Transcript Slide 1

P-12 MSOU Summer Conference
Meeting the Challenge:
Implementing Standards and
Assessment Practices
Embassy Suites, Lexington
Preconference: July 16, 2011
Conference: July 17 - 18, 2011
Featured Presenters:
Shirley Clarke
Harvey Silver
Cassandra Erkens
Myron Dueck
Tom Schimmer
Register at: http://www.uky.edu/P12MathScience/
Network of New Math
& Science Teachers
February 16, 2012
Facilitated by the P-12 Math and Science
Outreach Unit of PIMSER at the University
of Kentucky
P-12 Math & Science Outreach
Group Norms
• Everyone contributes
• We will actively listen for understanding
P-12 Mathematics and Science Outreach of
PIMSER
3
Important Reminder…
• Sign in at all meetings
• If you leave early please note that on the sign
in sheet under comments
– Complete the project
evaluation prior to leaving for lunch
NNMST Year 1
• Teaching Reading in Math or Science
• Vocabulary Strategies: Frayer Model, Concept Mapping, Talk-AMile-A-Minute, What’s My Word/Number?
• Characteristics of High Quality Teaching and Learning
– Learning Climate
• Classroom Assessment for Student Learning
– Why formative assessment?
– Of vs For
– Learning Targets
– Deconstruction
• Formative Assessment Strategies
• Ways to share information:
– Talking Partners, Gallery Walk, Carousel Walk, Jigsaw
reading/group work, Think-Pair-Share
• Questioning Strategies —Think Trix & Thinking Questions
• Instructional Strategies
• Games and Reflective strategies
NNMST Year 2
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Learning Styles
The Strategic Teacher
Global Achievement Gap
CASL
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Student Motivation
Of vs For Assessments
Deconstruction of standards
Learning Targets
Target Method Match
Test Blueprint
Student Self Assessment
Multiple Choice Testing
• Questioning: Congruent vs
Correlated
• Web 2.0 Tools
• Characteristics of Formative
Assessment
• Games
• Instructional Strategies
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Carousel Brainstorming
4-2-1
Associations
Question Museum
Analogies
NNMST Year 3 - Goal for this year
• Design a strategic
unit that will
improve
instruction and
engage students
in meaningful
learning.
P-12 Mathematics and Science Outreach of
PIMSER
NNMST Year 3
“Putting it all together!”
• Unit development using the Classroom Curriculum Design
Folder
• Drive Book Study
• Curriculum Topic Study—sections 2, 3, 4
• Task Rotation chapter from Strategic Teacher - design a task
rotation
• Questions using the Effective Questioning Folder
• Math breakout: MATH TOOLS and the FACTS book for Math
• Science breakout: Using ELA Literacy standards to learn
science content –Reading for Meaning folder
• All along the way---build in strategies from Tools for
Promoting Active, In-depth Learning
• Unit review,
refinement and
reflection
– relationship to
the Teacher
Effectiveness
Framework (KDE)
• Student motivation
and engagement
NNMST Year 3 - Goal for this year
“Putting it all together…”
• Design a strategic
unit that will
improve
instruction and
engage students
in meaningful
learning.
P-12 Mathematics and Science Outreach of
PIMSER
Your charge has been to…
Complete/Revise all sections of your unit from the Classroom
Curriculum Design Folder
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Curriculum Topic Study (Not in the CCD Folder)
Unit title/Core Concept – pg 25
Standards to be addressed – pg 26-27
The Learning Window – pg 29-40
Essential Questions – pg 41-51
Establish your assessment design
– Test Blueprint
– Summative Assessment – pg 56-64
Task Rotation – pg 62-63
– Diagnostic Assessment – pg 64-68
– Formative Assessments – pg 69-73
• Arrange the Learning Activities on Your Blueprint – pg 77-98
Reflect , Review, and Refine
Learning targets:
1. I can describe the relationship
between my unit and the draft
Teacher Effectiveness Framework
2. I can qualitatively assess my unit.
3. I can identify potential weak
points in my unit and work with a
partner to address them.
Kentucky Department of Education’s
Teacher Effectiveness Framework (DRAFT)
• Examine the timeline for deployment of the
Professional Growth and Evaluation system
• Examine the draft Teacher Effectiveness
Framework
• Using the draft Framework, identify evidence
from your unit of each component from
Domain 1: Instruction
Using Kentucky Department of Education’s Teacher
Effectiveness Framework (DRAFT) for Unit Reflection
DOMAIN: Instruction
• Teacher demonstrates understanding of
current standards and principles by
incorporating effective practices, strategies
and technologies that support student
learning. Teacher designs and implements
instruction that meets the needs of all
diverse learners.
1.1 Demonstrates content knowledge and researchbased practices and strategies appropriate to
student learning.
• Addresses the diverse learning needs of each
student through appropriate level of content
knowledge. YES
• Teaches content knowledge through research
based practices and strategies that ensure
student understanding. YES
• Anticipates, diagnoses, and addresses student
misconceptions related to content. YES
1.1 Demonstrates content knowledge and researchbased practices and strategies appropriate to
student learning.
• Uses various methods (e.g., discovery, investigative and
inquiry learning) to engage and challenge all students’
development of 21st Century skills YES
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Critical thinking and problem solving,
Creative and innovative thinking,
Collaboration and communication
Skills for developing media literacy.
• Reflects and promotes diverse, multicultural, and global
perspectives through practices and strategies. YES
1.1 Demonstrates content knowledge and researchbased practices and strategies appropriate to student
learning.
• Integrates questioning techniques that help students
understand content across all thinking and reasoning
levels. YES
1.2 Plans formative and summative assessments to guide
instruction and measure student growth toward learning
targets.
• Uses a variety of Pre-assessments to establish
baseline content knowledge and skills for the
purpose of differentiating classroom instruction. YES
• Develops and uses formative and summative
assessments to determine student progress, guide
instruction, and provide specific feedback to
students. YES
• Analyzes student work and performance data to
determine both individual and class progress. YES
1.2 Plans formative and summative assessments to guide
instruction and measure student growth toward learning
targets.
• Uses assessment data to adapt instruction, and
address individual student learning needs (e.g.,
remediation, instruction and enrichment). YES
• Uses available technology to assess student learning,
manage assessment data and communicate results
to appropriate stakeholders.
• Provides opportunities for student self-assessment,
reflection and goal setting. YES
1.3 Develops and communicates student friendly
learning targets that lead to mastery of national,
state and local standards.
• Develops student friendly learning targets or guiding
questions throughout all phases of the lesson. YES
• Communicates aligned, student-friendly learning
targets or guiding questions throughout all phases of
the lesson. YES
1.4 Designs and implements instructional plans that are
data-informed and address students’ diverse learning
needs.
• Designs engaging instructional plans based on
multiple sources of student performance data and
student interests. YES
• Implements engaging instructional plans base on
multiple sources of student performance data and
student interests. YES
• Delivers differentiated instruction based on identified
developmental level, student interests and learning
styles. YES
1.4 Designs and implements instructional plans that
are data-informed and address students’ diverse
learning needs.
• Adapts pacing of instruction based on multiple
sources of data and student learning needs. YES
• Designs instructional plans that allow for fluid
grouping and re-grouping of students based on
individual, group and whole class learning needs. YES
1.5 Integrates available technology to develop, design, and
deliver instruction that maximizes student learning
experiences.
• Uses appropriate technology to design instruction
that supports and extends learning of all students.
• Implements research-based, technology-infused
instructional strategies to support learning of all
students.
• Integrates varied and authentic opportunities for all
students to use appropriate, available technology to
further learning.
1.5 Integrates available technology to develop, design, and
deliver instruction that maximizes student learning
experiences.
• Provides students with choices for appropriate and
meaningful use of technology to facilitate and extend
their learning in new and engaging ways.
• Uses available networking applications appropriately
to communicate with students and parents
enhancing student learning and curricular outcomes.
• Models and reinforces appropriate and ethical use of
information and communication of technology.
Review and Refine
• Review your unit and respond to the following
questions
– What are you most proud of when you review your
work in unit design?
– What part of the process did you find the most
challenging? What part did you like the best?
– What new insights have you developed?
– What effects do you think this way of planning will
have on teaching and learning in your classroom?
– If you had it to do over again, what would you do
differently?
Review and Refine
• Individually - Use the unit assessment instrument
to assess the various aspects of your unit
• Next steps
– Select the two or three areas that you ranked lowest
during your unit assessment.
• How might you go about addressing these potential
concerns in your unit?
– Meet with a learning partner. Explain why you think
the areas you selected might be concerns. Then, trade
some ideas with your learning partner about how you
might go about addressing these potential concerns.
• Use the Troubleshooting Organizer to record your ideas
NNMST Evaluation
• Complete the project
evaluation prior to
leaving for lunch!!!
• Place completed
feedback forms in the
envelope
• Last person needs to
seal the envelope
• Join us for lunch!!
Student Motivation and Engagement
Student Motivation and Engagement
Learning Targets:
• I can compare a classroom focused on learning to
a classroom focused on teaching.
• I can analyze a lesson to determine the degree of
cognitive engagement of students.
• I can explain the relationship between formative
assessment and student motivation and
engagement.
• I can purposefully integrate tools that promote
assessment for learning strategies and result in
cognitive engagement into my daily lesson plans.
I taught Stripe
to whistle.
I don’t hear
him
whistling
I said I taught him. I
didn’t say he learned
it.
Teaching vs. Learning
• Working with your table group,
generate a list comparing a
classroom that is focused on
teaching to a classroom that is
focused on learning.
• What would a classroom look
like that was fully devoted to
learning?
The reason that teachers need professional
development has nothing to do with
professional updating…there haven’t been any
real breakthroughs in teaching for the last two
thousand years. Teachers need professional
development because the job of teaching is so
difficult, so complex, that one lifetime is not
enough to master it.
– Dylan Wiliam, Embedded Formative Assessment,
pg. 29
Even the best teachers fail…for teachers, no
amount of success is enough. The only
teachers who think they are successful are
those who have low expectations of their
students…The best teachers fail all the time
because they have such high aspirations for
what their students can achieve.
– Doug Lemov,
Fundamental Assumptions
• I can make a difference. My classroom can be
more effective.
• People improvement is the key to school
improvement.
• Significant school improvement will impact
teaching and learning.
If you could change 2 things about your
school that could produce higher levels of
student achievement overnight, what would
they be?
At a table in small groups, write innovations or
initiatives your schools have been involved in
during the last 5 years.
1 per index card
1. Sort into groups
– Still implementing (monitoring and evaluating?) or
not implementing
2. Re-sort
– Effective (how do you know?) or ineffective (how
do you know?)
Educational Reforms
Charter Schools
½ results similar to traditional public schools
⅓ results worse than traditional public schools
⅙ results better than traditional public schools
Source: Center for Research on Education Outcomes
Curriculum
or textbooks
• A bad curriculum well taught is invariably better than
a good curriculum badly taught: pedagogy trumps
curriculum.
• Only when programs changed teaching practices and
student interactions did a significant impact on
achievement occur.
Source: Slavin, et. al., 2008, 2009, 2009
Technology
“There is insufficient evidence to spend that kind of
money. Period, period, period. There is no body of
evidence that shows a trend line.”
Source: Larry Cuban, author of Oversold and Underused, NY Times, September 4, 2011
“Most of us have an ever-expanding “to-do”
list, trying to build momentum by doing,
doing, doing – and doing more. And it rarely
works. Those who built “good-to-great”
organizations, however, made as much use of
“stop doing” lists as “to do” lists. They had
the discipline to stop doing all the extraneous
junk.”
– Jim Collins
“To Do” List
• Create classrooms that are
focused on learning.
“Stop Doing” List
• Stop focusing on coverage.
• Stop using classroom
assessments punitively.
• Stop allowing students to be
disengaged in class.
• Stop allowing a few
students to do the thinking
for all.
Needed: a shift from quality control to quality
assurance Dylan Wiliam, Formative Assessment, Minute-by-minute, Day-by day
Quality Control
• Teaching some given
material, and then, at the
end of teaching, working
out who has and hasn't
learned it.
Quality Assurance
• Assessment for learning
involves adjusting teaching
as needed while the
learning is still taking place
• The emphasis is on what
the students are getting out
of the process rather than
on what teachers are
putting into it
Defining Formative Assessment
• An assessment functions formatively to the
extent that evidence about student achievement
is elicited, interpreted, and used by teachers,
learners, or their peers to make decisions about
the next steps in instruction that are likely to be
better, or better founded, than the decisions they
would have made in the absence of that
evidence.
– Dylan Wiliam, 2011, Embedded Formative
Assessment, pg. 43
50
Key Strategies of the FA Process
Dylan Wiliam, 2011, Embedded Formative Assessment
• Clarifying, sharing, and understanding learning
intentions and criteria for success
• Engineering effective classroom discussions, activities,
and learning tasks that elicit evidence of learning
• Providing feedback that moves learning forward
• Activating learners as instructional resources for one
another
• Activating learners as the owners of their own learning
Inside the Black Box
Raising Standards Through
Classroom Assessment
- Black & Wiliam, 1998
Black & Wiliam Questions
1. Does better formative assessment =
higher test scores?
2. Does formative assessment need
improving?
3. What improvement is needed?
Active Learning through Formative Assessment
Shirley Clarke (2008) (pg 11)
“The acid test of effective formative assessment,
however, is not how well written the
strategies are, or how many good techniques
are in use, but the extent to which pupils are,
as a result of our own work, actively engaged
in thinking, learning and assessing that
learning.”
7/21/2015
P-12 Math & Science Outreach Unit of
PIMSER
54
Total Participation Technique Cognitive
Engagement Model and Quadrant
Analysis
Quadrant 1
(Low Cognition/Low Participation)
• What evidence is there that students are
processing what was taught?
• Because content is using lower-order thinking,
how important is it and how long will it stick?
• Are students perceiving this content as
relevant?
• What is going on in their passive minds as
they sit there and listen to the teacher?
Quadrant 2
(Low Cognition/High Participation)
• Allows students to review and often apply
what they have learned, but frequently what
they have learned is easily forgotten because
it is not linked to anything deep.
• It may be fun; but because it required only
lower-order thinking, it also was very
forgettable.
Quadrant 3
(High Cognition/Low Participation)
• May be an improvement from Q 1 but for
whom?
• Teaching predominantly represented in Q3 is
selective in requiring evidence of higher-order
thinking only from certain students.
• The students who always have their hands up
are the ones who benefit from higher order
questions prepared by the teacher.
Quadrant 4
(High Cognition/High Participation)
• Our ultimate goal is that student be able to
reason effectively (e.g., analyze, synthesize,
and evaluate) using what they know.
An example lesson analysis…
• Think aloud: Courtney Cislo’s Lesson on
Judgments
Your turn
• Work independently to analyze the lesson on
magnetism or linear equations.
– Determine which quadrant each aspect of the lesson best
aligns with.
– Identify the strategy used to promote engagement and
student participation in the learning?
Discuss with an elbow partner:
• What strategies does the teacher intentionally use to
get all students engaged and participating in the
learning; “no one off the hook behavior”?
• Discuss and compare your quadrant analysis of the
lesson with those of your colleagues.
Let’s process
Think individually first for a few minutes:
In order to plan for a lesson that provides
students opportunity for high cognition and high
participation what does the teacher have to
keep in mind to do and not do.
In other words, what can lead to successful
implementation in a classroom and what would
railroad implementation?
Then, Share with your elbow partner.
What’s engagement and motivation have
to do with Assessment for Learning?
• Discuss the word engagement with your
team. What does this look like in a math
or science classroom where students are
required to do higher-level thinking?
• Could students be engaged but not doing
higher-level thinking? Is this alright? If
so, when and when is it not?
Black and Wiliam (2005) proposed that
effective implementation of formative
assessment required changes in the role of the
teacher, changes in the role of the student,
changes in the nature of student-teacher
interaction, and changes in the relationship
among the teacher, the student, and the
subject discipline.
But how and what does this
look like in practice??????
Goal of cognitive engagement
• We want students to get “lost” in the
learning!
Participation Strategies that can promote (high cognition
and high participation)
Classroom Discussion and Questioning
If you employ this strategy what would have to be done to
prepare for successful implementation?
• No hands up (FACTS Science-140 /Math-134)
– How difficult is it to get out of the ‘hand-up’ habit?
• Wait-time variations ( FACTS Science-213/Math 212)
• Traffic Light Cards and Cups (FACTS Science & Math and 199; 201)
• Think-Pair-Share (FACTS Science-192/Math-190)
• Agree and Disagree Statement (FACTS Science-48/Math52)
Discussion and Questioning Strategies
continued
•
•
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•
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•
•
Whiteboarding (FACTS Science & Math 218)
True/Not True Hold-up Cards (handout)
Multiple-Choice Hold-up Cards (handout)
The Processing Card (handout)
Bounce Cards (handout)
Data Match (FACTS Science-75)
Agreement Circles (FACTS Science-51/Math-54)
Commit and Toss (FACTS Science-65/Math-68)
Look Back (FACTS Science-133/Math-121)
Keep in mind…
Teacher’s response to student response
• …is critical in determining the level of confidence
student experience and feel that they are able to say
anything – a right answer, a wrong answer, a different
opinion, a wondering question.
• Growth or fixed mindset contribute the environment
where students feel safe to speak and are treated with
respect.
• Teacher body language, tone of voice and words need
to be thought about carefully, so that ‘put downs’ do
not occur in any form, which could stifle ‘student voice’
What about misconceptions that arise during
sharing time?
They need to be addressed but how….
• Opening it up: Include the words ‘do you think’ in any
question (e.g., How do you think an airplane stays up in the
sky?) so that the response becomes and opinion rather than a
wrong answer
• Transfer: Say ‘That was the answer to another question I was
going to ask!’
• Gathering: Does anyone agree? Disagree? Have a different
opinion
• Stalling: I think you might want to come back to that idea a
little later…
• Returning to the same student: Do you want to say something
different now? I think I know where you were coming from
before. You were put off/misled by the …
Process: Engagement
• Caution:
– Teachers can ensure student engagement (all
students participating and thinking) but still
perpetuate the lower-order thinking that might
have been present in a traditional question-andanswer session.
– How can we combat this problem upfront?
• What needs to be considered when preparing to
implement the two strategies that you selected?
Take Home Message
“The acid test of effective formative assessment,
however, is not how well written the strategies
are, or how many good techniques are in use, but
the extent to which pupils are, as a result of our
own work, actively engaged in thinking, learning
and assessing that learning.”
-Shirley Clarke (2008) Active Learning through
Formative Assessment (pg 11)
7/21/2015
P-12 Math & Science Outreach Unit of
PIMSER
71
Student Motivation and Engagement
Learning Targets:
• I can compare a classroom focused
on learning to a classroom focused
on teaching.
• I can analyze a lesson to determine
the degree of cognitive
engagement of students.
• I can explain the relationship
between formative assessment and
student motivation and
engagement.
• I can purposefully integrate tools
that promote assessment for
learning strategies and result in
cognitive engagement into my daily
lesson plans.
Learning targets
• I can describe the role of autonomy, mastery
and purpose in intrinsic motivation.
• I can describe my model for motivation.
• I understand the implications of my model for
motivation to classroom practice.
Drive
Pink has shared his beliefs about
motivation, what are yours and
how do you implement them at
your school?
Your Theory/Model of Motivation
Record the following on index cards then discuss with a partner
• What are your beliefs about motivation?
– How can I help children want to learn?
– Do’s and Don’ts
• What are the implications of your model for classroom
practice?
• What do the following say about our beliefs about
motivation?
•
•
•
•
Displays in the school (hallways, etc.)
Newspaper/newsletter articles
School/district website
Announcements
Pink’s TWITTER SUMMARY
Carrots & sticks are so last century. Drive says for
21st century work, we need to upgrade to
autonomy, mastery & purpose.
Pink’s COCKTAIL PARTY SUMMARY
When it comes to motivation, there’s a gap between
what science knows and what business does. Our
current business operating system–which is built
around external, carrot-and-stick motivators–
doesn’t work and often does harm. We need an
upgrade. And the science shows the way. This new
approach has three essential elements: 1. Autonomy
– the desire to direct our own lives. 2. Mastery —
the urge to get better and better at something that
matters. 3. Purpose — the yearning to do what we
do in the service of something larger than ourselves.
Team Time!
• Working with your
district team, synthesize
the learning from the
NNMST experience.
• What are key ideas,
materials, etc. to share?
• Determine who will
share what with whom.
P-12 MSOU Summer Conference
Meeting the Challenge:
Implementing Standards and
Assessment Practices
Embassy Suites, Lexington
Preconference: July 16, 2011
Conference: July 17 - 18, 2011
Featured Presenters:
Shirley Clarke
Harvey Silver
Cassandra Erkens
Myron Dueck
Tom Schimmer
Register at: http://www.uky.edu/P12MathScience/
NNMST SharePoint Site
http://www2.research.uky.edu/pimser/p12mso/
NNMST/default.aspx