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Barb RowenhorstJanet Hensley
PASSJanuary 6, 2011
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Outcomes• Increase knowledge on how to handle resistors
• Acquire organization techniques for learning team meetings
• Reflect on Assessment Strategy #2: Looking at Student Work
• Learn strategies for Assessment Strategy #4: Student self-assessment & setting goals
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Collaborative Learning Teams
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T-Chart (Obstacles/Solutions)
What might be some obstacles to discussing Rigor and using Bloom’s in learning teams? (in our control)
What might be some solutions to the obstacles?
Obstacles Solutions
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Learning Team Solution Brainstorm
Obstacle:
Getting people “on board” philosophically
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“On Board” Philosophically
We want to help Susan academically but…
Brainstorm all of the ‘buts’ you can think of…
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According to Tom Many, that gap could be the 12 inches between our head (what we know) and
our heart (what we are willing to do).
Get off your “But” – Article
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Slow down…But
Get off your “But” – Note Taking
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Get off your “But” – Sharing
Table groups:Discuss each section of the article and take notes
Large group share:What do we plan to do to get EVERYONE on board?
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Responding to Resistors
Lack of Commitment Build Shared Knowledge
Lack of Knowledge and Skills Provide specific learning opportunities for staff
Lack of a Sense of Efficacy Set clear SMART goals and celebrate small victories
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Purpose Driven InquiryQuestions about Students and
Learning
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Small Group Discussion
Read and discuss Effective and Ineffective questions.
Discuss how you can help lead some members to focus on a positive note about student learning.
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Learning Team Brainstorming:
Time / Leadership & Organization
Agenda: 30 minute meeting
Learning Team Brainstorming:
Time / Leadership & Organization
Agenda: 30 minute meeting
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Learning Team Solution Brainstorm
Obstacle:
Time/Leadership
Organization
Agendas
30 Minute Meeting Agenda #1
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30 Minute Meeting Agenda #2
Meeting notes
should be posted for all staff.
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30 Minute Meeting Agenda #3
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Good Closures:Tie up loose ends.
Provide clarity.
Assist team members in understanding next steps.
Motivate and create a shared commitment for the work – emphasize student achievement.
Provide individuals with a sense of well-being for their contributions.
Emphasize continuous improvement.
Facilitator – Ending the meeting
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Facilitator – Ending the meeting
Recommendations
Review the purpose statement and summarize what you did in the meeting.
State if decisions were made
State how decisions will be communicated
Clarify next steps:
Who will do what?
By when?
Who will communicate?
Have group members check out.
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Have group members check out: (Facilitator can pick a questions or team members can choose one as they check out.)
What did you appreciate about the team time today?
What did you learn that will help you with student learning?
What concerns do you have as we leave?
What would make us stronger and more effective in the future?
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Looking at Student Work
Revised Bloom’s Taxonomy
Claire’s Math
Reflection
Looking at Student Work
Revised Bloom’s Taxonomy
Claire’s Math
Reflection
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Revised Bloom’s: Two Dimensions
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Looking at Student Work
Get into groups of 3 so each group has 1 handout of each color.
Extras: Join a group and share your role.
Return to your PASS team and share 1 of your conversations from the triads.
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7 Assessment Strategies
#4 Teach Students to Self-Assess and Set
Goals
7 Assessment Strategies
#4 Teach Students to Self-Assess and Set
Goals
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#4 Teaching Students to Self-Assess and Set Goals
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#4 Teaching Students to Self-Assess and Set Goals
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#4 Teaching Students to Self-Assess and Set Goals
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Work Time
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#4 Teaching Students to Self-Assess and Set Goals
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Work Time
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#4 Teaching Students to Self-Assess and Set Goals
Answer the top 2 questions.
Choose a quote that speaks to you in regard to student self-assessment.
Share your quote with your table group and why you chose it
Choose one quote for your group to share with the large group.
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Planning Time