Flip Chart: A Tool for Formative Assessment and Differentiation

                                                 Bob Alexander, PaTTAN Consultant

Two terms that students and teachers have been hearing with increased frequency from across both the Commonwealth and the nation are Differentiation and Formative Assessment. In short, Differentiation refers to the tailoring of instruction to meet the various needs of students (North xi), and also to accommodate the different ways that students learn (Tomlinson 1). Formative Assessment, then, as defined by Margaret Heritage, is “...an ongoing process that helps teachers know where kids are [in a lesson, learning goal, task, etc], on a minute by minute, day by day basis, so that they can make instructional adjustments; so that they can keep kids’ learning on track” (Alexander 2008). This article features a quick and easy tool designed to combine these two concepts for maximum teaching and learning.

 The Flip Chart: A Must Have Tool

 A quick and easy way to implement both Differentiated Instruction and Formative Assessment in the classroom is with the use of a “Flip Chart.” This simple tool will allow you to keep a running record of teaching and learning for each student in your class. With notations from your Flip Chart, you can track and monitor a student’s progress, note modifications and individual observations, and create a log for learning goals on a particular task, assignment, or project. In addition, the Flip Chart is an excellent tool for providing specific feedback during parent conferences as well as during conferences with a student.

The Flip Chart “How To’s”

For the Flip Chart , you will need three basic supplies:

 1) A legal size clipboard (A regular size clipboard may also be used, but the extended length of the legal size provides more room, especially for larger classes)

 2. Index Cards (3 X 5 or larger)

 3. Scotch Tape. With all supplies assembled, complete the following process:

 • Place a student’s name or ID number, etc. in the top upper left hand corner of the index card.

• Tape the card by the top edge directly on the clipboard, flip it up, give yourself some room, and tape the next student’s card, repeating the process. Leave a bit of room after each card. Plan to use the front and back of each card.

• Continue the process until you have 2 or 3 vertical rows completing membership for the entire class.

 Now you are ready to put theory into practice. Here are suggestions on how this tool can be used:

 • Use the top 1/3 of the front side of the card for information that will help you better know and understand the learner. For example, have students complete a learning style inventory, and note their learning style on the flip chart. In addition, you can list some specific activities that may best be suited for the student’s style of learning.

• Notate student strengths and weaknesses, learning issues, learning preferences, and/or special accommodations.

• Record reading and writing levels and progress, as well as any other data that may prove useful as you work with that student.

• As you coach students through various standards-based teaching and learning experiences, use the flip chart for notations about that student’s progress. This can include participation in group work, any questions the student may pose, scores from formal and/or informal assessments, and observations about progress.

• Flip the card over and continue to use the back side of the card.

Note: These are just a few of many applications for which this tool can be utilized. You are only limited by your imagination and the available space on the card. As you finish a particular learning objective, goal, unit, etc., consider recording card information and file the card for future reference and records, and then start with new cards and create a new flip chart. Like implementing any good practice, there is usually work on the front end; however, once you get into the groove, the process will run smoothly.

Benefits

This is a great way to ensure that you are meeting the needs of all students under your instruction. In addition, it is handy for keeping your “fingers on the pulse” of teaching and learning on a minute by minute, class by class, and day by day basis. Also, for teachers

seeking National Board Certification, a tool like this would be an excellent example of how you know your individual students and what their specific learning needs are.

 Sources

Alexander, R. (2008 January). [podcast] ELA Live! Podcast 1: Margaret Heritage. Retrieved Oct. 28, 2008, from: http://ela.ncwiseowl.org/21st_century_ela/e_l_a_podcasts/

 Northey, Sheryn. Handbook on Differentiated Instruction for Middle and High Schools.

     Larchmont, NY: Eye ON Education, 2005.

 Tomlinson, Carol Ann. Fulfilling the Promise of the Differentiated Classroom: Strategies and  

    Tools for Responsive Teaching.. Alexandria, VA: ASCD, 2003.