Transcript Slide 1

Inquiry
Step 1: Determine the Focus of
Individual Induction Plan
Revisiting the Big Picture
Step One:
Step Two:
Step Three:
Step Four:
Step Five:
Step Six:
Determining the Focus of the Inquiry
Developing the Action Plan
You are here!
Preparing for Instruction
Observation and Analysis of
Student Work
Summative Assessment
Reflection and Application
Connecting Big Picture to IIP (C-1)
• Cells 1 – 4: “Plan” phase
 Determine a Focus question
 Identify CSTP elements to be addressed
 Anticipate outcomes for student learning
• Cells 5 – 8: “Plan/Teach” phase
 Document research and create an action plan
 Apply the learning to classroom practice
 Determine results
• Cell 9: “Reflect” phase
 Reflect on the teaching plan, student work, and
observation results
 Examine the impact on student achievement
• Cell 10: “Apply” phase
 Describe the application to future practice
 Consider implications for a future focus question
Determine Focus of Inquiry
• Read and highlight the key points in “Step One:
Determine the Focus of the Inquiry” directions.
• Talk to your partner about the purpose of an Inquiry.
• Partners share out key points, questions, or concerns
to the group.
Determine Focus of Inquiry
Induction Standard Identification
•Everyone reads the IIP Induction
Standard Box
•Each table participant will read 1 of
the Induction Standards
Determine Focus of Inquiry
Table Talk:
• Starting with the Pedagogy Standard, share the
primary focus of your standard
• Referring to the Induction Standard box on the IIP,
share an example of what a teacher might write
• Continue with all Induction Standards
Determine Area of Focus
Preparing to Complete Cell 1:
Review evidence collected during
Modules A and B:
•Context for Teaching
•Initial Assessment of Teaching Practice
•Reflective Conversation Record (E-3)
Determine Focus of Inquiry
What might a participating teacher
identify as an area of focus in Cell-1 on
the IIP (C-1)?
• Write a focus area on your practice IIP
• Share out group examples
Developing a Focus Question Cell-2
• With a partner, review sample focus questions
• What are the characteristics of a well written focus
question?
Possible Answers:
 Question is narrow enough to measure results
 Question is broad enough to last at least 2 months
 Question is directly related to the Focus Area in
Cell 1
Developing a Focus Question Cell-2
• The CSTP questions may be used to
help write a strong focus question for
Inquiry.
• Refer to the questions located on pages
24-29 in the CSTP booklet.
• Discuss: How might these questions be
used to assist in the development of an
Inquiry focus question?
Determine a Focus Question
• Note: Focus questions need to be deep enough
to sustain a 6-8 week investigation. Questions
with a “yes” or “no” answer will not work.
• With a partner: Read the sample focus questions
in your participant’s manual.
• Use a (+) to indicate a strong focus question.
• Use a (–) to indicate a weak focus question.
• Discuss how the weak questions could be
rewritten as stronger focus questions.
Individual Induction Plan,
Cells 1-4 Samples
 Cell 1: Students constantly ask me, “How can I get an
A?”, “How am I doing?” (Focus Area, Assessment)
 Cell 2: How do I help all students to understand and
monitor their own learning goals? (Focus Question)
 Cell 3: CSTP 5.2- Involving and guiding all students in
assessing their own learning (CSTP element)
 Cell 4: Students will have rubrics and documentation of
their progress in the class. Students will be able to
establish learning goals for improvement. (Measurable
Student Outcomes)
Individual Induction Plan,
Cells 2-4 Practice
• Using the practice IIP, review your Area of Focus (Cell1)
and write a strong Focus Question (Cell 2).
• Using your Focus Question, identify all CSTP Elements
(Cell 3) that will be addressed during the course of the
Inquiry.
• Using your practice IIP, review cells 1 - 3, and identify
appropriate Outcomes for Student Learning (Cell 4).
• Review team/individual IIPs. Verify a connection between
cells 1-4. Identify anything you might change.
Inquiry
Step 2: Developing the Action Plan
Developing the Action Plan
Step One: Determining the Focus of the
Inquiry
Step Two: Developing the Action Plan You are here!
Step Three: Preparing for Instruction
Step Four: Observation and Student
Analysis
Step Five: Summative Assessment
Step Six: Reflection and Application
Connecting Big Picture to IIP
Cells 5-8
Step Two:
• Developing the Action Plan
Individual Induction Plan, (C-1, Cells 5-8)
Developing the Action Plan
• Read and highlight the key points in the Step 2
directions: Developing an Action Plan.
• Talk to your partner about the purpose of Step 2.
• Partners share key points, questions, or
concerns with the group.
Developing the Action Plan–Cells 5-7
• With a partner, review IIP Cells 5-7
• Using the sample IIP from the last activity, complete the
following:
 (Cell 5) Insert dates–“When action was taken.”
 (Cell 6) Research conducted–“Steps taken to gain new
knowledge:”
 Consulting Colleagues  Observing Classrooms
 Professional Journals  Internet Research
 (Cell 7) Application- Record how the new knowledge was
implemented (state each action taken).
Developing the Action Plan – Cell 8
• Review IIP Cell 8
• Continue using the practice IIP to record
specific examples of (possible) classroom
changes, as a result of implementation of
new knowledge
 Example: (Cell 8)
“95% of my students are able to establish and
articulate their progress on a daily basis, using
student grade logs and rubrics for selfassessment.”
Developing the Action Plan
Review Activity:
• Stand and find a partner from another table
 Using the practice IIP, C-1:
• Partner X shares the purpose of Cells 1-4
• Partner Y shares the purpose of Cells 5-8
Inquiry
Step 3: Preparing for Instruction
Preparing for Instruction
Step One: Determining the Focus of the
Inquiry
Step Two: Developing the Action Plan
You are here!
Step Three: Preparing for Instruction
Step Four: Observation and Student
Analysis
Step Five: Summative Assessment
Step Six: Reflection and Application
Connecting Big Picture to Forms
Step Three:
Preparing for Instruction
 Essential Components for Instruction (C-2)
 Entry Level Assessment (C-3, Parts1 & 2)
 Focus Student Selection (C-4)
 Lesson Series Begins
• Lesson Plan (C-5)
Preparing for Instruction
• Read and highlight the key points in the Step 3
directions: “Preparing for Instruction.”
• Talk to your partner about the purpose of Step 3.
• Partners share out key points, questions, or
concerns, to the group.
Preparing for Instruction
• Review Essential Components for Instruction (C-2)
• Highlight the key words in each box
• Table Talk:
Discuss which components (boxes 1-14) may
be connected with the Induction Standards
and/or focus questions documented on the IIP?
Preparing for Instruction
• Refer to the Artifact Section to locate Lorey’s
IIP (C-1) and Essential Components (C-2)
• Based on her responses on C-2, boxes 1 - 14,
what clarifying questions would you ask Lorey?
• What connections are you able to make
between the IIP (C-1) and Essential
Components for Instruction (C-2)?
Preparing for Instruction
SEQUENCE
1. Essential Components for Instruction (C-2)
2. Entry-Level Assessment & Reflection
(C-3, parts 1 & 2)
3. Selecting 3 Focus Students (C-4)
4. Lesson Series (Lesson Plan C-5)
You are here!
Preparing for Instruction
• What is the purpose of an Entry-Level
Assessment?
• How is an Entry-Level Assessment
diagnostic?
• What can be most challenging about
an Entry-Level Assessment?
Preparing for Instruction
• Entry-Level Assessment Resource (C-3, Part 1)
• Sort student work into 2 levels of performance:
1. basic / proficient or advanced
2. below basic / far below basic
• Divide the 2 levels of performance into:
1.
2.
3.
4.
far below basic
below basic
basic
proficient or advanced
Preparing for Instruction
• Refer to your Artifacts: Lorey’s Entry-Level
Assessment, Form C-3 Part 1
• Based on the results of this assessment,
describe the conversation you would have
with Lorey before she begins her lesson
series.
Preparing for Instruction
• Locate the Entry-Level Assessment
Reflection C-3, Part 2
• Note: This becomes the documentation of
the next steps that need to be taken, as a
result of the entry-level assessment
Preparing for Instruction
SEQUENCE:
1. Essential Components for Instruction (C-2)
2. Entry-Level Assessment & Reflection (C-3,
parts 1 & 2)
3. Selecting 3 Focus Students (C-4)
4. Lesson Series (C-5)
You are here!
Preparing for Instruction
• Locate the Focus Student Selection Document (C-4)
• Note:
• Select 1 English Learner
• Select 1 Special Population student
(IEP, RSP, 504, GATE, . . .)
• Select 1 Focus Student of Choice (Should
complete the range of abilities in the classroom
not represented by EL or Special Populations)
Preparing for Instruction
• Refer to your Artifacts to locate Lorey’s Focus
Student Selection (C-4)
• “How has focus student selection (C-4) helped Lorey
to shift from a focus on teaching to a focus on
learning?”
Preparing for Instruction
SEQUENCE:
1. Essential Components for Instruction (C-2)
2. Entry-Level Assessment & Reflection (C-3,
Parts 1 & 2)
3. Selecting 3 Focus Students (C-4)
4. Lesson Series (C-5)
You are here!
Preparing for Instruction
• Refer to the Lesson Plan Template (C-5)
• The Lesson Plan Template (C-5) includes these
essential components:
 Introduction
 Direct Instruction
 Modeled Instruction
 Guided Practice/Checking for Understanding
 Independent Practice
Note: Participants may choose to use C-5 or a districtaligned lesson plan.
Preparing for Instruction
• Refer to your Artifacts to locate Lorey’s Lesson Plan
Template (C-5).
• What questions or clarifications would you want to
discuss with Lorey, based on her plan?
• Why are Guided Practice and Checking for
Understanding such critical components? Discuss
examples of various techniques to check for
understanding (monitoring assessments).
Preparing for Instruction
SEQUENCE:
1. Essential Components for Instruction (C-2)
2. Entry-Level Assessment & Reflection (C-3, Parts 1 & 2)
3. Selecting 3 Focus Students (C-4)
4. Lesson Series (C-5)
Inquiry
Step 4: Observation
Observation
Step One: Determining the Focus of the
Inquiry
Step Two: Developing the Action Plan
Step Three: Preparing for Instruction
Step Four: Observation & Student
You are here!
Analysis
Step Five: Summative Assessment
Step Six:
Reflection & Application
Connecting Big Picture to Forms
Step Four:
Observation
• Pre-Conference (Review C-2 thru C-5)
• Observation (C-6)
• Post-Observation (Individual Induction Plan,
C-1, Action Plan, cell 8)
• Analysis of Student Work (C-7)
Observation
• Read and highlight the key points in the Step 4
Observation directions.
• Talk to your partner about the purpose of Step 4.
• Partners share out key points, questions, or
concerns, to the group.
Observation
• Participants role-play the steps of the preconference
 One participant will be the support provider
 One participant will be Lorey, a 6th grade
Language Arts Teacher
• Use Lorey’s artifacts to guide the conversation,
including:
• Essential Components for Instruction, C-2
• Focus Student Selection, C-4
• Seating Chart
• Lesson Plan, C-5
Observation: Role-Play
• Support Provider: “Lorey, I am looking
forward to seeing your lesson next
Thursday. It sounds like such an interesting
topic. I am sure 6th graders have the power
of persuasion! In order to prepare for my
observation, let’s review some of the work
we have already completed.”
 Take out Essential Component, C-2
Observation: Role Play
• Support Provider: “In your Essential
Components for Instruction (C-2) you indicated
the ways you would differentiate, evaluate, and
provide support to your students.”
• “This is the beginning of your lesson series.
Share with me where you are in the process and
your findings thus far.”
(Have C-2 in front of you at this time)
Observation: Role Play
• Lorey: “As you can see, I said I was going to
provide an entry level assessment that would
guide my instruction.”
• “The students actually did much better on the
assessment than I thought they would.”
• “As a result I was able to move forward more
quickly than originally planned.”
Observation: Role Play
• Support Provider: “So, you must feel good
about how far your students have come. How
wonderful that you modified your plan based on
the assessment outcomes.”
• Lorey: “Thanks, I do feel proud of my students.
You can see Tommy and Sheri still need extra
support. With minor modifications, they were
able to keep pace and were successful.”
Observation: Role Play
• Support Provider: “Sounds like you have taken
the needs of all students into consideration.
Would you please share with me where you
are in your lesson series?”
• Lorey: “We are at the beginning of the series.
I consider this lesson to be part of the
foundation.”
Observation: Role Play
• Lorey: “I am also very excited to tell you that I
have actually implemented the ‘checking for
understanding’ strategy I saw Mr. Jones use with
his students. This has really made a difference
with my pacing and support. I am committed to
coming up with some new ways of checking for
understanding of my own.”
Observation: Role Play
• Support Provider: “That is great! We will
•
update your action plan today! What I hear you
saying is that you have a new goal to continue
using different checking for understanding
strategies that ensure all students are
successful. You have really taken the research
you’ve done and applied it to your daily
instruction.”
Support Provider: “Let’s talk about your three
focus students.” (Pull out C-4)
Observation: Role Play
• Lorey: “I chose Christina. As you can see, she
did very well on the entry level assessment.
However, Kimberly is going to need more help
than I thought. In addition to Ian, I plan to pull 5
kids back after the group starts writing. They
need much more guided practice in order to be
successful, but have demonstrated the basic
skills required.”
Observation: Role Play
(Your Turn!)
• Considering the Academy Award winning
performance you just experienced, role play a
similar conversation that you might have during
the pre-conference. (Use Lorey’s artifacts)
• Conversation continues as you review the
lesson plan that will be observed.
Observation
• Partners share the mentoring skills you heard
•
during the role play. In what ways did the skills
support the conversation?
Consider:
Pausing
Paraphrasing
Inquiring
Probing
Extending
Wait Time
Non-verbal tools
Collaborating
Consulting
Coaching
Observation
• Review the form that will be used during the
•
observation (C-6, Parts 1 & 2)
Identify the information to be completed prior to the
observation, including:
 Participating Teacher Name
 Date of Observation
 Support Provider Name
 Content Standard to be Observed
 Focus Question and related CSTP
 Induction Standard and Focus
Observation
• Using the Observation Record (C-6, Parts 1 & 2),
and the seating chart, prepare to observe the
lesson
• Record evidence while watching Lorey’s video
(C-6, Parts 1 & 2)
• After the observation, review your notes and
make additions or changes
Observation
• Working with a partner, review the evidence
•
•
collected on C-6, parts 1 & 2, and the seating
chart
Check the CSTP boxes, at the bottom of the
form, where evidence was collected
Check the Induction Standard boxes, at the
bottom of the form, where evidence was
collected
Observation: Analysis of Student Work
• Following the observation, PTs review student work
(monitoring assessment) collected during the lesson
(attach copies of the 3 focus students’ work)
• PTs will analyze results, and describe achievements
in relation to standards and learning goals, using
C-7 Analysis of Student Work for the:
 Class
 English Learner (Focus Student 1)
 Special Populations (Focus Student 2)
 Choice (Focus Student 3)
Observation: Analysis of Student Work
Refer to Lorey’s “Analysis of Student Work, C-7”
At your table discuss the following:
• Based on Lorey’s responses on C-7, part 2, what
clarifying questions would you want to ask her?
• Based on Lorey’s IIP (C-1), her student work, and
your observation, would she have evidence to
update Cell 8?
• Would Lorey have any additional actions that
might be appropriate to add to Cells 5-7 at this
time?
Observation Results Role - Play
• Based on the conversation you had at your
table, turn to a neighbor and role-play the
conversation you might have with Lorey to
update her IIP (Cells 5 – 8)
• Recall the Continuum of Interaction:
Coaching
Collaborating
Consulting
Mentoring Matters - Copyright 2005 – MiraVia LLC – All rights reserved
Inquiry
Step 5: Summative Assessment
Summative Assessment
Step One:
Determining the Focus of the
Inquiry
Step Two: Developing the Action Plan
Step Three: Preparing for Instruction
Step Four: Observation and Student
Analysis
Step Five: Summative Assessment
You are here!
Step Six:
Reflection and Application
Connecting Big Picture to Forms
Step Five:
• Summative Assessment (C-8 Part 1)
• Summative Assessment Reflection (C-8 Part 2)
• Reflect on Essential Components for
Instruction (C-2, Boxes 2, 6, 9, and 10)
Summative Assessment
• At the conclusion of the lesson series, a
summative assessment is given to all
students. Participating teachers and
support providers analyze the work of the
three focus students, and the whole class,
in order to document how effectively the
students met their learning goals.
Summative Assessment Feedback
• Timely – students should receive timely feedback on
all assessments to impact future learning
• Specific – student assessment criteria should be used
to identify strengths and weaknesses
• Corrective – students should know how to correct
what is incorrect
 Students should be encouraged to self-assess and
monitor their own progress
Summative Assessment
• Read and highlight the key points in the
Step 5 directions for Summative Assessment.
• Talk to your partner about the purpose of
Step 5.
• Partners share out key points, questions, or
concerns, to the group.
Summative Assessment
• Refer to the Summative Assessment (C-8 part 1)
• Note: This process is the same as at the entry level.
Sort… student work into 2 levels of performance:
1. basic / proficient or advanced
2. below basic / far below basic
Divide… the 2 levels of performance into:
1. far below basic
2. below basic
3. basic
4. proficient or advanced
Summative Assessment
1. Review the questions found on the
Summative Assessment Reflection
C-8, Part 2.
2. Turn to your neighbor and discuss the
purpose for answering these questions.
3. Be prepared to share out results.
Summative Assessment
• Refer to Lorey’s Summative Assessment
Reflection, C-8 Parts 1 & 2
• Discuss the connection between:
 What Lorey said she was going to do (Essential
Components(C-2) Boxes 2, 6, 9, and 10)
 What she actually did (C-8 Part 2, Question 2)
 Student outcomes
(C-8 Part 2, Question 3)
Summative Assessment
Using Lorey’s Summative Assessment
Reflection, C-8 Part 2, questions 4 and 5,
•Read:
 Interventions identified for students who did
not meet the learning goal, and;
 Enrichment for students who exceeded the
learning goal.
•Discuss:
 Additional interventions and enrichment that
may have been appropriate for Lorey to
consider.
Inquiry
Step 6: Reflection and
Application
Reflection and Application
Step One: Determining the Focus of the
Inquiry
Step Two: Developing the Action Plan
Step Three: Preparing for Instruction
Step Four: Observation and Student
Analysis
Step Five: Summative Assessment
Step Six: Reflection and Application You are here!
Connecting Big Picture to IIP
(C-1) Step 6
Step Six:
• Reflection
 Description of Practice E-1
 End of Inquiry Self-Assessment E-2 (CSTP &
Induction Standards) (Assessment Toolbox)
 Reflective Conversation Record (Update-E-3)
• Reflection (Individual Induction Plan, C-1, Cell 9)
• Application (Individual Induction Plan, C-1, Cell 10)
Reflection and Application
• Read and highlight the key points in the
Reflection directions.
• Talk to your partner about the purpose of the
Reflection Activity, parts 1-4.
• Partners share out key points, questions, or
concerns, to the group.
Partner Practice: Walk-Through
Sequence for Step 6
I.
o
o
o
o
?
?
?
?
II.
o ?
III.
o ?
IV.
o ?
Answer Key: Walk-Through
Sequence for Step 6
I. End of Inquiry Self-Assessment
o Review all evidence collected during the Inquiry
o Use the Description of Practice to mark placement on E-2
o Mark E-2 for all CSTP elements for which there is evidence
o Update E-2 Induction Standards
II. Self-Assessment Reflective Conversation E-3
o Update Reflective Conversation E-3
III. Reflection IIP(C-1) Cell 9
o List specific evidence that impacted instruction/classroom
practice and student achievement, on Individual Induction
Plan (C-1), Cell 9
IV. Application IIP (C-1), Cell 10
o Describe how new learning is applied to future practice, on
Individual Induction Plan (C-1), Cell 10
Reflection and Application
End of Inquiry Self-Assessment:
Review the Descriptions of Practice (E1)
that will be used as criteria for marking
the Self-Assessment (E-2)
Reflection and Application
• Self Assessment (E-2)
 Refer to Initial Assessment column in SelfAssessment E-2
 Participating teachers will:
• mark their current practice in the End of
Inquiry #1 column (E-2)
• write about their strengths and challenges in
the bottom box
• update Induction Standard Self-Assessment
(E-2) if appropriate at this time
Reflection and Application
• Refer back to your Reflective Conversation
Record E-3 (Assessment Toolbox)
• Participating teachers will again record the date
and their response to each of the three prompts
Reflection and Application
• Review Cells 9 and 10, using Lorey’s Individual
•
Induction Plan, C-1
Discuss:
 How are Cells 9 and 10 connected to Cells 1-8?
 What types of evidence did Lorey use to document
outcomes in Cell 9?
 Discuss the application to future practice that Lorey
identified in Cell 10.
 What challenges do you anticipate for your PTs as
they complete Cells 9 and 10?
Reflection and Application
 Discuss how the Reflection and
Application component of this module
can be a powerful tool for bringing
closure to the Inquiry.
Checking for Understanding
Questions?
Reconnecting to the Big Picture
Step One:
Determining the Focus of the
Inquiry
Step Two: Developing the Action Plan
Step Three: Preparing for Instruction
Step Four: Observation and Student
Analysis
Step Five: Summative Assessment
Step Six:
Reflection and Application
Mind Map
•
•
•
•
•
Locate your Mind Map
Write key concepts/ideas for Inquiry
Add circles as necessary
Walk to another table (at the signal), and
share your mind map with someone
Continue sharing by moving around the room
You are Here!
A. Context for Teaching
B. Initial Assessment of
Teaching Practice
C. Inquiry
D. Summary of Teaching
Practice
You are here!
Summary of Teaching Practice
Module D
You Are Here
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A. Context for Teaching
B. Initial Assessment of
Teaching Practice
C. Inquiry
D. Summary of Teaching
Practice
You are here!
FORMATIVE ASSESSMENT FOR CALIFORNIA TEACHERS (FACT)
INITIAL ASSESSMENT
OF TEACHING PRACTICE
• Teacher Preparation Information
• CA Standards for the Teaching
Profession & Induction Standards
• Informal Classroom Observation
Assessment Toolbox / Reflective Conversation
IIP Embedded Across Inquiry
Return to Context Teaching in Year 2
•
•
•
•
•
CONTEXT FOR
TEACHING
Class Profiles
School Information
District Support
Community Links
Conversation Guides
INQUIRY
• Inquiry Focus
• Action Plan
• Essential Component for
Instruction
• Observation
• Analysis of Student Work
• Summative Assessment
• Reflection
Assessment Toolbox / Reflective Conversation
Year 1
Cycle
SUMMARY OF TEACHING
PRACTICE
• Reflection on Teaching, Student
and Personal Growth
• Future Considerations for Study
Reconnecting to Modules A-C
• Reflect on the knowledge and skills learned
in “Modules A-C”
• Write:
 3 new concepts learned in the training
 2 questions you still have
 1 concern
• Share at your table
88
Summary of Teaching Practice
Module D: Overview
PTRA Cycle
Summary of Teaching Practice:
Purpose Paragraph
 Read and highlight key points in the
introductory paragraph of the
Summary of Teaching Practice
 Share insights
91
Key Concepts
What
 Teachers will apply the knowledge and skills
gained throughout the Year 1/Year 2 teaching
experiences, towards future teaching
experiences.
Why/How
 Future teaching will be enhanced through
application of the learnings from the initial years
of teaching. Teachers will reflect in writing on
their journey throughout their first years of
teaching.
Understanding the Big Picture
• Use the Questions Guide for reflection
• Create a written reflection
• Share key insights
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Connecting Big Picture to Forms
Step One:
• Use Question Guide for reflection
Step Two:
• Create a written reflection
Step Three:
• Share key insights
Checking for Understanding
• Using Post-its, write 1-2 questions
regarding the Summary of Teaching
Practice, Module
• Place the Post-its on the chart in the
room
Steps to Summary of Teaching Practice
Steps 1--3
Reconnecting to the Big Picture
Step One:
• Use Question Guide for reflection(D-1)
Step Two:
• Create a written reflection (D-2)
Step Three:
• Share key insights
You Are Here
Questions Guide Reflection
Step One: Reflect
• Use Question Guide for reflection Form: D-1
• The questions are divided into 4 categories:
• Participating Teachers
• Students
• Collection of Evidence
• Next Steps
Reconnecting to the Big Picture
Step One:
• Use Question Guide for reflection(D-1)
Step Two:
• Create a written reflection (D-2)
Step Three:
• Share key insights
You Are Here
Reflective Summary of Teaching Practice
Step Two:
Reflective Summary of Teaching Practice D-2
Participating teachers will use evidence from:
• Context for Teaching
• Self Assessment E-3
• Inquiry
Integration of Knowledge
“Thumbs Up, Thumbs Down”
• Question #1: What have you learned about yourself?
• Observations and subsequent conversations with my support
provider indicate that the new routines and procedures I have
implemented are having effective results in overall student behavior.
• I feel very confident that I have created a climate that promotes
fairness and respect. I believe my students feel very comfortable
when they work together and I have a strong sense that group
responsibility is also greatly improved on a daily basis.
Thumbs Up:
Good Example
Thumbs Down: Bad Example
Integration of Knowledge
“Thumbs Up, Thumbs Down”
• Question #2: “What I learned about my students . . .
• My classroom is filled with a variety of instructional strategies and
resources that respond to students’ diverse needs. Facilitating learning
experiences that promote autonomy, interaction, and choice have
become an important part of my planning.
• Consistently analyzing student assessments has provided me with the
insight to understand that my English Learners are struggling with
academic language. Reviewing these results and making immediate
changes to better assist these students has shown me the power behind
consistently using assessments to monitor throughout the lesson.
Thumbs Up:
Good Example
Thumbs Down: Bad Example
Integration of Knowledge
“Thumbs Up, Thumbs Down”
• Question #3: Evidence illustrating change in teaching . . .
• The rubrics I created to assist students in their ability to self-assess
have resulted in much higher scores when they complete a project
turned in to me for a grade. They now understand what I am looking
for and the grades for all students, including English Learners and those
with an IEP, have increased by an average of 20 %.
• I now have confidence that my students are working at their highest
ability level and that the grades they are receiving are indicative of
their very best work. Students are putting much more effort into their
daily assignments, their homework, and their test preparation.
Thumbs Up: Good Example
Thumbs Down: Bad Example
Integration of Knowledge
“Thumbs Up, Thumbs Down”
• Question #4: Focus for next year . . .
• Next year I plan to look for strategies that will engage my students in
problem-solving, critical thinking, and other activities that will make the
subject matter more meaningful to them. I plan to talk with colleagues
regarding more ideas for group work that will involve high-level
thinking projects.
• Next year I plan to talk to colleagues about new ideas, observe other
teachers’ classrooms, and attend several conferences that have been
highly recommended. I also plan to speak to our administration about
the possibility of taking students on two very high-level field trips next
year that were recommended by a colleague.
Thumbs Up:
Good Example
Thumbs Down: Bad Example
Reconnecting to the Big Picture
Step One:
• Use Question Guide for reflection(D-1)
Step Two:
• Create a written reflection (D-2)
Step Three:
• Share key insights
You Are Here
Sharing Key Insights
Step Three:
Reflective Summary of Teaching Practice
(D-2)
Reconnect to Steps 1-3:
 Share examples of possible practices
 Table discussion
 Share whole group
Summary of Teaching Practice
Closure
Mind Map
Partial Mind Map
• Model “mapping key concepts”
• Participants continue individually
• Participants share with a person at another table
• Add new thoughts/ideas
Reconnecting to FACT
A. Context for Teaching
B. Initial Assessment of
Teaching Practice
C. Inquiry
D. Summary of Teaching
Practice
Completed Mind Map
• Review “Mind Map” for connections
• Share map with a partner
• Share ideas with whole group