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These 75 specific techniques help K'12 science teachers determine students' understanding of key concepts.
Table of Contents
|About the Author||p. xiv|
|An Introduction to Formative Assessment Classroom Techniques (FACTs)||p. 1|
|What Does a Formative Assessment-Centered Classroom Look Like?||p. 1|
|Why Use FACTs?||p. 3|
|How Does Research Support the Use of FACTs?||p. 6|
|Classroom Environments That Support Formative Assessment||p. 8|
|Connecting Teaching and Learning||p. 10|
|Making the Shift to a Formative Assessment-Centered Classroom||p. 11|
|Integrating FACTs With Instruction and Learning||p. 15|
|Integrating Assessment and Instruction||p. 15|
|Assessment That Promotes Thinking and Learning||p. 16|
|Linking Assessment, Instruction, and Learning: The Science Assessment, Instruction, and Learning Cycle (SAIL Cycle)||p. 18|
|Stages in the SAIL Cycle||p. 20|
|Engagement and Readiness||p. 20|
|Eliciting Prior Knowledge||p. 20|
|Exploration and Discovery||p. 24|
|Concept and Skill Development||p. 25|
|Concept and Skill Transfer||p. 25|
|Self-Assessment and Reflection||p. 25|
|Selecting and Using FACTs to Strengthen the Link Between Assessment, Instruction, and Learning||p. 26|
|Considerations for Selecting, Implementing, and Using Data From FACTs||p. 31|
|Selecting FACTs||p. 31|
|Selecting FACTs to Match Learning Goals||p. 31|
|Selecting FACTs to Match Teaching Goals||p. 32|
|The Critical Importance of Classroom Context in Selecting FACTs||p. 34|
|Planning to Use and Implement FACTs||p. 35|
|Starting Off With Small Steps||p. 37|
|Maintaining and Extending Implementation||p. 38|
|Using Data From the FACTs||p. 40|
|Get the FACTs! 75 Science Formative Assessment Classroom Techniques (FACTs)||p. 45|
|A&D Statements||p. 48|
|Agreement Circles||p. 51|
|Annotated Student Drawings||p. 53|
|Card Sorts||p. 56|
|CCC-Collaborative Clued Corrections||p. 59|
|Chain Notes||p. 62|
|Commit and Toss||p. 65|
|Concept Card Mapping||p. 68|
|Concept Cartoons||p. 71|
|Data Match||p. 75|
|Directed Paraphrasing||p. 77|
|Explanation Analysis||p. 79|
|Fact First Questioning||p. 83|
|Familiar Phenomenon Probes||p. 85|
|First Word-Last Word||p. 88|
|Fishbowl Think Aloud||p. 91|
|Fist to Five||p. 93|
|Focused Listing||p. 95|
|Four Corners||p. 97|
|Frayer Model||p. 99|
|Friendly Talk Probes||p. 102|
|Give Me Five||p. 104|
|Guided Reciprocal Peer Questioning||p. 106|
|Human Scatterplots||p. 109|
|Informal Student Interviews||p. 111|
|Interest Scale||p. 115|
|I Think-We Think||p. 117|
|I Used to Think ... But Now I Know||p. 119|
|Juicy Questions||p. 121|
|Justified List||p. 123|
|Justified True or False Statements||p. 126|
|K-W-L Variations||p. 128|
|Learning Goals Inventory (LGI)||p. 131|
|Look Back||p. 133|
|Missed Conception||p. 135|
|Muddiest Point||p. 138|
|No-Hands Questioning||p. 140|
|Odd One Out||p. 142|
|Paint the Picture||p. 145|
|Partner Speaks||p. 147|
|Pass the Question||p. 149|
|A Picture Tells a Thousand Words||p. 151|
|P-E-O Probes (Predict, Explain, Observe)||p. 153|
|POMS-Point of Most Significance||p. 156|
|Popsicle Stick Questioning||p. 158|
|Prefacing Explanations||p. 159|
|PVF-Paired Verbal Fluency||p. 161|
|Question Generating||p. 163|
|Recognizing Exceptions||p. 165|
|Representation Analysis||p. 169|
|Scientists' Ideas Comparison||p. 173|
|Sticky Bars||p. 178|
|STIP-Scientific Terminology Inventory Probe||p. 180|
|Student Evaluation of Learning Gains||p. 183|
|Thinking Log||p. 189|
|Thought Experiments||p. 194|
|Three-Minute Pause||p. 195|
|Traffic Light Cards||p. 199|
|Traffic Light Cups||p. 201|
|Traffic Light Dots||p. 203|
|Two-Minute Paper||p. 204|
|Two or Three Before Me||p. 206|
|Two Stars and a Wish||p. 207|
|Two-Thirds Testing||p. 209|
|Volleyball-Not Ping-Pong!||p. 211|
|Wait Time Variations||p. 213|
|What Are You Doing and Why?||p. 216|
|Table of Contents provided by Ingram. All Rights Reserved.|