Analyzing and Analyzing and Examining Student Examining Student

WorkWork

Analyzing and Analyzing and Examining Student Examining Student

WorkWork

Day 2Day 2

Welcome Back• In your group process…

You practiced analyzing student work• What purpose did you have for your analysis?

(What question are you answering?)• What essential questions did you use to analyze

the student work? Curriculum Environment Instruction Student

Be prepared to reflect and share this morning

Analyzing Student Work

• Provide a brief background on the student work Type of task Curriculum objective

• Share what you learned from analyzing student work

• One Aha• One new question it raised

Let’s Refresh…

Analyzing and Examining Student

Work is Instructional Decision-Making

analyze student work

collaborative dialogue

protocols

reflective practice

examine student work

instructional practice

school improvement

components of assessment

levels

elements

types

universal

intervention

specialized support

curriculum

environment

instruction

student

quantitative

qualitative

instructional level

monitoring

patternsapproaches to learning

specific skills known

essential questionsproblem

solvingstudent

outcomes

Continuum of Support

Specialized Individual Support1-7%

(Individual Student System)

Interventions5-15%

(At-Risk System)

Universal Programs for All Students

80-90%(School-Wide &

Classrooms Systems)

All Students in School (Horner, 1998)

What Do We Assess?

Context of learning

What we teach

Outcomes of Learning

How we teach

Student

Instruction

Environment

Curriculum

Professional Development Model

Examining Student Work

Examining student work has always been part of a teacher’s job. But, in recent years, that practice has moved from being a solitary activity to being a more collaborative effort in which teachers learn about their practice by sharing with and listening to colleagues.

Tools for Schools, NSDC, Feb/March 2001

Analyzing & Examining Student

Work

Analyzing Student Work

• To reflect upon instructional practice as it relates to an

individual student’s progress or the progress of a targeted group of students

• To make instructional decisions focused upon specific a

student or a specific group of students

Examining Student Work

• To reflect upon instructional practice as it relates to the

learning of all students

• To make instructional decisions about universal practices about general curriculum

Purpose

Analyzing & Examining Student

Work

Analyzing Student Work• Occurs as an individual,

partners, or a specific small group of colleagues

• Focuses upon a targeted student’s work (purposefully selected)

• Is designed to support problem-solving and meeting the specific instructional needs of a student or a targeted group of students

Examining Student Work• Occurs only with a small

group of colleagues• Focuses on any student’s

work (more randomly selected)

• Is designed to structure reflective dialogue for a group of professionals in order to enhance the instructional practice of those individuals

Characteristics

Analyzing and Examining

Student WorkAddress Intensity of

Need for a Few Students

Close Achievement/ Performance Gaps for

Some Students

Ensuring Effective Instructional Practices and

Promoting Positive Educational Outcomes for

All Students

All Students in School (Horner, 1998)

Sch

ool-W

ide

Indi

vidu

al S

uppo

rt

Timed-Pair-ShareTurn to your shoulder partner.

Dialogue about the differences between analyzing and examining student work

• Partner A speaks for 1 min, while Partner B listens.

• Partner B speaks for 1 min, while Partner A listens.

So How Does It Feel?• How did it feel to be the listener?• How did it feel to be the speaker?• What does this tell us about

listening?A Crucial Skill for Examining Student Work – LISTENING!NOW HEAR THIS….

Effective Listening• Paraphrase • Clarify • Summarize • Ask questions• Use non-verbal cues• Validate • Keep focused • Silence

Descriptive Review• Review the Process

The facilitator provides the directions and timelines for the process.

• Setting the Tone The group reviews the intention of

the process. The group agrees to the reflective process.

Descriptive Review• Work is Presented/Context

Teacher puts the work out for the team to see and provides a brief introduction to the work.

• Descriptive Rounds Selection of rounds is based on type of work

and focus of reflection. Each round builds on the previous one, seeking to deepen an appreciation for the instruction, task, and student learning.

Descriptive Review• Hearing from the Teacher

Presenter has time to say what was heard.

• Reflecting The group reflects on the process. Each member highlights what was

learned.

Descriptive Review Timetable

Steps Time

Review of Process 5 minutes

Setting the Tone 15 minutes

Work is Presented with Context 5 minutes

Descriptive Rounds 30 minutes

Hearing from the Teacher 10 minutes

Reflecting 5 minutes

Descriptive Review• Review the Process

We need 4-6 volunteers to model this protocol.

The rest will respond to the questions on post-its. One idea per post-it please.

• Setting the Tone We will focus on our listening skills.

Descriptive Review• Work is Presented/Context

I am a kindergarten teacher who has asked the students to draw a picture about a trip to the zoo. This activity was intended to asses prior knowledge for students before reading a text about the zoo. This is one of my student’s drawings. I would like to learn more about what background knowledge he has and how to use this information to develop a pre-reading activity.

Round One: Describe what you see.

Round Two: What Questions Do You

Have?

Round Three: Provide Feedback to the

Presenter.

Descriptive Review• Hearing from the Teacher

I heard you say…

• Reflecting Let’s reflect on our comments.

Round One: Describe what you see.

Descriptions vs. Judgments

• Descriptions See, Hear, Touch Evidence based Specific language

• Judgments Inferences Feelings Assumptions

Perceptions

Examine Your Post-its• Sort your post-its.

Descriptions Judgments

A Crucial Skill for Examining Student Work – Use Descriptions Only!

Round Two: What Questions Do You

Have?

Types of Questions• Opening Thinking

Inquire Explore Extend focused statements Invite a wide-range

• “What are some of the ways you noticed the students demonstrated their learning?

L. Lipton & B. Wellman, 2003

Types of Questions• Focusing Thinking

Detail Clarify Refine vague statements Probe for specifics

• “The students did not understand the directions.” “What did you see the students doing when you finished the directions?”

L. Lipton & B. Wellman, 2003

Examine Your Post-its• Sort your post-its.

Open Thinking Focused Thinking

A Crucial Skill for Examining Student Work – Be Strategic in the Types of Questions You Use.

Round Three: Provide Feedback to the

Presenter.

Providing Reflective Feedback

• Describe the behavior, not person• Use observations, avoid inferring• Seek to understand, not to judge• Provide ideas, not answers• Validate ideas, rather than oppose

Examine Your Post-its• Sort your post-its.

Objective ideas Answers/Judgments

A Crucial Skill for Examining Student Work – Provide objective ideas that provide an open perspective.

BREAK TIMEBREAK TIMEBREAK TIMEBREAK TIME

Standards in Practice• Setting the Tone

The group reviews the intention of the process. The group agrees to the reflective process.

• Completing the Assignment The group actually does the assignment as

it was describe to the students.

Standards in Practice• Identifying Standards

Group takes the standards they are using and find those standards to which this assignment might be directed.

• Creating a Scoring Guide Construct a scoring guide (rubric) for this

specific assignment. The range should be 4=ideal work, to 1=minimal effort. The rubric must include words denoting quality.

Standards in Practice• Scoring the Work

Participants use the scoring guide to score the student work, first individually then as a team.

• Summarize results Does this work meet the standards? “Was the

assignment well designed to help students achieve the standards?”

If not, what are we going to do about it? Create an action plan.

Standards in Practice Timetable

Steps Time

Setting the Stage 5 minutes

Completing the Assignment 10 minutes

Identifying Standards 10 minutes

Creating a Scoring Guide 10 minutes

Scoring the Work 10 minutes

Summarize results 10 minutes

Lunch TimeLunch TimeLunch TimeLunch Time

Look for your new space

Group 1BethelThomaston-HartfordSimsbury-Danbury

Group 3ClintonColchesterManchester-Naugatuck

Group 2Southington-HamdenBristolWest Hartford

Stations• We will rotate through three stations.

Each station will be 30 minutes. Rotate clockwise.

• Stations Case Story Chalk Talk Computer Web Searches

Chalk Talk• Format: A non-verbal dialogue about a

question• Purpose: To gain perspectives and

insights on an issue • Roles:

Facilitator-presents the question and monitors the non-verbal process

Group member- responds to question in writing

• Time Frame: 15-60 minutes

Chalk Talk• Steps:

Facilitator explains the process, stressing that it is silent.

Facilitator writes a question on the board. Either each person gets a piece of chalk/marker or

several pieces of chalk/markers are randomly distributed.

Participants write on the board as they feel moved. Long pauses are normal and acceptable. The

facilitator should provide plenty of wait time.

Chalk Talk• Steps:

Facilitator can choose to• Stand back and allow to unfold• Circle interesting ideas, therefore inviting

comments • Write questions about a participant• Add his/her own ideas• Connect comment together with a line or a question

mark

When it is done, it is done

Chalk Talk• How can we structure our

environment so that co-operative learning can occur without the typical movement and noise level of one group interfering with another group?

Case Story• Format: A presentation of a story• Purpose: To understand the presenter’s

dilemma and offer suggestions• Roles:

Presenter-presents the story Facilitator-facilitates group discussion Group member-reviews and discusses story

• Time Frame: 30-45 minutes

Case Story• Format of the story:

Must be written• Helps clarify the dilemma• Provides a concrete focus• Focuses on the story rather than the presenter

Should be real events Story format (characters, events, etc.) One to two pages

Case Story• Steps:

Presenter reads his/her story (5-10 min) Group asks clarifying questions (5-10 min) Group discusses case story (10-20 min)

• Presenter listens without responding

Presenter comments on discussion (5 min) Group and presenter comment on new

learning and process (5 min)

Web Siteswww.nsdc.org/library/studentwork.html

“Examining Student Work” by Ruth Mitchell

www.lasw.orgLearning About Student Work

http://learnweb.harvard.edu/alps/ALPS Active Learning Practices for Schools

http://pzweb.harvard.edu/Research/Rounds.htm

Rounds at Project Zero

http://www.edtrust.orgEducation Trust

Web Siteshttp://www.essentialschools.org/pubs/horace/13/v13n02.html

Looking Collaboratively at Student Work: An Essential Toolkit

http://www.catalyst-chicago.org/12-99/129toc.htm

CATALYST: Voices of Chicago School Reform

www.middleweb.com/Hooverpromo.html“Hoover Middle School Teachers Examine

Student Work”

www.cesnorthwest.orgCoalition of Essential Schools

Let’s RegroupLet’s RegroupLet’s RegroupLet’s Regroup

Tuning Protocol• Introduce the protocol (5 mins)

• Present the work (15 mins) The presenter provides context and the materials for

the discussion. The presenter poses specific questions for exploration.

• Clarifying questions (5 mins) Participants ask non-judgmental, focused questions

in order to clarify.

Tuning Protocol• Individual writing (5 mins)

Participants write about the presentation, responding to the presenters questions for themselves.

• Participant discussion (15 mins) Presenter silently takes notes while the

participants discuss the issues raised.

Tuning Protocol• Presenter reflection (15 mins)

The presenter reflect aloud on the discussion while the participants remain silent.

• Debriefing (5 mins) The group discusses how the process went

and highlights each person’s new learning.

Other Protocols to Consider

• Action Reflection Protocol (Education Development Center)

• Art Shack (Riverdale Grade School, Portland OR)

• ATLAS Learning from Student Work (ATLAS Communities)

• California Protocol (CA Center for School Restructuring)

• Case Story (CES)• The Charrette

Other Protocols to Consider

• Chalk Talk (CES)• Collaborative Analysis of Student Learning

(CAStle) ASCD• Constructivist Protocol (Daniel Baron at

Harmony School, IN)• Consultancy (CES/Annenberg Institute

National School Reform Faculty)• Critical Incidents Protocol (See Costa &

Killick’s model as well as David Tripp’s work)

Other Protocols to Consider

• Final Word Protocol (Coalition for Essential Schools)

• Learning Record Assessment System (Mary Barr, Center for Language in Learning)(formerly CA)

• Lesson Study (Japan)• Primary Language Record (Centre for Language

in Primary Education, London)• Slice (Joseph McDonald)• Sticky Issues (CES)• Text-Based Seminar (CES)

So What’s Next?• With your group create a plan to

apply what you learned Select a protocol to try Determine a time to practice and

reflect

• For CEUs…