of a unit of instruction to evaluate basic understanding prior to going on to numbers with several factors. The student is asked to complete three examples to ensure that he or she is able to repeatedly get a correct response. In the case of this student, he was able to complete numbers two through four accurately. In number one, although he was able to talk about the meaning of a factor, he failed to list all of the factors of twenty-four. This could mean he either didn’t know them or just didn’t include them. This student may need additional opportunities to demonstrate his understanding of factors with larger numbers like thirty-six, sixty-four, or one hundred.
Figure 1.2: Example of diagnostic work—cause and effect.
As the teacher reviews student responses, he or she can quickly evaluate student understanding. Does the student understand that in a sentence or group of sentences the cause does not need to precede the effect? Can the student write sentences in which the cause comes before the effect and other sentences where the cause comes after the effect? The assignment can be used to evaluate whether students can identify cause and effect in something they read, whether they can write a quality sentence illustrating cause and effect, and whether or not they can order the cause and effect in different ways. The directions in this graphic organizer can become more sophisticated depending on the age of the student. For example, it may be preferred that the student write a short paragraph. With a young student, an illustration may be preferable.
Students’ performance on diagnostic work also identifies their strengths and challenges, which the teacher then uses to build lessons that correspond to the associated needs. Such diagnostic work might include specific questions addressing the content. For example, a teacher can use a tool similar to figure 1.3 when beginning to teach a standard that addresses components of a story—plot, character, and setting—to assess prior knowledge. Because the standards are the basis for what is taught in any subject at any grade level, starting with a standard will pinpoint the target on which the lesson or assignment is based. Any story familiar to the student can be chosen for the task. The clarity of students’ responses and the depth of the information provided will help the teacher plan next steps. As a result, teachers will be more knowledgeable of not only the students’ understanding of the vocabulary used but also of their ability to provide focused, detailed information. This type of diagnostic tool is also versatile for elementary and secondary schools because the content is connected to the grade level or course.
The student responses based on the story of Little Red Riding Hood show that the student has a basic understanding of the word plot, is unsure of what characteristic means even though the student is able to provide some examples, and is able to give a fairly detailed example of how setting is important to the story. When describing the plot, the student is superficial in the response. This could mean that she needs to refer back to the story to provide some specific events, or it could mean that she needs additional instruction or exemplars regarding expectations for a good response. Diagnostically, however, the student shows that she has a basic understanding of plot, character, and setting.
Diagnostic work can also be more global in nature, requiring students to list what they know about a given topic as is often done in the popular KWL graphic organizer. A KWL can have several variations; for instance, it can require students to list what they know (K), what they want to know (W), and how they want to learn about the topic (L), rather than the usual approach of listing what they have learned postinstruction. For example, if the next U.S. history unit involves the American Revolution, basic information about what the students already know can be collected and used when planning next steps. The purpose of diagnostic work is to evaluate what students know so that teachers can incorporate those data into what needs to be taught, thus influencing the lesson design. Figure 1.4 (page 8) provides an example of a typical KWL.
The information provided by the student in this KWL immediately tells the teacher that although his knowledge base is limited, the student has an interest in the topic that goes beyond names and dates. The student was able to articulate some specific things he wants to know more about. These components, like how the revolution impacted families, can be incorporated into the lessons that follow. Perhaps the W section can be the basis of some personalized learning and students can design some research that they would be interested in completing and presenting.
Figure 1.3: Example of diagnostic work—plot, character, and setting.
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If the teacher finds an extensive list of information that the student already knows about the KWL topic, differentiation will be needed. What additional information can the student learn about the topic? How can she gain a deeper understanding beyond what was listed? Is there a group of students with the same basis of understanding who might work together? Can learning be personalized to meet their needs? The final column, L, can be used as an assessment following the unit.
Figure 1.4: Example of diagnostic work—American Revolution traditional KWL.
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Figure 1.5 provides a more detailed example of a diagnostic KWL. This example is not unlike the information solicited in the know portion of a traditional KWL, but it offers the student specific statements to spur focused thought. Specific questions may help students provide a more complete listing of the background knowledge they have prior to entering the unit of study.
When students complete brief preassessments, such as that found in figure 1.5, it becomes clear quite quickly which students have a basis of understanding and who has little or no background knowledge. The assessments are short, quick, and designed to give the teacher a fast look at the current knowledge base of students. That information is used in planning lessons. If students have a firm understanding of certain material, additional time can be spent elsewhere.
Figure 1.5: Example of diagnostic work—American Revolution detailed KWL.
When giving students diagnostic work, it is important for them to know to complete the task using only the knowledge and skills they possess, not to look up information and report what they find. Diagnostic work is a preassessment and therefore requires students to demonstrate only their current understanding without additional research.
Introductory Work
An assignment that includes introductory work provides students with the background knowledge needed in order to be successful. For instance, the teacher may provide students with directions to research a specific topic. Another method is for the teacher to provide resources for the students to view, listen to, or read, in order to gather information and increase their knowledge and skills.
Building Background Knowledge
If students are to fully understand the content to be presented, establishing a common
