Transcript Creating High Impact Schools Key Leaders Network—South

Creating High Impact Schools
Key Leaders Network—
South
December 15, 2011
Alphabet Soup!
• ABPC — Alabama Best Practices Center
• KLN — Key Leaders Network
• PCN — Powerful Conversations Network
• SLN — Superintendent Leaders Network
• FA — Formative Assessment
• FF — Formative Feedback
Guiding Questions
1. How are we transferring our learnings from
PCN/KLN sessions to professional learning in
our schools and district?
2. In what ways can we use the partnership
principles and practices associated with “Impact
Schools” to optimize professional learning and
growth in our schools and district?
Guiding Questions, cont’d
3. Why is formative assessment an essential
component in an effective teaching-learning
cycle?
4. How can we transfer the experiences and
learnings of today to our colleagues back
home?
Norms
• Collective Responsibility
• Collaboration
• Each of us is responsible for all of our students.
• Participation
• Monitor your talk.
• Encourage and support others.
• Respect
• Put cell phones on vibrate.
• No side-bar conversations.
• Time
• Begin and end on time.
• Take care of your own creature comforts.
Activity #1: Checking In: What Have We
Done Since the Last KLN Session?—
“Prouds” and “Sorries”
WHAT?
Team conversations focusing on use of
materials, strategies, and/or learnings from
our 2nd KLN session
WHY?
To consolidate our experiences and prepare
for reflective conversation with colleagues
from other districts
HOW?
Name facilitator to lead your district team in
a conversation focusing on questions provided
in Activity #1; all take notes to prepare for
next activity
Activity #2:
Creating An Impact School
WHAT?
Review Knight’s core concepts for impact
schools, and generate a list of look-fors
WHY?
To express concepts in observable terms
so that they can be easily applied to work
in schools
HOW?
Review pp. 6-17 in Unmistakable Impact;
collaborate with teammates to generate
list of look-for’s related to impacts
schools. Use Activity Sheet #2, p. 2.
Meet Liberty Middle School,
Madison City Schools!
• View videotape of Liberty’s journey toward
becoming an “Impact School.”
• As you view the videotape, look and listen for
evidence that Liberty is moving toward becoming an
“impact school.” Record evidence beside the
appropriate look-for in Column 2 of the chart on
Activity Sheet #2.
•
Document ways that Liberty’s PCN/KLN teams
collaborate and transfer experiences from network
activities.
What Can We Learn From
Liberty Middle School?
1. Compare and share with colleagues from other
districts.
a.
Stand up, taking your activity packet and pen/pencil
with you.
b. Exchange one idea related to Liberty’s journey with a
colleague from a district other than your own.
c. Exchange ideas with other colleagues during the
allocated time.
2. Share in home team, and dialogue using this
focusing question: What have we learned from the
Liberty experience?
Revisiting Formative
Assessment
PURPOSES:
1. To support your PCN schools work to extend and
finetune use of formative assessment at every stage
of the teaching-learning cycle
2. To review personal understanding in preparation for
Instructional Rounds to be conducted in the Spring
of 2012
Formative Assessment is a
Partnership
“Formative Assessment is an active and intentional
learning process that partners the teacher and the
students to continuously and systematically gather
evidence of learning with the express goal of
improving student achievement.”
Moss and Brookhart, p.6
Formative Assessment is a Process
“Formative assessment is a process used by
teachers and students during instruction that
provides feedback to adjust ongoing teaching
and learning to improve students’ achievement of
intended instructional outcomes.”
(Definition by Council of Chief State School Officers, 2006, reported in
Popham, 2008, p. 5)
Assessment
FOR
Learning
Components of Visible
Learning
“Teachers need to know the learning intentions
and success criteria of their lessons, know how
well they are attaining these for all students, and
know where to go next in light of the gap
between students’ current knowledge and
understanding and the success criteria of
“Where are you going?”, “How are you going?”,
and “Where to next?” ”—
John Hattie (2009). Visible Learning: A
Synthesis of 800 Meta-analyses Related to Achievement, New
York: Routledge, p. 239, .
A Look at the “Big Picture” of
Formative Assessment
A Formative Assessment System
(see next slide)
Source: From Visible learning: A Synthesis of
over 800 Meta-analyses Relating to Achievement
(p. 176, by J. Hattie, 2009, New York:
Routledge)
Purpose
To reduce discrepancies between
current understanding/performance
& a desired goal
The discrepancy
can be reduced by
Teachers
Students
Providing appropriate challenging &
specific goals OR
Assisting students to reach goals through
formative assessment systems
Increased effort or use of more
effective strategies OR
Abandoning, blurring, or
lowering the goals
Effective formative
assessment systems answer
three questions
Feed-Up
Where am I
going?
Feedback
How am I
doing?
Feed-Forward
Where am I
going next?
Activity #3: Key Components of
Formative Assessment—Jigsaw
WHAT?
Deepening your understanding of formative
assessment
WHY?
To review the key components of formative
assessment and encourage reading of Dylan
Wiliam’s book, Embedded Formative Assessment
HOW?
Jigsaw Cooperative Learning activity; see
Activity Sheet #3, p. 3.
I. Preparing for Dialogue
• Select a colored index card from the center of your
table.
• Read the pages from Embedded Formative Assessment
related to your assignment.
Individual Reading Assignments
BLUE: “Clarifying, Sharing, and Understanding Learning
Intentions and Success Criteria”—p. 61 (“Issues in
Constructing Learning Intentions”) to p. 65 (“Issues”)
PINK: “Eliciting Evidence of Learners’ Achievement”—p.
75 (begin with 2nd complete paragraph: “Teachers must
acknowledge. . . .”) to p. 78 (“Practical Techniques”)
YELLOW: “Providing Feedback That Moves Learning
Forward”—p. 119 (“A Recipe for Future Action”) to p.
122 (“Grading”)
GREEN: “Activating Students as Instructional Resources
for One Another”—p. 133 (“Cooperative Learning”) to p.
137 (“Practical Techniques”)
WHITE: “Activating Students as Owners of Their Own
Learning”—p. 146 (“Student Self-Assessment”) to 152
(“Practical Techniques”)
Organizing for Jigsaw
II. Forming an “Expert Team.”
1.
2.
3.
Find 2-3 other colleagues who read the same assignment as
you. Clue: Look for others with the same colored card.
Name a facilitator and timekeeper.
As you prepare to share your reading with collegeus,
discuss your reading, focusing on the following questions:
a.
What ideas do you find most interesting
or thought-provoking? Why?
b.
How does this section deepen your
understanding of the topic?
What questions, if any, do you have about
your reading?
c.
4.
Generate a list of “Look-Fors” (see next slide)
In Your Expert Group
• Quickly “make meaning” of your
reading.
• Then, generate a list of “look-fors” for
students AND for teachers that you
could use to assess the extent to which
this component is present in a
classroom.
Organizing for Jigsaw
III. Forming a Team for Sharing.
1. Form a heterogeneous team comprised of one
individual who has read each of the five
excerpts from Embedded Formative Assessment.
2. Name a facilitator and timekeeper.
3. Share-around insights from “expert” groups,
taking no more than 2 minutes/expert.
End Product: On easel paper, each team should
generate a list of look-fors that could be used during
an Instructional Round when formative assessment
was the focus.
.
Formative Assessment in
Action
• View the video from Success at the Core.
• As you view, listen for and think about the following:
• How does this school-based example affirm and validate
your understanding of FA?
• In what ways does this visual portrayal of FA align with your
reading from Wiliam?
• With what groups in your district might you productively use
this video resource?
• Resources: http://teachfind.com/secondary-assessmentformative-assessment (Featured Paul Black)
Update from PCN
2011-12 Focus: Formative
Assessment As a Critical
Component of the Gradual
Release of Responsibility
Framework
Framework for
Gradual Release of Responsibility
Authors: Douglas
Fisher & Nancy
Frey
Publisher: ASCD,
2008
Gradual Release of Responsibility
Framework for Student Learning
“The gradual release of responsibility model of
instruction suggests that the cognitive load
should shift slowly and purposefully from
teachers-as-model, to joint responsibility, to
independent practice and application by the
learner (Pearson & Gallagher, 1983).”—p. 2, 2nd
paragraph, 1st sentence, Better Learning Through Structured Teaching
Gradual Release of
Responsibility
4 Phases
FOCUS LESSONS
GUIDED INSTRUCTION
COLLABORATIVE LEARNING
INDEPENDENT TASKS
A structure for successful instruction, p. 4 Better Learning Through Structured Teaching
TEACHER RESPONSIBILITY
“I do it”
“We do it”
Collaborative
“You do it
together”
“You do
it alone”
STUDENT RESPONSIBILITY
PCN QM Focus
1st PCN: Overview of GRR Framework and
Review of Formative Assessment Feedback;
Emphasis on the “Focus Lesson” (“I Do”)
2nd PCN: Teacher Sharing of Lesson Designs
related to Focus Lesson; Emphasis on
Guided Instruction (“We Do”); Skype with
authors, Doug Fisher and Nancy Frey
“Mid-Year Review”
WHAT?
Collaboratively think and talk about how
your PCN schools are applying learnings
AND what the KLN team is doing to
support these schools—and the learning
of others in your district.
WHY?
To reflect on transfer of learning from
PCN at the school and district level
HOW?
As a team, consider each of the questions
on the “Mid-Year Review” form.
Final Individual Reflection
1. What were the strengths of today’s session?
2. What suggestions do you have to make our
next KLN session more meaningful?
3. How can you use this information to
support work in your schools and district?
Next KLN South Meeting
• March 2 in Montgomery at
First United Methodist
Church
Warm Wishes for a Blessed
Holiday Season!