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Friday, July 8 • 9:45am - 10:45am
Using Quick Diagnostic Interviews to Elicit Evidence of Student Understanding

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Current data available to teachers do not always specify student learning needs at a deep enough level needed for teachers to know how to respond. In this interactive session, participants will experience a process and tools for administering quick Diagnostic Interviews (DI) to identify student gaps in concepts and skills that can be used to respond to student learning needs during Tier 1 Instruction. The 3–5-minute DI focuses on student thinking more deeply than typical data currently available. If your school has collaborative teacher teams, such as Professional Learning Communities (PLC), strategies and tools will be shared showing how to integrate the interview data into PLC planning conversations making it easier to differentiate upcoming units of study and daily lessons to meet each student’s unique learning needs.

Learning goals for the session include the following:
* Identify a process for conducting a quick Diagnostic Interview
* Practice using the DI
* Explore samples of student work resulting from the DI
* Create ways you can integrate the DI into your context and/or PLC.

Participants will leave the session with the following products:
* Diagnostic Interview Process
* Diagnostic Interview Probing Questions
* Samples of Student Work
* Protocol for Integrating Data into PLCs
* Checklist for Applying to Your Context

Presenters
avatar for Janice Bradley

Janice Bradley

Assistant Director, Professional Learning, Utah Education Policy Center
Janice Bradley, Ph.D., is an assistant director with the UEPC who partners with education entities to support their school improvement efforts and leadership capacity building resulting in excellence and equitable school systems. Janice believes that leadership, educator capacity... Read More →


Friday July 8, 2022 9:45am - 10:45am MDT
ED 202 - Emma Eccles Jones Education Building, Room 202 Southern Utah University, 351 W University Blvd., Cedar City Utah
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