Transcript Appalachian Teacher Partners

Please Sit in These Groupings:
•
•
•
•
•
A—Sabrina, Kellie, Katrina, Micki
B—Susan, Chris, Rita, Beverly
C—Jennifer, Bob, Jeremy, Yelena
D—Jamie-Marie, Sandy, Julie, Faye
E—Jackie, Richard, Becky
Appalachian Teacher Partners
Appalachian Math Science Partnership
October 22, 2010
We will begin at 9:01
Group Norms
• Place cell phones on silent or
vibrate
• Come prepared for each
meeting
• Listen actively as others are
speaking
• Avoid sidebar conversations
• Respect and solicit opinions
• Rule of 2 feet
Review of September
Review
Preview
Self-Assessment
My ATP Role
Technology
Integration
Where To Today?
Games
Deepening
Assessment
Understanding
Unit
Examination
Technology
Integration
Community Building
Debrief
• What is the importance of games in the
classroom?
• Examine the Marzano Instructional Design
Questions on page 13 of the CD Folder.
Where could games be an answer to
these questions?
Time to Reflect
Classroom Curriculum Design
• Learning Target
– I can identify strengths and
weaknesses in an example
unit as well as my own using
criteria from the Curriculum
Design folder.
– I can develop a plan of
action for strengthening my
unit.
The Portfolio
• What is the benefit of effective design for
students? For teachers?
• Step 1--Identify consequences to instruction and
learning if this step is not well developed.
• Step 2—Essential Questions—So what?
• Step 3—Why plan this now? What should be
the foundation for this step?
• Step 4—Why would it be beneficial to think in
this manner about learning activities? Why
provide varied strategies? What are keys points
to consider?
Let’s Look at an Example
• Step 1
– Working with your partner, use the Curriculum
Analysis Questions to:
• Examine the example unit—What evidence is
present to support your answers?
• After discussing in pairs, discuss in groups of 4.
• Now examine your own unit using the same
questions. On the organizer, provide the evidence
for your answers. For areas that need improving,
identify your plan for strengthening these pieces.
Step 2: Design Your EQ’s
• Examine the example unit.
Again…provide evidence for your
answers.
• Examine your own essential questions.
Where are they hitting the mark? Missing
it? Provide evidence on your organizer.
Before we move on to Step 3…
…Let’s Deepen our Understanding!
CASL Plan of Action
• On a sheet of paper:
– Identify the CASL chapter you
focused on.
– List 3 insights you gained from your
study.
– How did this study increase your
assessment literacy?
– List any areas you have questions
about.
– Identify 3-4 actions you are going to
take in your instruction/assessment
practices in order to improve your
effectiveness in this area.
• Turn in to a facilitator
Current Status of U.S. Educational
Assessment System
Three Positives
• Reduction of assessment
bias in large-scale tests
• Research ratification of
the formative assessment
process
• Increased advocacy of
the formative assessment
process
Four Negatives
• Educator’s abysmal
assessment literacy
• Uncritical adoption of
interim assessment
system(s)
• Computer adapted
testing’s seductive allure
• Instructionally insensitive
accountability tests
James Popham, July 2010
Research consistently shows
that regular, high-quality
FORMATIVE ASSESSMENT
increases student
achievement.
Black & Wiliam Research on Effects
of Formative Assessment:
.4 to .7 Gain
.7 Standard Deviation Score Gain =
 25 Percentile Points on ITBS (middle of score range)
 70 SAT Score Points
 4 ACT Score Points
Largest Gain for Low Achievers
Reprint of “Inside the Black Box” in September, 2010 Kappan
http://www.kappanmagazine.org/content/92/1/81.full.pdf+html
High-Impact Practices
• Increased descriptive feedback,
reduced evaluative feedback
• Increased student self- and peerassessment
• Increased opportunities for students to
communicate their evolving learning
during the teaching
Source: Inside the Black Box, (Black and Wiliam)
18
Formative Assessment in Action
• 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.
– FAST/SCASS Project of CCSSO
Five Attributes that
Render FA Most Effective
• Learning Progression
– Clearly articulated sub-goals of the ultimate
learning goal
• Learning Goals and Criteria for Success
• Descriptive Feedback
– Evidenced based feedback that is linked to the
instructional outcomes and criteria for success
• Self- and Peer- Assessment
• Collaboration
– Teachers and students are partners in learning.
Classroom Vignettes
Examples and Counter-examples
of FA
• Individually, read vignette 5.
• Determine if FA practices are present and
provide justification for your reasoning.
• Discuss with an elbow partner.
Classroom Vignettes
Examples and Counter-examples
of FA
• Number 1 – 4 at your table, if more than 4,
keep numbering.
• Read the vignette that corresponds to your
number.
• Determine if FA practices are present or not
and justify your choice.
• Starting with vignette 1, provide an overview
of your vignette, and share your justifications.
• Compare your responses to the rationales
provided by the FAST/SCASS project through
CCSSO.
Classroom Vignettes
Formative Assessment in Practice
• Read the vignette that corresponds with your
subject area.
• Each person at the table should select a
different vignette from the ones that remain.
• Analyze your assigned vignettes using the 5
attributes of effective formative assessment.
• Highlight where you see the attributes
evidenced.
• Provide a brief overview of your vignettes and
indicate how it aligned with the five attributes.
• As each table member shares, begin to look
across the vignettes and focus on ways one
attribute appears across multiple vignettes.
A Teacher in Action
• Todd County High
School-Jessica Addison
• As you view the video,
think about these
questions:
– How are learning targets
used by the teacher and
also by the students?
– How did the teacher
differentiate and what
was the basis for this
differentiation?
Five Attributes that
Render FA Most Effective
• Learning Progression
– Clearly articulated sub-goals of the ultimate
learning goal
• Learning Goals and Criteria for Success
• Descriptive Feedback
– Evidenced based feedback that is linked to the
instructional outcomes and criteria for success
• Self- and Peer- Assessment
• Collaboration
– Teachers and students are partners in learning.
Where do you stand?
• Examine the descriptors for
an Assessment Literate
Teacher and self assess…
– 3—A Regular part of my
practice or have deep
understanding of
– 2—Occasional part of practice
or surface understanding of
– 1—Rarely used in practice or
very little understanding of
• Compare this to your selfassessment from
September
• Note similarities and
differences.
Balanced Assessment
Formative
Formal and informal processes teachers
and students use to gather evidence to
directly improve the learning of students
assessed
Assessment
for learning
Use assessments to
help students assess
and adjust their own
learning
Assessment
for learning
Use classroom
assessments to
inform teacher’s
decisions
Summative
Provides evidence
achievement to certify student
competence or program
effectiveness
Formative uses of
summative data
Use of summative evidence
to inform what comes next
for individuals or groups of
students
Educational Leadership
• Skim the article “Every
Day in Every Classroom”.
• Select an assessment
strategy that you have
never used before.
• Utilize this strategy before
the next meeting.
• Be prepared to discuss in
November—bring student
samples if appropriate.
We have studied Franzipanics and
it is now TEST time!
• Working alone, take
the Franzipanics test.
• As you do, keep track
of how you are
figuring out the right
answers.
• When finished,
compare your
answers to the key.
• How did you do?
HOMEWORK:
CASL Chapter 5
Selected Response Assessment
• Read Chapter 5—pp 123151
• As you do, think about
the unit you are
CURRENTLY teaching.
• Complete the following
activities:
–
–
–
–
5.1 page 126
5.2 page 127
5.3 page 133
5.4 page 135
– Look back at the
Franzipanics test..what
guideline(s) does each item
address. (pg. 139)
– 5.6 page 151—show
evidence of your work.
Bring a copy of work to turn
in.
Reflect:
What are the benefits of
designing assessments in
this way…
…To teachers?
…To students?
…To stakeholders?
Step 3: Establish Assessment
Design
• Examine the example unit. Be sure to
provide evidence.
• Now repeat for your own unit. Use the
organizer to record your thoughts and
plans.
Step 4: Learning Activities
• In the example unit...think about each
room-- Are these activities tightly or
loosely aligned to the purpose?
• Now examine your own. Have you
provided multiple opportunities and ways
to engage in the learning? Is the learning
anchored in the standards? Use the
organizer for your thoughts.
Why think & plan like this?
• A good unit engages thinking!
• Instruction is tightly aligned to standards.
• Learning and therefore understanding is
increased.
For Next Month
• Examine the reflection questions on page
100 in the Curriculum Planning Folder.
• Answer these questions as you think
about your unit and the process of design.
• Once your unit is ready, complete the selfassessment instrument on page 101.
• Bring these back to the next meeting.
Learning Targets: EXPECTATIONS
• Learning Targets should now be a normal
part of your instruction…..
– Introduced at the beginning—verbally &
written
– Referred to during instruction
– Student self-assessment concerning the LT
– Reflection of the LT in relation to what was
done in class at the end of the lesson
Time to Reflect
For Next Month
• Our next meeting will be
November 12.
• Try an assessment
strategy from the article.
• Complete the activities for
CASL Ch. 5 as outlined
on the slide.
• Complete pg. 100 and
101 in Curriculum
folder—bring back.
• Va—Bring a copy of the
SOL’s for your courses.