U-P-S Strategy
- How it is used?
- It is used as a formative assessment because it allows the thinking process to be tracked.
- U = Understanding the problem
P = Planning out your steps to solve (Must be done in writing, but students can use pictures first to help get to the writing process.)
S = Solve (Give your reasoning for the process.) - Check
- Check reason to see if the process is logical
- This is a formative assessment that would be used mostly for math. An example in which it can be used is for group work. In the video from Teaching Channel, the teacher has the group use the UPS strategy on a big piece of butcher paper. It could also be used for homework assignments to track students' thinking processes.
- It can be differentiated with allowing pictures to be draw first for the hands-on/visual learners.
Stoplight Method
End-of-Lesson or Class Assessment
- This formative assessment is set up on the wall. It is an easy way to find out from students what they learned, what questions they have, and what stopped their learning today. Have three laminated, large circles (Green, Yellow, Red). If you have them posted near the door it is easily accessible for students on their way out of the classroom. Give students a sticky note, and they post it on the appropriate circle on the way out.
- Green = today I learned...
Yellow = today I considered a question or idea or new perspective...
Red = today, my learning stopped because... - This is a great way to quickly organized what students grasped the lesson verses the ones who need additional help. Additionally, it allows you to see where to go next in the lesson tomorrow.
- The three categories can easily be adapted to whatever is need to be age-appropriate.
- In my classroom, I might also use this mid way through a lesson allowing the students to get up and move around and take a break while I see what needs further instruction or if I can move on.
Fist to Five
- Have students hold up a fist to five fingers depending on how they feel. A fist mean it was the worst experience, three means it was alright, and five it was excellent.
- This can be differentiated based on the question asked. The students can rate the lesson based on the content or it can be rated on the social experience.
- I would use this during group work to find out about the social experience. It would be a good way to assess how well the group is collaborating. It could be used in math to see how students feel about fractions.
3-2-1 Summarizer
- Students state 3 things they learned, 2 ways the information relates to them personally, and 1 question they have about the material.
- This is great with the Common Core because it encourages students to relate what they have learned to real life situations.
- It can be differentiated based on what you as a teacher wants to know. Some days it may be more important to know what questions the students have so have them write 3 questions and 1 thing they learned.
- It is a good exit ticket. Also can be used after reading an informational text before starting the assignment for the day.
One Minute Essay:
After the teach relays new information to the students, give them one
minute to write a short essay about what they have learned. They are much more likely to
remember the material if you do this from time to time and have them write it down.- This will be a good break in the middle of the class so that the students get a small break but also have time to really focus on what they have learned thus far in the class.
Jigsaw:
Divide the students up into four groups and provide each group with some material to study. Allow the students to become experts on that particular topic. Then, by choosing one student from each group, develop four different groups and allow the “experts” to share what they studied with the rest of the group. This is fast, effective way to cover new information; it decreases student workload, and encourages collaboration.
- This will be a great strategy to use in the classroom because it allows the students to develop their ideas and learn how to present them to others.
Ball Toss
The teacher asks a question and then throws a ball to a student who has the answer to the question. The student then tosses it to another student who has to answer a question asked by the teacher. The ball is tossed to each student so they can all answer questions.
- This is a good way to get the students active in the class room. They will be exercising their minds as well as their bodies.
Individual Response Boards
asks the class a question and the students record their response on the board.
The students write down one thing they KNEW. They then write down one thing they WANT to know. Then they write down one thing they LEARNED.
This can be as creative as one will allow. The possibilities are endless. Some examples are: asking a question before the students leave and have them write the answer, then they are expected to give the card to the teacher on their way out the "exit". The can be simplified or made harder according to grade-level.
- This is a great way for the teacher to check quickly whether the students have the answer to questions right.
KWL Chart
- This can be used for an exit ticket. It is just a quick way to find out what interests the students.
Trashcan Basketball
The students line up and have to answer the question the teacher asks. Then if it is correct then they have the opportunity to shoot the "basketball" at a 5 point, 10 point, or 20 point mark.
- This is a fun way to get the kids active in mind and body.
Colored Cups
The students have three colored cups on their desk such as red, yellow, and green. When the teacher asks whether they understand the concept the kids will put the green cup on their desk if they understand, the yellow cup if they kind of understand but have a question, and the red cup if they have no idea what the concept means.
Four Corners
The teacher has the option to choose basically anything to label the four corners of the classroom.
For example, the teacher may ask an opinionated question and can label each corner with a
different answer. The students go to the corner they agree with.
Index Card Summaries:
After a lesson, have the students summarize what they have learned on an index card.
- This is a great way for the teacher to read what the students have retained for the lesson
Exit Cards:
Clothesline:
The teacher hangs a string out across the room. One side of the string will represent “know a lot” while the other side is labeled “know nothing” and the students place themselves
where they feel necessary for a particular topic.
ABC Review:
Students are asked to draw tiles from a container with letters on them. The students then will be asked to make a statement about the topic beginning with the letter.
RAFT:
RAFT stands for:
- R=Role
- A=Audience
- F=Format
- T=Topic
Three Minute Pause:
After several bits of new material has been presented in a class period, the teacher will ask the students to
brain-storm for three minutes about what they have learned thus far. This is a time they can take notes, sketch a picture of what they have learned, and overall journal their thoughts.
1. Diverse teaching: using thing like visual, verbal, and
non-verbal to teach to a variety of students. (Example) As I lecture my
students on subject matter I will also make drawings of what we are talking
about on the board.
2. Portfolio writing: Each student has a folder with their
writings from the year. As the year goes on their writing style should improve.
(example) I would use this in school to measure improvements of the students in
writing.
3. Matching boards: These are pre made boards that may have Velcro
that will allow students to place a variety of responses to a variety of
subject matter. (Example) identifying plant cell with answers cut and laminated
to be placed in correct order.
4. Study buddies: It can be a good idea to
give students a study buddy because having an extra viewpoint is very beneficial
for many subjects. (example) I would use this for subjects like science in
which students need to do a lot of analyzing.
5. SDL (self-directed learning): When a student is complete
with their work they can enrich their learning using pre-approved projects such
as reading groups and educational games. (Example) I would use this in class to
both further the child’s learning and development and to also keep them busy
while the other students finish their work.
6. Idea Spinner: The teacher will have a spinner that has
things like predict, explain, evaluate, and summarize. The teacher goes to each
student with a topic and has them spin the spinner. The student then has to do
what the spinner lands on. (example) I would most likely use this for science
and reading because both of these subjects have predicting, explaining,
evaluating, and summarizing.
7. Inside-Outside Circle: The teacher instructs half of the
students to form a circle facing outside and the other half facing inwards.
They then ask questions to each other and then rotate. (example) I would use
this as a review tactic for the students.
8. Double Bubble Maps: It works like 2 bubble maps squished
together. This allows the students to examine 2 things in detail and then
compare and contrast them as well. (example) I could use this in reading to analyze
to characters.
9. Flow Maps: This map is used to show sequence or order. It is
a series of boxes, to be filled with content, and they go in sequential order.
(example) I would use this in class during reading to make sure the students
Know what happened and in what order.
10. GIST: This is all about being minimalist. Explain something
to the children in about 25 words, then in 20, then in 10. By the end of this
you are left with only the main idea. (example) I would use this as a tool to
teach the students about effective communication. Sometimes they get lost in
the details and some students get along better with just getting the gist of
it.
1.
Homework Checkers: This is when students work on their homework together and
come to a conclusion about what the answer is. This way the teacher only has to
grade one set of homework.
Example:
Have students go over their math homework together in groups so they figure out
the processes.
2.
RSQC2: The students are given two minutes to recall and list everything that
they learned in class the previous day. Then they have two more minutes and
they summarize those points in a single sense. Then they write one question
that they want answered. Lastly they identify a theme to connect
this material to the courses major goal.
Example:
This would be really good to use in a history class. I would have the students
list things they learned about a specific war, then follow the rest of this
assessment technique so they could make connections and ask questions.
3.
Walking through Pages: This is used to familiarize students with the book. The
students get 3 minutes to put sticky notes on the favorite parts of the book.
After the time is us discuss with each child is their favorite and why. Mark it
in your book so you have an interest inventory.
Example:
I would use this during reading. It would help the students get excited about
the book. It would also help me figure out their interests so I can make
connections to other assignments.
4.
Ticket out the door: This is where the students are given an index card or
sticky note and they have to show a report of what they learned that day.
Example:
I would use this when teaching vocab and have the students use a vocab word in
a sentence.
5.
Cubing: The cube has 6 faces with a different activity on each face. Use the 6
levels of Bloom's Taxonomy on the cubes.
Example:
I would use this for station work. It would be good for students to have a
different activity that goes along with the theme in reading of that week.
6.
Even Dozen: Students draw 12 boxes after looking at certain material. They
group students and have them write the main concepts in the box. One student
says something about a box and label's it #1. The next student chooses a box,
and says something about it that relates it to #1. They label box #2. The cycle
continues.
7.
Divide and Conquer: Divide the class into groups and give each group a section
of the board to write on. Each group has different problems to solve. One group
at a time goes to the board and answers teh problem, but the group can help
each other out.
Example:
This would be really helpful for math. The students could work out a problem as
a group. They could also help each other out with the process.
8.
Hot Seat: Use post-it notes, write questions and stick them underneath the
students' desks or chairs.
Example:
I would use this for a test review.
9.
Wise Sages: Teacher announces the topic. Students create their own questions
about a topic in three minutes. They put these on post-it notes. The group goes
through them and initials which ones they know the answer to. THey
take turns choosing a question, looking to see who initialed it, then asking
them to answer.
Example:
This would be really good for a scientific experiment. They could ask
questions about something like the process of photosynthesis.
10.
Vanity Plates: Students take on the role of the topic to be studied for the
purpose of creating a vanity plate. They assign a topic of study. The students
create a vanity plate related to the topic of study. The students share by
lining up in parallel lines, student facing student. Then they rotate.
Example:
I would use this for my students to create a board of descriptive words to
describe a particular character.
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