Guiding Instruction Using Formative Assessment

 

TLC Educational Solutions Strategy-Based Professional Development workshops and remote sessions are specifically designed to provide the skills needed for educators to teach and interact with today’s students, "to stay on the cutting edge of their profession". Educators are challenged to keep current with effective ways to meet the student’s needs in the areas of instruction and assessment. With the support of our TLC Educational Solutions Training Resource Manuals, which each workshop participant receives, step by step strategies are provided and can be incorporated into lessons the very next day. Whether at an on-site workshop, web-based workshop, or remote-learning session, we draw administrators and teachers together to mesh quality instructional strategies with assessment for learning practices and develop skills to engage and motivate students.

​

Guiding Instruction Using Formative Assessment provides strategies that encompass three levels of formative feedback, giving teachers real-time information to adjust instruction, and bringing students into the center stage of the learning process. Students are involved in understanding and meeting goals that standards and curriculum dictate and are empowered to take charge of their own learning. They become actively involved with higher-order thinking and collaborative learning with their peers.

​

Workshop Sessions

​

Engaging Students in Effective Feedback 

Perceiving feedback as an on-going exchange between teacher and student is essential. Successfully implemented feedback informs teachers in making real-time adjustments in learning opportunities for their students.  Likewise, it informs students allowing them to be actively involved in their own learning.  Feedback strategies that can be used throughout the learning process are the focus of this session.

​

Providing Clearly Understood Learning Targets

Learning Targets, Objectives, Goals, and student-friendly “I Can Statements” give direction for students to clearly understand what they are learning and to gain ownership in their learning.  The power of students understanding what they are intended to be doing/learning and the expectations (criteria for success), is significant. Students reflecting upon their learning and tracking their progress using success criteria develops responsibility for learning and skill as life-long learners.

​

Developing Skill in Self-Assessment, Peer Assessment, and Collaboration 

Self-assessment strategies assist teachers in opening the door to opportunities for students to recognize what they need to focus on, overcome the challenges of complex tasks, and bring meaning to learning opportunities or experiences. These strategies shift the responsibility from the teacher alone to a shared student and teacher responsibility. The power of students reviewing their peer’s products, while communicating with and learning from each other, provides a basis for engaging in strategies that creates an atmosphere of collaboration. Self-assessment and Peer Assessment have a profound impact on student engagement, motivation, and self-esteem.

​

Incorporating Higher-Order Thinking into Formative Assessment

Raising the cognitive rigor of instruction and assessment practices with a focus on higher-order thinking enables students to process information at a higher level of cognition. This allows students to develop skills in critical thinking, creativity, collaboration, and communication. Engaging in strategies that expand individual and collaborative learning styles, provides opportunities for all students to learn in a variety of ways.

​

Training Agenda Topics

​

Engaging Students in Effective Feedback

• Understanding Effective Feedback Strategies– Response, Actionable, Impact

• Incorporating effective feedback strategies into lessons

• Engaging students with active learning instructional strategies

• Employing Basic and Digital Response Feedback Systems

• Providing the opportunity for all students to demonstrate what they know, understand, and are able to do

​

Providing Clearly Understood Learning Targets

• Shifting instructional focus from teaching to learning

• Translating standards or objective into student-friendly learning targets

• Introducing Learning Targets to students in the classroom

• Developing teacher and student processes for tracking student progress

• Engaging in a deeper understanding of Learning vs Grades and Assessment vs Grading

​

Developing Skill in Self-Assessment, Peer Assessment, and Collaboration

• Transforming assessments into formative learning experiences

• Applying instructional strategies for teacher-led and student-led formative assessment

• Utilizing instructional strategies for student self-assessment

• Engaging students with strategies involving peer assessment

• Developing collaborative strategies for group work

​

Incorporating Higher-Order Thinking into Formative Assessment

• Incorporating higher-order thinking into formative assessments

• Raising the cognitive demand for formative assessments using Bloom’s Taxonomy and Webb’s Depth of Knowledge.

• Utilizing instructional strategies that promote critical thinking, creativity, collaboration, and communication skills.

• Applying Formative Assessment strategies to promote higher-order thinking