Transcript Document 7109607

Lucy West
Education Consultant
phone:
212-766-2120
email: [email protected]
http://lucywestpd.com
cell:
917-494-1606
Lucy West
[email protected]
www.lucywestpd.com
Power Point Available Next Week on Web Site
Characteristics of the 21st Century
 Ever-accelerating change
 Information continually multiplying and
simultaneously becoming obsolete
 Ideas are continually restructured, retested, rethought
 One cannot survive with simply one way of thinking
 One must continually adapt one’s thinking to the
thinking of otheres
 Respect the need for accuracy, precision,
meticulousness
 Job skills must continually be upgraded, perfected
even transformed

Richard Paul
Are we ready for the
Century?
st
21
 Education has never before had to prepare students for
such dynamic flux, unpredictability, complexity and
for such ferment, tumult and disarray.
 Are we willing to fundamentally rethink our methods of
teaching? The way we manage our organizations?
 Are we willing to learn new concepts and ideas?
 Are we willing to bring new rigor and discipline to our
own thinking in order to help our teachers and students
bring that same rigor to theirs?

Richard Paul
It’s what you can’t see
Strategy
Structur
e
Content
Process
Results
Culture & Behavior
What is thinking?
 How would you describe/define thinking?
 What evidence would you collect to convince others
that thinking was taking place in a given lesson?
 What is the relationship between thinking and
learning?
 To what degree is it necessary to know what students
are thinking in order to facilitate their learning?
 How do we develop “disciplined” thinking in ourselves
and our students?
3-Year-Olds Can!
 Critical thinking is not a set of skills that can be
deployed at any time, in any context. It is a type of
thought that even 3-year-olds can engage in—and
even trained scientists can fail in.
 And it is very much dependent on domain knowledge
and practice.
 At it’s best it is a “disciplined” way of thinking that
requires many kinds of questioning.
What do
each of the
6 C’s look,
feel, and
sound like?
How committed
are you to the
6 C’s?
Where do the 6 C’s
fit into the
present
curriculum?
What new
skills, beliefs,
or pedagogy is
needed to
incorporate the
6 C;s
What does thinking critically
entail?
 Seeing both sides of an issue
 Being open to new evidence that disconfirms your
ideas
 Reasoning dispassionately
 Demanding that claims be backed by evidence
 Deducing and inferring conclusions from available
facts
 Solving problems
What questions might people who
think critically habitually ask?
 How do you know that?
 What is your source? What is the source of that
source?
 What evidence do you have? What further evidence do
we need?
 How might I be wrong about this?
 What other perspectives might be valid here?
 What are the possible pitfalls? L
 What haven’t we yet considered?
What does it mean to think
reflectively?
 To suspend judgment during further inquiry
 Suspense is likely to be somewhat painful
 An attitude of suspended conclusion
 Mastering various methods of searching for new
materials to corroborate or to refute the belief,
hypothesis, claim
 Maintaining the state of doubt
 To carry on systematic and protracted inquiry
 John Dewey, 1909
Specific Domains Require
Particular Kinds of Thinking
 Think like a mathematician
 Think like a scientist
 Think like an historian
 Think like an art critique
 Each require a relatively deep knowledge of the
domain
Why can we thinking critically in one
situation and not another?
 Thought processes are intertwined with what is being
through about.
 Experts see the underlying structure and patterns,
novices see the superficial structure.
 The deep structure of a problem is harder to recognize.
Solve this Problem
 Treasure hunter is going to explore a cave on hill near a
beach.
 Many paths inside cave and might get lost.—No map.
 Has only a flashlight and a bag.
 What could he do to make sure he does not get lost
when trying to get back out of the cave?
 75% of westerners come up with some Hansel and
Gretel approach—our prior knowledge impacts our
solution.
What kind of practice?
 It takes a good deal of practice with a problem type to
get know it well enough to immediately recognize its
deep structure, irrespective of the surface structure.
 Knowing to look for deep structure is part of critical
thinking.
 How often in class are we asking students to unpack
the structure of a problem? To compare various
situations that are related for structural cues?
Transforming Tendencies
 At present, the work of teaching must not only
transform natural tendencies into trained habits of
thought, but must also fortify the mind against
irrational tendencies current in the social environment
(e.g. prejudice), and help displace erroneous habits
already produced (e.g. through family influence,
media, advertising).
 Dewey
Reflective Thinking
 Is always more or less troublesome because it involves
overcoming the inertia that inclines one to accept
suggestions at their face value;
 It involves willingness to endure a condition of mental
unrest and disturbance.
 How We Think, John Dewey p.13
Thinking Deeply
 Thinking deeply involves a willingness to persevere.
Talk Moves
 What specific moves did the teacher make to ensure
that students were listening to one another?
 What evidence is there that these students are used to
sharing their ideas and questioning each other’s
thinking?
 How close is this image to yours of effective
mathematics instruction and learning?
 Specifically what do you think is important in this
exchange?
 How might you foster the effective aspects of this
exchange in the practice of the teachers at your
school?
Video
 Turkey Problem--24 lb. Turkey--15 minutes per pound
to cook--How long to cook the turkey?
 Grade 3—prior to any teaching of any multiplication
algorithms
 Sharing student work after students have solved the
problem.
 Teacher deliberately determines the order in which
selected partners will share.
 Is this an example of making student thinking visible
and/or effective feedback? What’s your evidence?
Excerpt 1-Focus on Meaning
 Amber: So um we kept doing it and then we got here.
Um, 360.
 D: And what is the 360?
 Amber: How long it…
 Vicky: 360
 D: 360, and what does that mean, Vicky?
 Vicky: That means that it is … you have to… you have
to let it cook for 360 minutes.
 D: 360 minutes. Who thinks they can explain how
Amber and Vicky figured this out? What did they do?
Excerpt 2-Connecting Explanation to
Equation
 Rafe: They counted by 15s all the way up to 360.
 D: Can you tell from there (the chart) how many 15s?
How many jumps of 15 they have to make?
 Rafe: 24, because I can see the number sentence.
 D: And what did the number sentence say?
 Rafe: 15 x 24 = 360.
 D: Equals 360.
Excerpt 3-Clues & Questions
 Nellie: Yeah. I know what they did, but there’s one thing that they






didn’t figure out: how many hours 360 is.
D: How many hours 360 is. Without telling Victoria and Amber how
many hours um 360 minutes is, can somebody give them a clue about
how they might want to figure that out? How could they figure that
out? Emma F?
Emma F.: I don’t know how to explain it, but….how did they know
when to stop?
D: Well, that’s a great question.
Vicky: Because…
Amber: We counted 24 jumps. We counted 15, I mean 24 jumps.
D: You counted 24 jumps. OK. Did you understand that, Emma?
How they did that … they counted each jump and they counted 24
times. (nod from Emma) Let’s get back to the clue.
Excerpt 4-Student to Student
 Mackenzie: You can count up to 60 minutes and then like circle that








and keep on circling 60 minutes and then that would be how many
hours there is.
Amber: How do we know it’s 60 minutes? What do you mean?
Mackenzie: ‘Cause 60 minutes is an hour.
Amber: I mean, what do we circle? Like…
Mackenzie: You would get 10, 20, 30…
Amber: We’re counting by 15s not ones.
Mackenzie: I know, but…
Vicky: How much 15s would we have to circle to make 60?
Griffin: You circle up to the 60 and then … wait. You circle up to the
60 and then you keep going like that.
Excerpt 5-Effort-Based Iterative Process
 Vicky: I figured it out myself. I know how much you
have to circle.
 D: How much do you have to circle?
 Vicky: You circle 4 because if you circle 2 …
 Amber: She means how much circles—hours—is 4.
 D: So you know what you have to do to figure it out
now, right? You know what you have to do. Great.
Was there evidence of the following
characteristics of an environment
conducive to talk in Dana’s class?
 Dialogue requires a climate where it is safe for
learners (adults and students) to:
 Come up with ideas (incomplete, way out)
 Think out loud (partial, confusion)
 Explain their reasoning (misconceptions)
 Explore their understanding (dive deeper)
Instructional Rounds in Education
City, Elmore, Fiarman and Teitel
 There are only three ways to improve student learning
at scale:
 Increase the level of knowledge and skill that the
teacher brings to the instructional process
 Change the role of the student in the instructional
process
 Increase the level and complexity of the content that
students are asked to learn
What’s so hard about
increasing student discourse?
 Teacher habits, beliefs, pressures
 Student habits, beliefs, history
 Worthiness of the task at hand
Instructional Rounds in Education
City, Elmore, Fiarman and Teitel
 There are only three ways to improve student learning
at scale:
 Increase the level of knowledge and skill that the
teacher brings to the instructional process
 Change the role of the student in the instructional
process
 Increase the level and complexity of the content that
students are asked to learn
Video
 8th Grade Class--not yet engaging in discourse
 28 students present--100% African American
 15 Coaches and Teacher leaders observe (PLC)
 6% School-wide passing rate
 Classroom Arrangement Altered
 Partial Purpose, demonstrate how to get reluctant
learners to engage in dialogue
 Connected Mathematics—Bridge Problem—Linear
Algebra—Reading Issues
Directions for Assignment
 Read pages 5 and 6 (CMP Unit-Thinking with
Mathematical Models, Invest. 2.1)
 Problem 1.1 A and B (Paper Bridges)
 Talk to a neighbor and explain what it is you need to do
 Create teams of 3 people
 Penny counter
 Bridge aligner
 Data recorder
Directions for Assignment
 For each bridge thickness, predict the number of
pennies it will take to collapse your bridge.
 Find out how many pennies it took to collapse your
bridge for each thickness
 Make a table
 Make a graph
 Write statements about what you notice about the data
 Put your team data on:
 Class table
 Class graph
 You have 20 minutes to complete the work
Paper Bridges Data
8th Grade Class, Baltimore, MD.
Group Number
Thickness
of Bridge
1
2
3
4
5
1
7
16
30
44
80
2
6
13
32
41
41
3
9
15
22
28
40
4
7
19
25
52
40
5
9
20
33
46
49
6
5
16
23
37
47
7
9
11
18
23
31
8 9
9
12
28
46
50
10
9
21
27
46
48
Classroom Video
 Summary Discussion after group work Discourse
so far:
 Expectations to listen and be able to paraphrase or ask
question
 Can be called on with or without volunteering
 Will do most of the talking
 Expected to make statements about data


Some of the data seems to double-examples examined
One of the samples has the same data at levels 4 and 5
What are the teacher moves?
 Call on a student whether or not student volunteers
 Stay with student for several exchanges
 Focus the student on the specific question at hand
 Give student “heads-up” that you will check in again
 Turn and Talk
 Get another student to answer; paraphrase
 Return to student
 I believe in you; I’m here for you; you can do it.
Talk, Task and Feedback
 Effective feedback requires discourse that makes
students thinking visible
 One important variable in generating student
discourse is the richness of the task
 If the task is not rich enough, there is little for
students to think or talk about
 If the teacher’s questions are focused on right
answers, it is unlikely the discourse will ever get
beyond short responses by individual students
Student to Student Discourse
 To generate discourse that exposes and deepens
student thinking, teachers and students need to listen
to and reflect on the ideas contributed by each student
 To generate discourse, listening habits need to be
cultivated and modeled by the teacher
 To generate robust classroom discourse student voices
must be given almost as much weight as teacher voices
Our Class This Year—2010-2011
Special Education
English Language
Acquisition
Truancy
57%
78%
52%
State Test Scores
75% Unsatisfactory
20% Partially Proficient
0% Proficient
0% Advanced
Observations Session 1
 Part-Time Coaches—retired teacher; teacher on staff
 Coaches did not have shared values, beliefs, pedagogy,
or shared practices
 Culture—regular meetings without strong focus on
instruction and learning; teacher preference norm
 Kristen—Math Teacher, third year teaching
 Michelle—Special Needs, about 12 years teaching, not
comfortable with mathematics content
 Students unskilled at talking and listening;
engagement by a few students and expectations and
evidence of student learning not clear
Session 2—Uh Oh
 Trigonometry lesson
 Consultant’s content expertise is stretched
 Teacher’s lesson plan is questioned
 Lessons have been procedurally focused
 Emotions and stress levels are high
 Consultant teaches the lesson
 Students reveal several misconceptions and partial
knowledge
 Students are challenged to talk and listen to one
another and to write down their ideas
Session Three
 Lesson design is more conceptually based
 Have been working on talk moves, clear/higher
expectations
 Kristen and Michelle teach the lesson (with a bit of
coaching from Lucy)
 Significant difference in student discourse and
engagement
 Coach worked with Kristen and Michelle 3-4 time
between sessions with Lucy
Video Clip--Lesson Overview
 Probability
 Addition Rule: The students were having trouble with
what it means to be mutually exclusive.
 Example:

Mutually Exclusive:


P(roll sum of 7 or you get doubles)=
Not Mutually Exclusive:

P(roll a sum of 8 or you get doubles)=
The Video






Lesson takes place in February 2011
Unit on Probability
One Week Into the Unit
26 Students Enrolled
Two Teachers—Math Teacher, Special Ed.
About mid-lesson—had done some simple
probabilities using area models, now into the
investigation
 This exchange is an organic response to student
statement—not in plan
Video
 As you watch the video, listen for the things the
teacher is saying and watch the things she is doing to
ensure students are talking and listening to each other.
Analyzing the Talk Moves
 Read the transcript and underline the “moves” the
teacher makes to ensure that kids are talking and
listening to one another.
Naming the Moves
 Asks student to take a stand
 Gives him space, but promises to come back
 Restates expectations re: listening
 Insists speakers speaks loudly enough
 Revoices—infusing new language
 Feigns confustion
 Highlights a specific part for clarification
 Revoices/clarifies
 Gets students to rephrase/summarize
 Balentine: Carlos, did you believe that this was
mutually exclusive or that it is not mutually exclusive?
 Carlos: I don’t know, I was busy doing work.
 Balentine: So you were on another problem. Ok, can
somebody help out Carlos and then I’m going to come
back to you.
 Guillermo:I didn’t say.
 Balentine: You didn’t say. Do I have a volunteer to
help us out before I call on someone else?
 Balentine: Brooke. Remember we’re listening because
I’m going to go back to Carlos and then I’m going to
ask at least one more person to rephrase.
 Brooke: Not mutually exclusive because….
 Guillermo: Can you repeat that?
 Balentine Yes, because I’m going to need you to be
way louder because I can barely hear you.
 Guillermo: It’s not mutually exclusive because she can
own black shoes and white shoes.
 Balentine So it’s not mutually exclusive because she
can own black shoes and white shoes.
 Balentine Susana, can you rephrase why this is not
mutually exclusive one more time because I’m not
understanding the difference between mutually
exclusive and not
 Susana: Because you can own them both black and
white shoes.
 Balentine: So what does mutually exclusive actually
mean?
 Susana: They could not happen.
 Balentine So it is not possible?
 Susana: Yeah
 Balentine So you’re saying that, this is possible?
 Brooke :
It is
 Balentine: So it’s not mutually exclusive.
 Balentine: Gerardo, can you rephrase Brooke and
Susana’s thinking one more time before Carlos sums
it all up for us?
 Gerardo: That it’s impossible
 Balentine: This is impossible
 Balentine: Carlos in your own words, why is this not
mutually exclusive?
 Carlos: Um not mutually exclusive…
 Balentine Just a second, I’m so sorry I couldn’t hear
him because somebody was talking. Carlos nice and
loud, why is this not mutually exclusive?
 Carlos: Not, because she can own both of the shoes at
once.
 Balentine: Excellent. Does anybody have any questions
on mutually exclusive?

Analyzing Video
 Scaffolds for the student’s success and then returns to
the student as promised
 Teacher is scripting students’ ideas on board
 Writing important terms on the board as they come up
 Uses popsicle sticks with students names on them to
determine who to call on when no one is volunteering
 Calls on students whether or not their hands are raised
Advice from Kristen
 Use your first day of school lesson to
introduce accountable talk.
 Have the students turn and talk to a partner
and tell them to be prepared to share out
their responses.
 Remind the students to use names when
speaking to each other.
Planning Is Important
 Plan with others
 Collaboration makes a huge difference
 Concentrate on big ideas—
 Hone in on the focus
 Identify student misconceptions; confusion
 Scaffold for students
Daily Expectations
 During this turn and talk…
…I should see you facing your assigned partner
…I should hear math talk about the question asked
 While others are sharing out…
…you are looking at the person speaking
…you are listening
…you are prepared to explain, rephrase, clarify, or add on
Give Them Time
 Think/Pair/Share (Turn and Talk)
 Pre-write
 Let them know ahead of time
Always Come Back
Tell the student that you will come back to them.
1.
1.
2.
3.
Learn how to listen and learn from classmates
Teacher stance is, “You can do this. I will help.”
Clear/high expectations to participate.
3. Have 1-3 students speak.
4. Go back to the student.
5. If they still don’t have a response—turn and talk—
revoice—don’t give up—go back to student again
Listening is a Learned Skill
 This skill takes time to develop
 Patience with students a must
 This is not natural for anyone—
students/adults
 Not an easy process
 Not always a valued part of our culture
This is making a difference in the
classroom.
 Student to student questioning has improved within and
beyond the whole class discussions.
 Students are not afraid to make mistakes.
 Students are no longer satisfied with just an answer.
 Why do you think that? How do you know?
 Improved mathematical writing.
 Different from copying off the board.
 Teacher scripting and recording vocabulary in use gives ELL
kids entry
 Kids are coming to class.
Truancy
Kids are Coming to Class
 Gerardo
 126 total absences only 4 for our class
 Yesenia
 70 total absences only 3 for our class
 Devante’
 66 total absences only 5 for our class
 Gabriel
 142 total absences only 12 for our class
Student Testimonials
“I know what to write about because the class said it five
times.”
-Guillermo
“I like to tell the class what I know.”
- Brooke
“It helps me when other students say it before me.”
- Gerardo
“It (accountable talk) makes me pay attention even when I
don’t want to.”
- Susanna
This is making a difference at our
school.
 Share your work with other teachers.
 Visit each other’s classes.
 Get your coaches or department chairs involved in
what you want to work on.
 Volunteer for initiatives; coaching support, etc.
Welcome To Day 2
 We invite you to take a few minutes to engage
individually and reflectively in this minds on activity:
 3 things from yesterday that resonate with you about
thinking and how we can make it visible with
colleagues and students.
 2 things you want to take back and go more deeply
with in your practice with colleagues and students.
 1 thing you will try, starting Monday, with colleagues
and/or students around talk moves.
Make Public Your Commitment
 Please do a quick round robin at your table during
which each person reads aloud the two things they
want to think more deeply about and the one thing
they are committed to doing on Monday in terms of
talk moves.
 Were there any themes? If so, post the themes so we
can learn what wants to emerge.
Kaizen
 What is the smallest step you can take to begin to
achieve your goal?
 If you take that step for 21-30 days, you will create a
new habit and will be ready to take the next step.
 Summarizing Key Points from Yesterday
Learn To Learn
 The number one characteristic of people who will be
successful in the 21st century are those who know how
to learn.
 Friedman
 The World Is Flat
Learning At Levels
 Individual
 In the classroom, the faculty room, the principal’s
office, the boardroom.
 Transform schools into learning organizations in
which everyone has something to learn and something
to contribute to the learning of others and the
profession.
 Agents of Change: How Content Coaching Transforms
Teaching and Learning
What is a learning
organization?
 An organization that is continually curious about what
is and isn’t working and making incremental
adjustments aligned with its primary purpose
 The players at every level inhabit an inquiry stance and
practice asking difficult, challenging questions
Influencers Attend to 6 Variables
Accountable talk includes:
 Accountable to the community
 Accountable to the content
 Accountable to the reasoning employed in that
domain
3 Basic Essential Talk Moves
 Turn and Talk—has the potential to get 100% of the
students engaged and willing to take a stand
 Tell me more…OR Why do you think that?—puts the
emphasis on finding out what others think and how
they came to the conclusion they did. (Develops
awareness, capacity to think about one’s thinking,
reasoning, precision)
 Who can repeat/paraphrase what was just said?
(Establishes clear expectation to listen; hones capacity
to reflect on ideas, construct viable arguments)
When to use turn and talk:
 When lots of hands are raised
 When no one seems ready to speak whole group
 Students need time think something through
 Decide where you stand (agree/disagree/not sure)
 Explain an idea under discussion
 Clarify
 Opportunity to explore and participate in order to
listen/engage in whole group
 Article available on web site: www.lucywestpd.com
Talk Matters A Lot
 The environment in successful high poverty
schools is more conversational and less
interrogational
 Interactions invited conversation
 Teachers worked to get kids to think aloud
and modeled thinking aloud
 When classes are conversational the achievement
gains are twice as large

Richard Allington
Learning from other countries:
 Instruction between teacher and individual student is
often sustained over a sequence of several questionanswer exchanges
 Questions are designed to encourage reasoning and
speculation, not just elicit right answers
 Teacher feedback provides information and diagnosis
on which the child can build, rather than judgment
alone
 Teaching has pace, but without the clock watching
pressure—cognitive pace verses organizational pace

Alexander, 2010
Learning from other countries:
 Talk tends to display greater attention to
discrimination and precision in vocabulary, grammar
and syntax, to volume, clarity and expressiveness, and
to the development of the distinctive registers required
for different subjects (the oral equivalent of writing
genres)
 The culture of classroom talk is more public and
confident. Children talk loudly and clearly. They listen
and expect to be listened to. And the making of
mistakes in front of other children is intrinsic to
learning rather than shameful or embarrassing.
 Alexander, 2010
Learning from other countries:
 Oracy is regarded as no less important than literacy
 Relationship between talking, reading and writing is
clearly articulated—talk intrinsic to literacy
 Sustained oral work in most lessons
 Some formal assessments are oral
 Purpose of classroom talk is mainly cognitive rather
than about developing confidence—focuses on
developing thinking
 Teachers model talk at its best.

Alexander, 2010
Why the focus on discourse?
 John Hattie’s 750+ meta analyses to identify major
influences on achievement—50,000 studies involving
200 million students Effect size: .72
 Average effect size of interventions that matter .40
Achievement Strategies Related
to Discourse
Strategies
No. of Studies
No. of Effects
Effect Size
Feedback
1276
1928
.72
Questioning
214
312
.49
Challenging Goals
454
671
.56
Metacognitive
Strategies
43
123
.67
Teaching Students
Self-Verbalization
92
1061
.67
Cooperative
Learning
2285
1519
.49
What do
each of the
6 C’s look,
feel, and
sound like?
How committed
are you to the
6 C’s?
Where do the 6 C’s
fit into the
present
curriculum?
What new
skills, beliefs,
or pedagogy is
needed to
incorporate the
6 C;s
Turning Our Attention to Assessment
Like Role Seating
 Only one or two people from the same boards at a
table.
 Fill up each table-- 10 to a table.
 Sit with people who do the same work you do:
 Left back quadrant—Support folks from Boards (e.g.
Superintendents, Instructional Consultants, Coaches)
 Right back quadrant—Building level instructional
leaders and administrators (e.g. principals, assistant
principals, coaches)
 Left front quadrant—Secondary teachers
 Right front quadrant—Elementary teachers
Practice Taking a Learning
Stance
 Mindset: I wonder what I can learn from folks who do
the same work I do in places outside my board?
 Commitment: To LISTEN well to the ideas and
concerns of others and to INQUIRE more deeply into
their thinking, experience and beliefs.
 Self-awareness: To notice when I’m open and willing to
learn from others, what role I’m playing in the group,
how I’m choosing to engage, when I’m acting like I
already know, when I’m judging others, when I’m
thinking critically and deeply, and so forth.
Invitation
 Independently and individually take a moment to
think of a time when you gathered really useful
information in an informal or unusual way that helped
to guide your instruction, your coaching, your
supervision and be willing to share this strategy with
your colleagues.
 In a round robin fashion spending no more than 1-2
minutes per person, share the example you came up
with. If you were unable to come up with an example,
either pass or pose a question. (Do not answer the
question during this first round please.)
Invitation--Round 2
 What were one or two ideas that came up that you
want to hear more about?
 Feel free to sit break into partnerships, triads, quads,
whatever so you get to hear more details from the
person who shared an idea that has you thinking.
 If no one had an idea you want to probe further, then
make a list of questions and challenges you have
regarding assessment independently or with a partner
and be prepared to share you questions with the group.
 You have 5 minutes for this part of the work.
Video Clips
 Clip 4—Dave—preconference
 Clips 1 and 2—Dave—lesson
 Clips of conferring with individual students
Assessment
 What constitutes assessment?
 What are the purposes of assessment?
 In what ways are evaluation and assessment the same
things?
 What is the difference between assessment for, as amd
of learning and how would the tools used for each
kind of assessment differ?
 How to both informally assess often and regularly
AND grade with numbers, letters, etc. on report cards
and so forth?
Purposes of Assessment
 Assessing student prior knowledge to guide
instruction
 Assessing student present thinking to guide
instruction either individually or collectively
 Assessing student interests and learning preferences to
differentiate instruction, provide choice
 Student/adult self-assessment to development next
steps, metacognitive habits of mind, social/emotional
awareness and skills
 Shared reflection on the learning process
Stance of Assessor
 Visible listening—notes, slides, videos to understand
student’s path’s, processes, thinking
 Pedagogy of listening throughout a lesson (e.g.
classroom discourse, stop and jot, inviting questions)
 Inquisitive and responsive—tell me more, show us
what you mean, give an example, draw, write, describe,
explain, help me understand, convince me
What question are you seeking
to answer? Why?
 What do I (you) know about…
 How do I (you) know I (you) know that?
 How deeply do I (you) understand the content under
study?
 Under what circumstances can I (you) apply the
knowledge in question?
 What misconceptions, partial knowledge, questions
do (I) you have? How might we address these?
 How can I (you) support further learning?
 What learning strategies work for (me) you?
When and How Do We Assess
 Assessment through conversation
 Assessment through the use of video
 Assessment through student work samples
 Assessment through stop and jot moments
 Assessment through exit tickets
 Self, peer, teacher, coach, authentic audience
assessment
 Before, during, at the end and after through reflection
What do you want next time?
 When we meet in the Spring, what do you want to go
deeper in?
 Think individually
 Round Robin
 Each table submit 1-3 themes for next time.
 Please list table numbers when you respond so we can
intentionally seat tables together based on interest.