welcome options for learning that allow them to exhibit their talents in myriad ways (p.107).  These entry points are definitely the key to the educators’ teaching strategies and to students’ success within the learning environment.  

Changing Exit Points

Changing exit points are somewhat similar to the entry points where students enter learning in different ways; they use points to express their learning in different ways. Fogarty and Pete (2011) states how changing the exit points for expressing what one knows  and is able to do, teachers can again use the spectrum of intelligences as framework (p.107). Using students abilities with different multiple intelligences allows students to express their learning in many different ways. Allowing students to select from their learning strengths enable teachers to differentiate within the expected learning outcome. When educators allow these students to use their strengths as a form of expression the can articulate what they learned about a particular subject and they have the ability to apply that learning in many different ways. Listed are five strategies that educator use as exit points within the 9^th grade classrooms.

1.      The 3,2, 1 summarizer where students state 3 things they learned about the specific topic, 2 ways in which the information relates to them personally, and 1 question about the materials used. This form of an exit point allows teachers to analyze what students learned how they could apply that learning in relevant ways.

2.      Ticket out the Door is an exit point where educators use this strategy to obtain information on what the student learned within the classroom before leaving. The educator uses an index card where the student writes a short essay on what he/she learned in class and passes it to the teacher with their names on the card. This strategy has the ability of using it through different means, so the educator must use creativity in supporting the students’ needs.

3.      The use of Graffiti Board of facts as an exit point strategy where educators use a Smartboard or posters for students to take turns to write information they learned about a specific topic.  Using this strategy allows teachers to become creative about information they want obtain from students by letting them express themselves by writing what they learned, what they knew, and what they want to learn next.

4.      Another strategy to use as an exit point is the Four Corners where the teacher arranges four different corners labeled with answers of opinionated questions.  The students move to the corner where they most likely agree and from there the teacher can create discussions about the subject based upon the students’ reasoning for selecting that corner.

5.      The Three Minute Pause is a strategy used in exit points where students express what they learned about a specific topic.  The teacher summarizes the lesson and asks the students to take three minutes to think about what they learned. The teacher allows students to write notes or sketches about their learning where the teacher now discusses with the students.

Overall, the use of exit points with the multiple intelligences provides educators with a choice of different strategies that allow students to express their learning. Educators have the ability to guide the exit points through their strengths and focus on areas where there is a need for improvement within other areas. Each of the multiple intelligences is methods that accompany the strategy where educators use creativity in the way they use those strategies. According to Fogarty and Pete (2011), teachers guide the exit point decision as students appraise their own strengths and weakness. In addition, just as it has been throughout the discussion, teachers working PLCs provide the needed brainstorms and collegial conversations to create a bank of ideas to offer as a student choice (p.108).

Possible Assessments

            The three possible assessment used with a balanced approach to assessment includes formative, student portfolios, and performance assessments. An assessment is the strategy used within changing the product. Within assessing the product, educators must use various types to hold student accountable for showing how they learned. Educators within the PLC must provide different strategies for assessing how students learn and through those assessment students depict their knowledge of the subject. Fogarty and Pete (2011) discuss how it is important when teachers differentiate learning by changing the accountability factor, which does not mean students are not responsible for their learning. Educators in the PLC teams provide different ways for students to be accountable for learning (p.109).  Holding students accountable for their learning begins with three possible assessments.

1.      A method used to balance approach to assessment is the use of formative assessments. This approach has different variables for educators to use that measure how well students learning within the learning process. This process informs teachers and students of where the learning took place and where to adjust the learning. Levi (2008) discuss how the use of formative assessments done in so many ways and gives the teacher directions for further instructions.

2.      Student Portfolio Assessments provide a balanced approach to assessments by providing students’ work within a specific folder. The method used depends upon the educator and the students but the portfolio assessments offer an opportunity for educators to assess how well students learned through progression. Fogarty and Pete (2011) discuss how portfolios provide real or virtual artifacts of learning that demonstrate growth and development (p.112).  This method of assessment provides a balanced approach because of its uses in learning. Educators can use this assessment with PLC teams to illustrate how students and teachers communicate, use as peer-to-peer reviews, and parent to student conference.

3.      Performance Assessments provide a balanced approach to assessment by the use of how students perform on certain tasks. This assessment demonstrates what students know and have the ability to do. Educator usually has rubrics that accompany this assessment where students understand the requirements needed that depicts how well they learned or performance specific steps. Fogarty and Pete (2011) state how the performance is the proof that students really understand and can apply the learning. 

Support of Student Learning through Performance Assessments / Summary of the Presentation

Performance assessments support learning by measuring different means of how well the students learn and able to show what they learned. Kubiszyn and Borich (2013) discuss how Performance tests also allow teachers to observe achievements, mental habits, ways of working, and behaviors of value in the real world that conventional tests may miss and in ways that an outside observer would be unaware that a “test” is going on.  Educators use this type of assessment to measure how students perform their learning objectives in various subjects.  The five examples listed are techniques educators can use to measure student learning within 9^th grade classes.

1.      Within a 9^th, grade foreign language class, students perform a dialogue where the students carry on discussions in that language about classroom etiquette.

2.      In a 9^th grade English class, students edit a composition by providing the necessary corrections. There are different means of assessing the composition by allowing educators to become creative (e.g., within groups, individually, or peer-to-peer).

3.      Within teams, students work on producing a specified science project of Global warming and present an exhibit.

4.      In a 9^th grade African American literature class, students use the Dr. Martin Luther King “I Have Dream” speech to depict parts of the civil rights movement.

5.      An interview with a community leader, the students then present their finding of the interview to the class using various means of providing the feedback. 

Lastly, the focus of this Blog is to inform educators of various ways to differentiate assessments to meet diverse student needs within Bates High School 9^th grade.  This is a means of providing a balanced and differentiated assessment for student learning. Educators use these assessments to offer knowledge to the Professional Learning Community (PLC) team on the requirements needed in order to accomplish this goal. In accomplishing this goal, the Blog describes what it means to change the outcome or product of a lesson. The description also includes justification on the importance of changes to the outcome or product. In addition, the presentation discusses the changing of entry points and exit points along with strategies used for changing both entry and exit points. There are The Blog also describes possible assessments used with a balanced approach to formative, student portfolios and performance assessments that includes guidance for educators use in assessing students. In support of the students’ learning, there are examples of uses of performance assessments for various subjects for 9^th grade students. These examples provide educators with information that offer them a means of becoming creative with the use of differentiation the appeals to the student’s learning style. Overall, educators have information that offers differentiation and means of assessing how students apply what they learn to real-world applications. 

References

Diverse Learners and Classroom Organization- American College of Education Video retrieved from https://www.youtube.com/watch?v=RB87i48pRhk

Fogarty, R.J. & Pete, B.M. (2011) Supporting differentiated instruction: A professional learning communities approach. Bloomington, IN: Solution Tree Press.

Kubiszyn, T. & Borich, G. (2013). Educational testing & measurement: Classroom application and                 practice (10th ed.). Hoboken, NJ: John Wiley & Sons, Inc.

 Levy, H. M. (2008). Meeting the needs of all students through differentiated instruction: Helping every child reach and exceed standards. Clearing House: A Journal of Educational Strategies, Issues and Ideas, 81(4), 161-164. Retrieved from http://search.ebscohost.com/login.aspx?direct=true&AuthType=ip,cpid&custid=s8856897&db=eric&AN=EJ789449&site=ehost-live; http://heldref.metapress.com/openurl.asp?genre=article&id=doi:10.3200/TCHS.81.4.161-164