WWW.WiDA.US Fair isn't always equal by Rick Wormeli differentiate instruction and assessment provide immediate feedback grade summative, not necessarily formative provide foreknowledge of content to be assessed evaluate students' work in regards to standards, not each other all progress should be documented ensure that the assessment doesn't require hidden skills The Art of Changing the brain by James E. zull Four part lEarning cycle: concrete experience/reflection observation/abstract hyposthesis/active testing engage and build on prior knowledge-Mlk jr/martin Luther concrete connections are needed for abstract concepts-duck/pond/protein folding naming and knowing are separate and use separate parts of the brain-sheet/halyard trust students to think-cloning/twins actively test new knowledge-what you think you did isn't necessarily what you did morals for stories are essential-moby dick/chasing a whale/chasing vengeance whose knowledege is it?/students need to own their learning