Day+2


 * __Carousel - What strategies are in use at your school?__**
 * Strategies for ascertaining interests and talents
 * **Survey - parent and student**
 * **personal letter**
 * **student writes their own sample report card illustrating how he/she believes she did the year before (subject by subject)**
 * **In art - student draw/colour/paint his/her own work. No samples, no tracing**
 * **personal interview**
 * **brainstorm**
 * **choice of activities**
 * **sign-up on charts**
 * **smiley faces on interests and skills**
 * **I AM poem**
 * **The important book -**
 * **exposing students to different opportunities**
 * **offering choice**
 * **observe outside of class**
 * **co-curriculum for students to choose which class they would like to attend after school (dance, piano, sports, etc)**
 * Strategies for ascertaining learning styles/ multiple intelligences
 * Kid watching all the time
 * play a video, read a story and gather responses and feelings
 * reflections on work/experiences - what intelligences did I use?
 * storybook characters with whom students identify
 * survey, checklist
 * differentiated teaching
 * real action opportunities
 * observing the way students choose to present their learning
 * online surveys
 * assign cooperative tasks and observe
 * setting diverse centrres/stations
 * MI stations - who we are, how do I learn best, what do I like best?
 * Strategies for ascertaining academic ability
 * Don't pigeon-hole too quickly
 * notice time it takes to grasp info/to achieve skills
 * meet with previous teacher
 * ongoing reports and assessments
 * show pictures or props... let them speak out and sing song or play games related to them
 * editing skills and get children to comment on their friends work. What do they think is good or needs improvement?
 * diagnostic assessment - New Zealand numeracy project
 * STAR reading (from New Zealand)
 * Continuum (First Steps, Bonnie Campbell-Hill, DRA, PM Benchmarks, Words-their Way)
 * Schonell list
 * anecdotal records
 * Student self/peer assessment
 * Running Records
 * BURT word lists
 * Placement tests (example: to determine level of language class)
 * Formal reports from previous teachers
 * Standardized testing
 * Anecdotal records


 * Strategies for ascertaining language needs
 * language survey for students and families
 * language profile
 * ask who needs a language buddy
 * PM benchmarks
 * writing samples
 * 5-finger reading test
 * I-PICK strategy (I choose, purpose, interest, comprehend, know)
 * STAR reading
 * talking with LS and ESL teachers
 * discussions
 * play games, sing songs
 * reading buddies - pair older and younger students
 * interview
 * formal diagnostics
 * writing samples
 * pretests
 * five finger reading test
 * children's show and tell
 * free writing
 * role play