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Personalizing Student Learning Personalizing Student Learning in in YOURYOUR Classroom Classroom

Gathering theGathering the EVIDENCEEVIDENCE

required to completerequired to completeProfessional CertificationProfessional Certification

Washington StateWashington State

Professional Development Professional Development

IN ACTIONIN ACTION

Linking Professional Development Linking Professional Development

to Personalized Student Learningto Personalized Student Learning

Pro Cert IN ACTIONPro Cert IN ACTION Powerpoint Two Powerpoint Two

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Learning Target #1Learning Target #1

Be able to articulate what it looks and sounds Be able to articulate what it looks and sounds like when students are engaged in Descriptions like when students are engaged in Descriptions of Practice 1d1, 1d2, and 1d3.of Practice 1d1, 1d2, and 1d3.

You will begin your evidence collection with You will begin your evidence collection with 1d1, 1d2, and 1d3. It is important you have a 1d1, 1d2, and 1d3. It is important you have a clear understanding of the specific student clear understanding of the specific student learning that needs to be in evidence.learning that needs to be in evidence.

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Reviewing Personalizing Student Learning

TEACHERTEACHER knows what needs knows what needs to be taughtto be taught

TEACHERTEACHER makes instructional makes instructional decisions based on strategies decisions based on strategies that work for the classthat work for the class

TEACHERTEACHER measures measures performance against set performance against set standard for all studentsstandard for all students

TEACHERTEACHER reports degree of reports degree of student success or failure to student success or failure to students and parentsstudents and parents

TEACHERSTEACHERS have autonomy have autonomy

STUDENTSTUDENT can articulate the learning can articulate the learning target and why it is relevant and target and why it is relevant and meaningful to him or her meaningful to him or her

STUDENTSTUDENT knows the learning strategies knows the learning strategies to choose from and can describe his or to choose from and can describe his or her learning process her learning process

STUDENTSTUDENT measures performance measures performance against his or her own progressagainst his or her own progress

STUDENTSTUDENT articulates what s/he did well, articulates what s/he did well, what s/he needs to do better, and what what s/he needs to do better, and what s/he will do differently next times/he will do differently next time

STUDENTSTUDENT learning is consistent and learning is consistent and continuous school-wide building continuous school-wide building professional autonomyprofessional autonomy

Teacher Practices plus Personalizing Student Teacher Practices plus Personalizing Student LearningLearning

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Classrooms in which there was evidence of Classrooms in which there was evidence of clear learning objective: clear learning objective:

4%, a study of 1,500 classrooms4%, a study of 1,500 classrooms

(Learning 24/7, 2005)(Learning 24/7, 2005)

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Linda Darling-Hammond:Linda Darling-Hammond:

Successful schools allow more professional Successful schools allow more professional autonomy, but they also provide accountability autonomy, but they also provide accountability through “explicit goals for student learning.”through “explicit goals for student learning.”

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“ “ A recent meta-analysis of 53 research studies A recent meta-analysis of 53 research studies (Marzano, 1998) found that when students (Marzano, 1998) found that when students were clear in advance about what they were were clear in advance about what they were learning, their achievement was, on average, learning, their achievement was, on average, 34 percentile points higher on tests used in 34 percentile points higher on tests used in these studies than students in control groups.” these studies than students in control groups.” (McREL, 2000)(McREL, 2000)

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Mike Schmoker:Mike Schmoker:

““In most cases neither teachers or students can In most cases neither teachers or students can articulate what they are supposed to be articulate what they are supposed to be learning that day; they can only describe the learning that day; they can only describe the activity or assignment...”activity or assignment...”

..there is a glaring absence of the most basic ..there is a glaring absence of the most basic elements of an effective lesson: as essential, elements of an effective lesson: as essential, clearly-defined learning objective.clearly-defined learning objective.

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The Paradigm The Paradigm B U S T E R SB U S T E R S

Descriptions of PracticeDescriptions of Practice Personalizing student behaviors Personalizing student behaviors your evidence will demonstrate:your evidence will demonstrate:

1d1 Students can articulate the required 1d1 Students can articulate the required learning targetslearning targets

StudentsStudents describe describe(1) their learning targets(1) their learning targets(2) why the learning is important to them(2) why the learning is important to them(3) how they will demonstrate they have reached (3) how they will demonstrate they have reached them them

1d2 Students know what is needed to move 1d2 Students know what is needed to move to the next level of performanceto the next level of performance

StudentsStudents (1)articulate the progression of steps to reach the (1)articulate the progression of steps to reach the learning targets learning targets (2) identify, on their own, where they are in that (2) identify, on their own, where they are in that progression progression (3) describe what they need to do to move to the (3) describe what they need to do to move to the next level of performance next level of performance

1d3 Students are aware of and utilize1d3 Students are aware of and utilizeresources for assistance, remediation,resources for assistance, remediation,acceleration, or enrichment, acceleration, or enrichment, as appropriateas appropriate

StudentsStudents are are (1) aware of the options to get support and access (1) aware of the options to get support and access appropriate help, when neededappropriate help, when needed(2) in their daily work, consistently utilizing the (2) in their daily work, consistently utilizing the resources for assistance, remediation, acceleration, resources for assistance, remediation, acceleration, or enrichment, as is appropriate or enrichment, as is appropriate

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1d1.1d1. Students can articulate the required Students can articulate the required learning targets.learning targets.

What is a Learning Target?What is a Learning Target?

The Learning Target is what you want the The Learning Target is what you want the students to focus on learning todaystudents to focus on learning today

What part of the larger learning goal are we What part of the larger learning goal are we doing today?doing today?

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Large Learning GoalGLEUnit

Learning Target Learning Target Learning Target

What is a Learning Target?

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Large Learning GoalGLEUnit

Learning Target Learning Target Learning Target

What is a Learning Target?

Culminating Learning Target

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Different Kinds of Learning TargetsDifferent Kinds of Learning TargetsExamples/SuggestionsExamples/Suggestions

ContentContent StrategiesStrategies Thinking DevelopmentThinking Development ProceduralProcedural Investigative or Inquiry Investigative or Inquiry ReflectiveReflective

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If it seemsIf it seems to you that you have the to you that you have the same learning target multiple dayssame learning target multiple days

What is different today than yesterday’s What is different today than yesterday’s student work on the target?student work on the target?

What is the change in depth today?What is the change in depth today? What understanding do you want them to get What understanding do you want them to get

from today’s work that expands yesterday’s from today’s work that expands yesterday’s work?work?

What skills are they adding to what practiced What skills are they adding to what practiced yesterday?yesterday?

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Remember:Remember:

These Impacting Learning Processes are These Impacting Learning Processes are about Personalizing the Learningabout Personalizing the Learning

THIS INCLUDES BUT TAKES US THIS INCLUDES BUT TAKES US BEYOND COVERING CONTENTBEYOND COVERING CONTENT

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Discussion:Discussion:

Clarify to your neighbor the difference between Clarify to your neighbor the difference between a GLE, a GLE,

and a and a dailydaily learning target?learning target?

What is the value of a daily learning target?What is the value of a daily learning target?

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Listen to this student clip.Listen to this student clip.

Take notes. Take notes. Does this student have a clear idea about what she is to learn? Does this student have a clear idea about what she is to learn?

Is the learning important to her, how do you know? Is the learning important to her, how do you know? Does she know what it looks like when she is demonstrating the Does she know what it looks like when she is demonstrating the

target to the expected level of performance?target to the expected level of performance?Has her learning been personalized?Has her learning been personalized?

What did the teacher do to cause these things to happen?What did the teacher do to cause these things to happen?

Lydia S/T/P #16Lydia S/T/P #16

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1d2 Students know what is needed to 1d2 Students know what is needed to move to the next level of performancemove to the next level of performance

STUDENT/TEACHER CREATED rubrics, STUDENT/TEACHER CREATED rubrics, are valuable tools to demonstrate and teach are valuable tools to demonstrate and teach progression of learning:progression of learning:

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Learning goal: Intro

PARAGRAPH Depth

1Depth

2Depth

3Depth

4

Introductory sentence

Have a first sentence.

First sentence refers to the topic I am writing about.

First sentence is catchy and reader wants to continue reading.

First sentence is dynamic and extra clever. Reader wants to find out more.

Supporting sentence

Have a second sentence.

Sentence that refers to the idea in the intro sentence.

First reason or idea that elaborates idea in intro sentence.

Sentence that gives convincing reason to support intro sentence.

Another supporting sentence

Have a third sentence.

A second sentence that refers to the idea in the intro sentence.

Second reason or idea that elaborates idea in introductory sentence.

More than two additional dynamic and convincing ideas to support intro sentence.

Concluding sentence

Have a last sentence.

Ending sentence that refers to the intro sentence.

Ending sentence that summarizes the supporting sentences.

Clever ending sentence that summarizes supporting ideas.

Rubric Example

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But But rubrics are rubrics are only ONE wayonly ONE way to show to show progressionsprogressions

LET’S STRETCH....LET’S STRETCH....

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Progression can be as simple as a check list of Progression can be as simple as a check list of learnings that are needed to accomplish the learnings that are needed to accomplish the learning targetlearning target

Progression can be expressed as a bulls-eye Progression can be expressed as a bulls-eye target:target:

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LT3

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LT3

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CONTENTLearning Target

THINKINGLearning Target

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Listen to this student clip.Listen to this student clip.

Take notes. Take notes. Do you hear her articulating her progression of learning Do you hear her articulating her progression of learning

to reach the target?to reach the target? Can she tell us where she is in that progression?Can she tell us where she is in that progression?

Why is that important to her learning?Why is that important to her learning?Has her learning been personalized?Has her learning been personalized?What did you see that tells you that?What did you see that tells you that?

What did the teacher do to cause these things to happenWhat did the teacher do to cause these things to happen Illwaco S/T/P #24Illwaco S/T/P #24

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1d3 Students are aware of and utilize1d3 Students are aware of and utilize resources for assistance, remediation,resources for assistance, remediation, acceleration, or enrichment asacceleration, or enrichment as appropriateappropriate The most important part of this is that there are The most important part of this is that there are

resources the students can access on their own to help resources the students can access on their own to help them reach this learning target.them reach this learning target.

Students know how to determine which resources will Students know how to determine which resources will meet what kind of need.meet what kind of need.

Students can articulate what their need was and how Students can articulate what their need was and how the resource they chose helped them.the resource they chose helped them.

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Listen to this student clip.Listen to this student clip.

Take notes. Take notes.

Does he know his resources?Does he know his resources? What do you hear him doing? What do you hear him doing? Why is he so confident now?Why is he so confident now?Is his learning personalized? Is his learning personalized?

What did you see that tells you that?What did you see that tells you that?What did the teacher do to cause these things to happen?What did the teacher do to cause these things to happen?

Eric S/T/P #21Eric S/T/P #21

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Reflect on your learningReflect on your learning

Write what it looks and sounds like when Write what it looks and sounds like when students have reached a level of engagement students have reached a level of engagement that has a positive impact on their learning?that has a positive impact on their learning?

Pair – SharePair – Share

Group discussion of understanding. Did we Group discussion of understanding. Did we reach our learning target?reach our learning target?

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Learning Target #2Learning Target #2

Remember: The focus is on Student LearningRemember: The focus is on Student Learning

Be able to articulate the kind of evidence you Be able to articulate the kind of evidence you need in your portfolio to meet the need in your portfolio to meet the

requirements for completion of Professional requirements for completion of Professional Certification.Certification.

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Learning How to Gather and Present Learning How to Gather and Present Evidence of Positive Impact on Student Evidence of Positive Impact on Student Learning as defined in the Professional Learning as defined in the Professional

Certification Certification

RememberRemember

Personalizing Student Learning Personalizing Student Learning = =

Descriptions of PracticeDescriptions of Practice

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What are we gathering evidence of?What are we gathering evidence of?

You will be providing evidence of You will be providing evidence of your capacity to engage your capacity to engage

your students in the your students in the Descriptions of Practice.Descriptions of Practice.

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We need evidence for our portfoliosWe need evidence for our portfoliosthat documentthat document

you have the capacity you have the capacity to provideto provide

these Descriptions of Practicethese Descriptions of Practicein your classroom.in your classroom.

What makes your evidence quality evidence?What makes your evidence quality evidence?

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Five Elements of Quality EvidenceFive Elements of Quality EvidenceCREDIBLECREDIBLE All student behaviors of the specified Descriptions of Practice All student behaviors of the specified Descriptions of Practice – our – our

evidence is not complete unless all the intended student behaviors listed evidence is not complete unless all the intended student behaviors listed in the specific Descriptions of Practice are able to be seen in the in the specific Descriptions of Practice are able to be seen in the evidence. evidence.

Student VoiceStudent Voice – students describe in their own words their mastery of – students describe in their own words their mastery of the specified Descriptions of Practicethe specified Descriptions of Practice

CONVINCING:CONVINCING: All StudentsAll Students – there needs to be proof that the teacher has – there needs to be proof that the teacher has the capacity the capacity

to provideto provide the Descriptions of Practice the evidence is documenting to the Descriptions of Practice the evidence is documenting to each student in the class.each student in the class.

Multiple contexts – Multiple contexts – we want to see the students can apply the specified we want to see the students can apply the specified Descriptions of Practice during many different kinds of learning Descriptions of Practice during many different kinds of learning experiences. These may be in different content areas or a variety of experiences. These may be in different content areas or a variety of learning experiences within the same content arealearning experiences within the same content area

Over time – Over time – the specific Descriptions of Practice are practiced over and the specific Descriptions of Practice are practiced over and over throughout the year as a part of the normal routine of classroom over throughout the year as a part of the normal routine of classroom learninglearning

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Important: For PRO CERTImportant: For PRO CERT All Students meansAll Students means – – there needs to there needs to

be proof that the teacher has the be proof that the teacher has the capacity tocapacity to engage everyone in the engage everyone in the class specific behaviors listed in the class specific behaviors listed in the specified Descriptions of Practicespecified Descriptions of Practice

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Let’s look at gathering evidence for:Let’s look at gathering evidence for:

Descriptions of PracticeDescriptions of Practice Personalizing student behaviors Personalizing student behaviors your evidence should demonstrate:your evidence should demonstrate:

1d1 Students can articulate the required 1d1 Students can articulate the required learning targetslearning targets

StudentsStudents describe describe(1) their learning targets(1) their learning targets(2) why the learning is important to them(2) why the learning is important to them(3) how they will demonstrate they have reached (3) how they will demonstrate they have reached them them

1d2 Students know what is needed to move 1d2 Students know what is needed to move to the next level of performanceto the next level of performance

StudentsStudents (1)articulate the progression of steps to reach the (1)articulate the progression of steps to reach the learning targets learning targets (2) identify, on their own, where they are in that (2) identify, on their own, where they are in that progression progression (3) describe what they need to do to move to the (3) describe what they need to do to move to the next level of performance next level of performance

1d3 Students are aware of and utilize1d3 Students are aware of and utilizeresources for assistance, remediation,resources for assistance, remediation,acceleration, or enrichment, acceleration, or enrichment, as appropriateas appropriate

StudentsStudents are are (1) aware of the options to get support and access (1) aware of the options to get support and access appropriate help, when neededappropriate help, when needed(2) in their daily work, consistently utilizing the (2) in their daily work, consistently utilizing the resources for assistance, remediation, acceleration, resources for assistance, remediation, acceleration, or enrichment, as is appropriate or enrichment, as is appropriate

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Learning Target #3Learning Target #3

The focus is on STUDENT LEARNING.The focus is on STUDENT LEARNING.How can we help each other improve our How can we help each other improve our

evidence to increase our success at the evidence to increase our success at the culminating seminar?culminating seminar?

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Evidence-based approach to Evidence-based approach to teaching and learning is crucial teaching and learning is crucial to maximizing student outcomes to maximizing student outcomes

(Bruniges, 2005)(Bruniges, 2005)

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Look at the sample evidencesLook at the sample evidencesIn the Evidence GuidelinesIn the Evidence Guidelines

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Jig saw learning community:Jig saw learning community:Each person in the group of five should choose a Each person in the group of five should choose a

difference sample evidence from the packet.difference sample evidence from the packet.Read your sample.Read your sample.Describe for others in the group:Describe for others in the group:a)a) what kind of evidence it is?what kind of evidence it is?b)b) what the evidence is showing the students what the evidence is showing the students

doing?doing?

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Discuss as a groupDiscuss as a groupfor each sample evidence:for each sample evidence:

a)a) what other Descriptions of Practice is this what other Descriptions of Practice is this evidence demonstrating besides 1d1, 1d2, evidence demonstrating besides 1d1, 1d2, and 1d3?and 1d3?

b)b) what other kinds of evidence could have what other kinds of evidence could have been used to demonstrate these Descriptions been used to demonstrate these Descriptions of Practice?of Practice?

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EVIDENCE WORKSHEET - for SESSION III

You will be gathering evidence of Description of Practice 1d1 in Student Voice.

This month the evidence focuses on Student Voice.

Attributes of Student Voice Not Student Voice-Personalized - Student parroting teacher’s words -Students’ own words - Teacher telling what students said or did-Age appropriate language - Student responses guided by teacher’s-Students make connection to own experiences closed questions

•Tell us what your evidence is demonstrating:

You are gathering evidence of these DESCRIPTIONS OF PRACTICE for Criterion 1d

Evidence focus Personalizing student behaviors your evidence will demonstrate:

1d1 Students can articulate the required learning targets

Students describe(1) their learning targets(2) why the learning is important to them(3) how they will demonstrate they have reached them

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I. Tell us the context of the evidence:

Long term goal

Yesterday’s targets Today’s targets Tomorrow’s targets

Culminating Learning Target

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III. Analyze for us the specifics of your Descriptions of Practice:For this lesson, the learning targets I want students to know are: (Indicate type of target: Content, Strategies, Thinking Development, Procedural, Investigative/Inquiry or Reflective)…

These learning targets are important and relevant to the students because…

The students will demonstrate how they will know they have reached the targets by…

IV. Analyze for us how this evidence is in Student Voice….

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Positive ImpactPositive Impact

IT’S ALL ABOUT IT’S ALL ABOUT KIDS LEARNINGKIDS LEARNING