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  • Home
  • WLPD4U
  • Instruction
    • Lessons based on authentic resources
    • Proficiency
    • Communicative Modes
    • Target Language
    • Scaffolds and Supports
    • Tiering Tasks and Text
    • Interpretive Mode
    • Authentic Resources
    • Intercultural Communication
    • Continuous Assessment
    • Assessment in World Languages
    • Responding to Student Data
    • Feedback
    • Grammar in Context
    • Questioning and Discussion
    • Meeting the needs of diverse language learners
    • Learning Centers
    • Supportive Learning Environment
    • Knowing the Learner
    • Student Engagement
    • Student Choice and Voice
    • Flexible grouping
    • Student Reflection and Self-Assessment
    • Varied Approaches
    • Lesson and Unit Planning
    • Guided Instruction
    • Intentional Skill Building
    • Thinking Strategies
    • Immersion Resources
    • Designing Performance Tasks
  • Leadership
    • Leadership Resources
    • Teacher Leadership
    • Coaching and Mentoring Skills
    • Professional Learning
    • Effective Meeting Management
    • Team Building
    • Leading Through Change
    • Teacher Recruitment and Retention
    • Growth Mindset
    • Feedback for Teachers
    • Diversity, Equity and Inclusion in World Languages
  • Workshops
    • Creating Learner-Centered Language Classrooms
    • Engaging Through Interactive Planning and CI
    • Planning for Interactive Communicative Lessons
    • Building Literacy Skills in Language Classrooms
    • Moving Students Along the World Language Proficiency Continuum
    • Using Authentic Text in the WL Classroom
    • Expanding a Global Mentality: Culturally Responsive Teaching to Reach All Learners
    • Designing to Learn
    • Engaging All Learners
  • Blog
  • Reflection Spinner
  • Resources for the Shift to Online/Blended Learning
  • Supporting Teachers' Wellbeing

Responding to Student Data

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Analyzing and Responding to Language Learner Data
analyzing_language_learner_data_v2.pdf
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Menu of responses to data bookmark
grahn_response_menu_v2.pdf
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Responding to pre-assessment data (ex. KWL, entrance slips, corners, stickie notes, graphic organizers, etc.)


1. Compact content of lesson

2. Address misconceptions

3. Make connections to students' prior experiences/learning

4. Create flexible groups

5. Use questioning to identify learning gaps

6. Adjust pace of lesson


Responding to whole class formative assessment data during the learning experience (ex. thumbs up/thumbs down, whiteboards, pinch cards, clickers, observational data, etc.)


1. Vary the mode of presentation or activity type.
  • activities for bodily-kinesthetic learners
  • activities for visual-spatial learners
  • activities for musical-rhythmic learners

2. Create small groups and have students work together using cooperative learning structures

3. Offer an additional, more personalized formative assessment to get more specific data on student needs

4. Address misconceptions, errors

5. Use questioning to identify learning gaps

6. Teach mnemonic devices

7. Chunk material

8. Peer tutoring/ buddies

9. Respond to patterns and trends

10. Connect new learning to previous content/units

11. Provide additional models or exemplars

12. Break tasks/concepts into steps

13. Make real world connections

14. Explain your thinking process through a Think Aloud or other metacognitive strategy



Responding to individual and whole group formative data
between learning experiences
 
(ex. exit slips, 3-2-1, classwork assignments, warm-ups, etc.)


1. Switch the modality of an existing activity
  • activities for bodily-kinesthetic learners
  • activities for visual-spatial learners
  • activities for musical-rhythmic learners

2. Create tiered activities based on readiness levels (scaffolded for lower tier to added challenge/rigor/depth for highest tier)


3. Create readiness or mixed readiness groupings


4. Create learning centers


5. Offer choices through strategies like choice boards and RAFT assignments


6. Connect new learning to previous content/units


7. Vary materials and resources


8. Engage students in an academic game


9. Follow-up with a graphic organizer


10. Provide anchor activity or complete a learning contract


11. Customize rubrics for student growth


12. Provide specific feedback on progress



Additional data to consider:

1. Use student self-reflection and self-assessment data

2. Use qualitative data from students on their perception of their learning, what strategies work best for them, etc.

3. Use data about student learning preferences (learning style, multiple intelligences) and interest


Suggestions from James Popham in his book, Transformative Assessment in Action: An Inside Look at Applying the Process (ASCD, 2011)
​

1. Immediate instructional adjustments based on assessed performance

2. Immediate instructional adjustments based on student-reported understanding


Choice points:

1. What kind of assessment tool to use
2. When to collect assessment evidence
3. How to help students more accurately self-assess their understanding
4. When to make an instructional adjustment
5. What kind of instructional adjustment to make
6. How to help students more honestly report their understanding and surface misconceptions


Possible responses to this type of data:​

• teacher has a "plan B"/alternate activity
• explains it again differently*** (strategy used most often)
• peer tutoring/group sharing
• differentiate the modality of the practice
• uses questioning to get more specific data on gaps in understanding


3. Near-future instructional adjustments


4. Last-chance instructional adjustments


5. Students' learning tactic adjustments


6. Classroom climate shifts
Picture
  • Home
  • WLPD4U
  • Instruction
    • Lessons based on authentic resources
    • Proficiency
    • Communicative Modes
    • Target Language
    • Scaffolds and Supports
    • Tiering Tasks and Text
    • Interpretive Mode
    • Authentic Resources
    • Intercultural Communication
    • Continuous Assessment
    • Assessment in World Languages
    • Responding to Student Data
    • Feedback
    • Grammar in Context
    • Questioning and Discussion
    • Meeting the needs of diverse language learners
    • Learning Centers
    • Supportive Learning Environment
    • Knowing the Learner
    • Student Engagement
    • Student Choice and Voice
    • Flexible grouping
    • Student Reflection and Self-Assessment
    • Varied Approaches
    • Lesson and Unit Planning
    • Guided Instruction
    • Intentional Skill Building
    • Thinking Strategies
    • Immersion Resources
    • Designing Performance Tasks
  • Leadership
    • Leadership Resources
    • Teacher Leadership
    • Coaching and Mentoring Skills
    • Professional Learning
    • Effective Meeting Management
    • Team Building
    • Leading Through Change
    • Teacher Recruitment and Retention
    • Growth Mindset
    • Feedback for Teachers
    • Diversity, Equity and Inclusion in World Languages
  • Workshops
    • Creating Learner-Centered Language Classrooms
    • Engaging Through Interactive Planning and CI
    • Planning for Interactive Communicative Lessons
    • Building Literacy Skills in Language Classrooms
    • Moving Students Along the World Language Proficiency Continuum
    • Using Authentic Text in the WL Classroom
    • Expanding a Global Mentality: Culturally Responsive Teaching to Reach All Learners
    • Designing to Learn
    • Engaging All Learners
  • Blog
  • Reflection Spinner
  • Resources for the Shift to Online/Blended Learning
  • Supporting Teachers' Wellbeing