Transcript Slide 1

Benefits of Focus Activities
• Help students focus and pay
attention
• Eliminate distracters
• Open “mental files”
• Provide choices
• Encourage self-directed learning
Algebraic Logic Puzzle
Use your number sense to discover
the value of each shape.
Puzzle 1
Discover the value of each of the shapes.
The total weight is 32.
Clue:
-
2 =
+
Rules to remember:
1.
2.
3.
4.
5.
6.
The right and left sides of each
horizontal beam must balance.
Each shape has a unique and consistent
weight within the puzzle and no shapes
weigh zero.
There are no ‘useless’ clues.
All weights are either one- or two-digit,
positive whole numbers.
A piece hanging below the fulcrum does
not affect the balance between the left
and right arms. Although this piece has
its own definite weight.
Size of pieces has no relation to weight.
There are three parts to
any research-based
lesson:
•Beginning – ‘check for’ and ‘build’
background knowledge of each
student; (BL)
•During – teach and actively engage
each student in new content –
making connections to prior
knowledge; (DL)
•End – check for understanding -
provide each student with an
opportunity to summarize (in their
own way) and practice the essential
knowledge and skills conveyed in the
lesson. (EL)
Personal Learning Goals
• I will recognize the benefits of obtrusive, unobtrusive, and
student, and student-generated assessment;
• I will understand strategies to create assessment for
learning and assessment of learning;
• I will support my peers by offering constructive feedback
to improve their efforts;
• I will create assessment samples that will best elevate
learning for my students; and
• I will enjoy working with my colleagues!
Matter!
SAMPLE
Pre-assessment
that includes
differentiation
Premise of the Workshop
As the United States continues to compete in a global economy
that demands innovation, the U.S. education system must
equip students with the four Cs:
1. critical thinking and problem solving,
2. communication,
3. collaboration, and
4. creativity and innovation.
"For as long as assessment is viewed as something we do ’after’
teaching and learning are over, we will fail to greatly improve
student performance, regardless of how well or how poorly
students are currently taught or motivated."
Grant Wiggins, 1998
Mix it Up
in the Box
•
•
•
•
•
Listen for the topic and the amount of time;
Silently mix around the room;
When directed, pair up with person closest to you;
In pairs, Partner A shares and Partner B listens;
Partner B responds to what he/she heard by
paraphrasing: “LET ME TELL YOU WHAT I
UNDERSTOOD YOU TO SAY”;
• Record summary of partners response; then
• Switch Roles
1
3
What is an action taken by you,
your grade-level/department or
your school that you attribute to
resulting in increased
achievement for each student
impacted by the action last year?
Look at the picture above. How
does this picture relate to your
role as a teacher? Complete this
sentence: The image is like my
teaching in that_______
2
What is the process used to
create classroom assessments?
What do people ‘do’ with the
results?
4
Reflect on yesterday’s
workshop…what is an action you,
your grade-level/department or
school should consider based on
your experience?
1
What is an action taken by you,
your grade-level/department or
your school that you attribute to
resulting in increased achievement
for each student impacted by the
action last year?
3
2
What is the process used to
create classroom assessments?
What do people ‘do’ with the
results?
4
Look at the picture above. How
does this picture relate to your
role a teacher? Complete this
sentence: The image is like my
teaching in that_______
Reflect on yesterday’s
workshop…what is an action you,
your grade-level/department or
school should consider based on
your experience?
Category
Ave. Effect
Size (ES)
Percentile
Gain
Identify similarities & differences
1.61
45
Summarizing & note taking
1.00
34
Reinforcing effort & providing recognition
.80
29
Homework & practice
.77
28
Nonlinguistic representations
.75
27
Cooperative learning
.73
27
Setting objectives & providing feedback
.61
23
Generating & testing hypotheses
.61
23
Questions, cues, & advance organizers
.59
22
NUTS TO YOU!!!
Advanced
PASS
Proficient
NOT PASS
Nearing
Proficiency
Novice
http://rubistar.4teachers.org
Self-Assessment Tool
Category
Ave. Effect
Size (ES)
Percentile
Gain
Identify similarities & differences
1.61
45
Summarizing & note taking
1.00
34
Reinforcing effort & providing recognition
.80
29
Homework & practice
.77
28
Nonlinguistic representations
.75
27
Cooperative learning
.73
27
*Setting objectives & providing feedback*
.61
23
Generating & testing hypotheses
.61
23
Questions, cues, & advance organizers
.59
22
Personal Learning Goals
• I will recognize strategies that have improved achievement
for our students;
• I will use data to focus additional improvement efforts to
reach more students;
• I will support my peers by offering constructive feedback
to improve their efforts;
• I will decide which structures will best elevate learning for
my students; and
• I will enjoy working with my colleagues!
Category
Ave. Effect
Size (ES)
Percentile
Gain
Identify similarities & differences
1.61
45
Summarizing & note taking
1.00
34
Reinforcing effort & providing recognition
.80
29
Homework & practice
.77
28
Nonlinguistic representations
.75
27
Cooperative learning
.73
27
Setting objectives & providing feedback
.61
23
Generating & testing hypotheses
.61
23
Questions, cues, & advance organizers
.59
22
WHAT’S MY RULE?
Theme: Sports
YES
No
Strike
Stick
Split
Puck
Pin
Hoop
Gutter
Goal
Rule:
Bowling Terms
Page
8
WHAT’S MY RULE?
Theme: History and Social Science
YES
No
Hemisphere
Olympic Games
Equator
Democracy
Prime Meridian
Kings
Regions
Wealth
Rule:
Things you’d find on a globe
WHAT’S MY RULE?
Theme: Geometry
YES
No
Triangle
Cube
Rectangle
Pyramid
Square
Pentagon
Quadrilateral
Octagon
Rule:
Plane figures with less than 5 sides.
WHAT’S MY RULE?
Theme: _______________
YES
Rule:
No
_________________________
STUDENT CENTERED APPROACH
Category
Ave. Effect
Size (ES)
Percentile
Gain
Identify similarities & differences
1.61
45
Summarizing & note taking
1.00
34
Reinforcing effort & providing recognition
.80
29
Homework & practice
.77
28
Nonlinguistic representations
.75
27
Cooperative learning
.73
27
Setting objectives & providing feedback
.61
23
Generating & testing hypotheses
.61
23
Questions, cues, & advance organizers
.59
22
Prepared Especially for the Professional Learning Community of the
GREAT FALLS PUBLIC SCHOOLS
by Dan Mulligan, Ed. D.
August 2010
“If you don’t know where you are and you don’t know
where you are going, anything you do will get you there”
HUNT for SOLUTIONS
Record your responses on the last page…
At MONTANA Schools:
1.
The % of POVERTY students scoring Advanced on the Math CRT in 2009. 17
2.
The % of All students scoring Advanced on the Math CRT in 2009.
35
3.
According to the Silent Epidemic, the % of U.S. dropouts who would have
stayed in school if learning was more interesting and real-world.
80
4.
According to the Silent Epidemic, the % of U.S. dropouts who felt they
were ‘too far behind’ by the end of elementary school.
51
5.
The % of All students scoring Advanced on the Reading CRT in 2009.
45
6.
The % of LEP students scoring Advanced on the Reading CRT in 2009.
6
7.
The % of All students Graduating On-Time in the Class of 2009.
84
8.
The % of American Indian students Graduating On-Time in the Class of
2009.
67
9.
The % of FEMALE students Graduating On-Time in the Class of 2009.
86
SOLUTIONS:
6,
17,
35,
45,
51,
67,
80,
84,
86
Minority Student Achievement in Suburban Schools
~Toward Excellence with Equity, Ronald Ferguson, Kennedy School of Government at Harvard University, 2007
• Survey of all students in 15 middle and upper income school districts
in 10 states;
• Examined family characteristics, opinions about quality of instruction,
achievement motivation, course-taking, effort, comprehension, GPA
When
I work hard, it is because my teacher tells me I can do well.
and other
factors;
(“Yes,” instead of “Maybe” or “No”) (Grades 1 – 6)
80
66
70
60
72
72 74
57
53 53
48
50
Advantaged
40
Disadvantaged
30
20
10
0
Asian
Black
Hispanic
White
Summarizing and Note Taking
• Approaches to this strategy in the classroom:
– Teaching students the rule-based summarizing
strategies,
– Using summary frames, and
– Teaching students reciprocal teaching and groupenhanced summary.
• What does it look like?
– Take out material that is NOT important for
understanding,
– Take out words that repeat information,
– Replace a list of things with a word that describes the
things in the list (e.g., use trees for elm, oak, and maple).
– Find a topic sentence. If you cannot find a topic
sentence, make one up.
Summarizing and Note Taking
• Generalizations form the research:
– Verbatim note-taking is, perhaps, the least
effective technique.
– Notes should be considered a work in progress.
– Notes should be used as a study guide for tests.
– The more notes that are taken, the better.
Instructional Strategies that Facilitate
Successful Inclusion Must …
• Supply students with STRUCTURE and
ORGANIZATION
• Encourage student COMMUNICATION
and COLLABORATION
• Provide students with VISUAL and
HANDS-ON learning experiences
C
O
V
E
R
Allow students to
personalize their notebook
with a cover collage.
Preserve with packing tape.
MIND Notebook Rubric
Knowing the Learner
Directions: Rank the symbols (1-4) in order from most (1) like you as a learner to least (4) like
you as a learner.
Learning Style of Beach Balls
Strengths
Attitudes
Guidelines
Boundaries
Expectations
Standards
Parameters
Help in Focusing
Preferences
Don’t like step-by-step directions
Stimulus-rich environment
React to internal and external rewards Options and alternatives
Want to improve things for society
Interesting and exciting learning
Knowing the Learner
Experimentation
Risk taking
Adventurous
Intuitive/Insightful
Creative
Spontaneous
Needs
Learning Style of Microscopes
Strengths
Attitudes
Don’t like to waste time “pooling
ignorance”
Don’t like inquiry
Help in working with others
Help in organizing time and bringing
closure
Preferences
Vicarious learning
Simulations
Analytical thinking
Expert information
Feedback that will improve grades
Knowing the Learner
See the big picture
Home in on main points
Learn from lecture and reading
Think in abstract terms and language
Analyze theories and information
Thorough logical learners
Can delay gratification
Needs
Learning Style of Clipboards
Strengths
Attitudes
No news is good news
Serious about their work
Require feedback
Real experiences
Concrete examples, not theory
Structure
Procedures, routines
Directions
Preferences
Precise, useful feedback
Recommendations
Appreciate privacy
Knowing the Learner
Precision and accuracy
Striving for perfection
Practicality
Compliance with teacher
Sensory responsive
Externally motivated
Delay gratification
Needs
Learning Style of Puppies
Empathic
Intuitive
Subjective, abstract, affective
Read between the lines
See the gestalt
Attitudes
Internal motivation
Self-monitoring toward personal
criteria
Require rationale for learning
Can block out stimuli
Needs
Opportunities to work with others
Time for self-reflection
To connect with teacher and peers
Rationale for learning
Preferences
Subjective versus abstract
Personal incentives, encouragement
Choice of learning environments
Knowing the Learner
Strengths
• “If an educator keeps
using the same strategies
over and over and the
student keeps failing,
who really is the slow learner?”
Musical/Rhythmic
Sing it
Create a beat
Rap it
Make a cheer
Create a jingle
Hum it
Identify sounds
React to sounds
Listen to sounds
Connect to music
Write a poem
Verbal/Linguistic
Read it
Spell it
Write it
Listen to it
Tell it
Recall it
Use “you” words
Apply it
Chunk information
Say it
Use mnemonics
Logical/Mathematical
Make a pattern
Chart it
Sequence it
Create a mnemonic
Analyze it
Think abstractly
Think critically
Use numbers
Prove it
Interpret the data
Use the statistics
Body/Kinesthetic
Role play
Walkabout
Dance
Lip sync
Skits/charades/mimes
Construction
Math manipulatives
Sign language
Sports
Activity centers
Body language
Intrapersonal
Metacognition
Use self-talk
Work independently
Solve in your own way
Understand self
Journal it
Rehearse it
Use prior knowledge
Connect it
Have ownership
Interpersonal
Think-Pair-Share
Jigsaw
Cooperative grouping
Drama
Debates
Class meetings
Role play
Meeting of minds
Peer counseling
Tutors/buddies
Giving feedback
Shared Journals
Visual/Spatial
Mind maps
Graphic organizers
Video
Color code
Highlight
Shape a word
Interpret a graphic
Read a chart
Study illustrations
Visualize it
Make a chart
Create a poster
Naturalist
Label it
Categorize it
Identify it
Form a hypothesis
Do an experiment
Adapt it
Construct it
Classify it
Investigate it
Discern patterns
Choice Board or Tic-Tac-Toe
This assessment strategy allows students to select their own preferences but still
achieve the targeted essential knowledge and skills.
After Reading Choice Board
Summarize a main idea and
put it to a beat.
Draw the sequence of
events on a timeline.
Create a way to remember
the information.
Reflect on the significance
of the information in your
journal.
WILD CARD !!!
Your choice after getting
approval.
Create a series of at least
six cartoon frames to
express the main idea.
Condense the information
about a main idea and
create an advertisement,
banner, or slogan.
Act a short skit that
conveys the message of
the story.
Write a poem that conveys
the main idea of the story.
Choice Board
Verbal/Linguistic
Body/ Kinesthetic
Visual/Spatial
Wild Card
Musical/Rhythmical
Intrapersonal
Your choice after
getting the approval of
the teacher.
Interpersonal
Naturalist
Logical/Mathematical
4 second partner
1. Select a new partner.
2. Identify content to be taught
to your students.
3. Outline a Dinner Menu of
evidence of student
understandings.
4. Enjoy!
Category
Ave. Effect
Size (ES)
Percentile
Gain
Identify similarities & differences
1.61
45
Summarizing & note taking
1.00
34
Reinforcing effort & providing recognition
.80
29
Homework & practice
.77
28
Nonlinguistic representations
.75
27
Cooperative learning
.73
27
Setting objectives & providing feedback
.61
23
Generating & testing hypotheses
.61
23
Questions, cues, & advance organizers
.59
22
CREATE
CONNECT
RELATE
RECALL
Montana Content Standards Verbs

PROBLEM SOLVING
Analyze
Predict

Discover
Survey
Evaluate
Verify
Explore
Investigate
Compare
Explain
Hypothesize
Validate
Contrast
Generalize
Predict
Summarize
Differentiate
Interpret
Infer
REASONING
Categorize
Describe
Justify
Prioritize

Derive
Solve
Classify
Estimate
Order
Rank
COMMUNICATION
Clarify
Correspond
Describe
Discuss
Demonstrate
Exhibit
Restate
Explain
Show
Express
Speak
Persuade
State
Portray
Write
KEY QUESTION: Why are common
assessments so important?
WHY do we ASSESS:
1. INFORM INSTRUCTIONAL
DECISIONS
2.
ENCOURAGE STUDENTS TO TRY
“You can enhance or destroy students’ desire to succeed in
school more quickly and permanently through your use of
assessment than with any other tools you have at your
disposal.”
Rick Stiggins, Assessment Trainers Institute
Talk to Me...
• Directions
– Form a team of TWO (2) people…
– Decide which person will face the screen and which
person will have their back to the screen.
– Arrange your chairs back-to-back.
Follow-up Debriefing
• Each pair should share with your other team members the
method you used to graph the figure.
• Discuss with your team:
– Which method appeals to you?
– Is there another method that you would prefer?
• Prepare for a “pairs choice of method” with a new graph.
Key Question
Did your performance on the second
attempt to complete the grid exercise
improve after having an opportunity to
self-assess your initial strategy?
Formative Assessment
• Formative assessment is the process used by
teachers and students during instruction that
provides feedback to adjust teaching and
learning for the purpose of improving student
learning.
Council of Chief State School Officers, October 2006
Notes:
Process rather than a particular test….
It is not the nature of the test itself that makes it formative or summative…it is the use to which
those results will be put.
Thank you for all you do,
for all the children!
~Dan