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Transcript of Benefits of Focus Activities Help students focus and pay attention Eliminate distracters Open...
Benefits of Focus Activities
• Help students focus and pay attention
• Eliminate distracters• Open “mental files”• Provide choices• Encourage self-directed learning
Algebraic Logic Puzzle
Discover the value of each of the shapes.The total weight is 32.Clue:
Puzzle 1
- 2 = +
Use your number sense to discover the value of each shape.
Rules to remember:1. The right and left sides of each
horizontal beam must balance.2. Each shape has a unique and
consistent weight within the puzzle and no shapes weigh zero.
3. There are no ‘useless’ clues.4. All weights are either one- or two-
digit, positive whole numbers.5. A piece hanging below the fulcrum
does not affect the balance between the left and right arms. Although this piece has its own definite weight.
6. Size of pieces has no relation to weight.
There are three parts to any research-based
lesson:•Beginning – ‘check for’ and ‘build’ background knowledge of each
student; (BL)•During – teach and actively engage each student in new content – making connections to prior
knowledge; (DL)•End – check for understanding - provide each student with an opportunity to summarize (in their own way) and practice the essential knowledge and skills conveyed in the
lesson. (EL)
Personal Learning Goals• I will recognize the benefits of obtrusive, unobtrusive, and
student, and student-generated assessment;
• I will understand strategies to create assessment for learning and assessment of learning;
• I will support my peers by offering constructive feedback to improve their efforts;
• I will create assessment samples that will best elevate learning for my students; and
• I will enjoy working with my colleagues!
SAMPLEPre-assessment
that includes differentiation
Matter!
Premise of the WorkshopAs the United States continues to compete in a global economy
that demands innovation, the U.S. education system must equip students with the four Cs:
1. critical thinking and problem solving,2. communication, 3. collaboration, and 4. creativity and innovation.
"For as long as assessment is viewed as something we do ’after’ teaching and learning are over, we will fail to greatly improve student performance, regardless of how well or how poorly
students are currently taught or motivated."Grant Wiggins, 1998
Mix it Up in the Box
• Listen for the topic and the amount of time;• Silently mix around the room;• When directed, pair up with person closest to you;• In pairs, Partner A shares and Partner B listens;• Partner B responds to what he/she heard by
paraphrasing: “LET ME TELL YOU WHAT I UNDERSTOOD YOU TO SAY”;
• Record summary of partners response; then• Switch Roles
1 2
3 4
What is an action taken by you, your grade-level/department or your school that you attribute to resulting in increased achievement for each student impacted by the action last year?
What is the process used to create classroom assessments? What do people ‘do’ with the results?
Look at the picture above. How does this picture relate to your role as a teacher? Complete this sentence: The image is like my teaching in that_______
Reflect on yesterday’s workshop…what is an action you, your grade-level/department or school should consider based on your experience?
1 2
3 4
What is an action taken by you, your grade-level/department or your school that you attribute to resulting in increased achievement for each student impacted by the action last year?
Look at the picture above. How does this picture relate to your role a teacher? Complete this sentence: The image is like my teaching in that_______
What is the process used to create classroom assessments? What do people ‘do’ with the results?
Reflect on yesterday’s workshop…what is an action you, your grade-level/department or school should consider based on your experience?
Category Ave. EffectSize (ES)
Percentile Gain
Identify similarities & differences 1.61 45
Summarizing & note taking 1.00 34
Reinforcing effort & providing recognition .80 29
Homework & practice .77 28
Nonlinguistic representations .75 27
Cooperative learning .73 27
Setting objectives & providing feedback .61 23
Generating & testing hypotheses .61 23
Questions, cues, & advance organizers .59 22
NUTS TO YOU!!!PASS
NOT PASS Nearing Proficiency
Novice
Proficient
Advanced
http://rubistar.4teachers.org
Self-Assessment ToolSETTING OBJECTIVES &PROVIDING FEEDBACK
Instructional Capacity
Alignment Engagement Adjustment Relationships
A s s e s s m e n t
Category Ave. EffectSize (ES)
Percentile Gain
Identify similarities & differences 1.61 45
Summarizing & note taking 1.00 34
Reinforcing effort & providing recognition .80 29
Homework & practice .77 28
Nonlinguistic representations .75 27
Cooperative learning .73 27
*Setting objectives & providing feedback* .61 23
Generating & testing hypotheses .61 23
Questions, cues, & advance organizers .59 22
Personal Learning Goals• I will recognize strategies that have improved achievement
for our students;
• I will use data to focus additional improvement efforts to reach more students;
• I will support my peers by offering constructive feedback to improve their efforts;
• I will decide which structures will best elevate learning for my students; and
• I will enjoy working with my colleagues!
Category Ave. EffectSize (ES)
Percentile Gain
Identify similarities & differences 1.61 45
Summarizing & note taking 1.00 34
Reinforcing effort & providing recognition .80 29
Homework & practice .77 28
Nonlinguistic representations .75 27
Cooperative learning .73 27
Setting objectives & providing feedback .61 23
Generating & testing hypotheses .61 23
Questions, cues, & advance organizers .59 22
WHAT’S MY RULE?Theme: Sports
YES NoStrike Stick
Split Puck
Pin Hoop
Gutter Goal
Rule: Bowling Terms
Page 8
WHAT’S MY RULE?Theme: History and Social Science
YES NoHemisphere Olympic Games
Equator Democracy
Prime Meridian Kings
Regions Wealth
Rule: Things you’d find on a globe
WHAT’S MY RULE?Theme: Geometry
YES NoTriangle Cube
Rectangle Pyramid
Square Pentagon
Quadrilateral Octagon
Rule: Plane figures with less than 5 sides.
WHAT’S MY RULE?Theme: _______________
YES No
Rule: _________________________
STUDENT CENTERED APPROACH
Category Ave. EffectSize (ES)
Percentile Gain
Identify similarities & differences 1.61 45
Summarizing & note taking 1.00 34
Reinforcing effort & providing recognition .80 29
Homework & practice .77 28
Nonlinguistic representations .75 27
Cooperative learning .73 27
Setting objectives & providing feedback .61 23
Generating & testing hypotheses .61 23
Questions, cues, & advance organizers .59 22
Prepared Especially for the Professional Learning Community of theGREAT FALLS PUBLIC SCHOOLS
by Dan Mulligan, Ed. D.August 2010
Learning in the 21st Century:Transforming Assessment for Data-Driven Decision Making
“If you don’t know where you are and you don’t know where you are going, anything you do will get you there”
HUNT for SOLUTIONS
Record your responses on the last page…
1. The % of POVERTY students scoring Advanced on the Math CRT in 2009.
2. The % of All students scoring Advanced on the Math CRT in 2009.
3. According to the Silent Epidemic, the % of U.S. dropouts who would have stayed in school if learning was more interesting and real-world.
4. According to the Silent Epidemic, the % of U.S. dropouts who felt they were ‘too far behind’ by the end of elementary school.
5. The % of All students scoring Advanced on the Reading CRT in 2009.
6. The % of LEP students scoring Advanced on the Reading CRT in 2009.
7. The % of All students Graduating On-Time in the Class of 2009.
8. The % of American Indian students Graduating On-Time in the Class of 2009.
9. The % of FEMALE students Graduating On-Time in the Class of 2009.
17
35
80
51
45
6
67
At MONTANA Schools:
SOLUTIONS: 6, 17, 35, 45, 51, 67, 80, 84, 86
86
84
Minority Student Achievement in Suburban Schools~Toward Excellence with Equity, Ronald Ferguson, Kennedy School of Government at Harvard University, 2007
• Survey of all students in 15 middle and upper income school districts in 10 states;
• Examined family characteristics, opinions about quality of instruction, achievement motivation, course-taking, effort, comprehension, GPA and other factors;
Asian Black Hispanic White0
10
20
30
40
50
60
70
80
53
66
72
48
53
72 74
57
AdvantagedDisadvantaged
When I work hard, it is because my teacher tells me I can do well.(“Yes,” instead of “Maybe” or “No”) (Grades 1 – 6)
Instructional Capacity
Alignment Engagement Adjustment Relationships
A s s e s s m e n t
Summarizing and Note Taking• Approaches to this strategy in the
classroom:– Teaching students the rule-based summarizing
strategies,– Using summary frames, and– Teaching students reciprocal teaching and group-
enhanced summary.
• What does it look like?– Take out material that is NOT important for
understanding,– Take out words that repeat information,– Replace a list of things with a word that describes the
things in the list (e.g., use trees for elm, oak, and maple).
– Find a topic sentence. If you cannot find a topic sentence, make one up.
Summarizing and Note Taking• Generalizations form the research:
– Verbatim note-taking is, perhaps, the least effective technique.
– Notes should be considered a work in progress.
– Notes should be used as a study guide for tests.
– The more notes that are taken, the better.
Instructional Strategies that Facilitate Successful Inclusion Must …
• Supply students with STRUCTURE and ORGANIZATION
• Encourage student COMMUNICATION and COLLABORATION
• Provide students with VISUAL and HANDS-ON learning experiences
C O V E R
C O V E R
Allow students to personalize their notebook with a cover collage.Preserve with packing tape.
Tab
le o
f C
on
ten
t S
amp
les
MIND Notebook Rubric
Knowing the Learner
Directions: Rank the symbols (1-4) in order from most (1) like you as a learner to least (4) like you as a learner.
Knowing the Learner
Strengths NeedsExperimentationRisk takingAdventurousIntuitive/InsightfulCreativeSpontaneous
GuidelinesBoundariesExpectationsStandardsParametersHelp in Focusing
Attitudes PreferencesDon’t like step-by-step directionsReact to internal and external rewardsWant to improve things for society
Stimulus-rich environmentOptions and alternativesInteresting and exciting learning
Learning Style of Beach Balls
Knowing the Learner
Strengths Needs
See the big pictureHome in on main pointsLearn from lecture and readingThink in abstract terms and languageAnalyze theories and informationThorough logical learnersCan delay gratification
Help in working with othersHelp in organizing time and bringing closure
Attitudes PreferencesDon’t like to waste time “pooling ignorance”Don’t like inquiry
Vicarious learningSimulationsAnalytical thinkingExpert informationFeedback that will improve grades
Learning Style of Microscopes
Knowing the Learner
Strengths Needs
Precision and accuracyStriving for perfectionPracticalityCompliance with teacherSensory responsiveExternally motivatedDelay gratification
Real experiencesConcrete examples, not theoryStructureProcedures, routinesDirections
Attitudes PreferencesNo news is good newsSerious about their workRequire feedback
Precise, useful feedbackRecommendationsAppreciate privacy
Learning Style of Clipboards
Knowing the Learner
Strengths Needs
EmpathicIntuitiveSubjective, abstract, affectiveRead between the linesSee the gestalt
Opportunities to work with othersTime for self-reflectionTo connect with teacher and peersRationale for learning
Attitudes PreferencesInternal motivationSelf-monitoring toward personal criteriaRequire rationale for learningCan block out stimuli
Subjective versus abstractPersonal incentives, encouragementChoice of learning environments
Learning Style of Puppies
• “If an educator keeps using the same strategies over and over and the student keeps failing,
who really is the slow learner?”
Musical/RhythmicSing itCreate a beatRap itMake a cheerCreate a jingleHum itIdentify soundsReact to soundsListen to soundsConnect to musicWrite a poem
Verbal/LinguisticRead itSpell itWrite itListen to itTell itRecall itUse “you” wordsApply itChunk informationSay itUse mnemonics
Logical/MathematicalMake a patternChart itSequence itCreate a mnemonicAnalyze itThink abstractlyThink criticallyUse numbersProve itInterpret the dataUse the statistics
Visual/SpatialMind mapsGraphic organizersVideoColor codeHighlightShape a wordInterpret a graphicRead a chartStudy illustrationsVisualize itMake a chartCreate a poster
Body/KinestheticRole playWalkaboutDanceLip syncSkits/charades/mimesConstructionMath manipulativesSign languageSportsActivity centersBody language
IntrapersonalMetacognitionUse self-talkWork independentlySolve in your own wayUnderstand selfJournal itRehearse itUse prior knowledgeConnect itHave ownership
InterpersonalThink-Pair-ShareJigsawCooperative groupingDramaDebatesClass meetingsRole playMeeting of mindsPeer counselingTutors/buddiesGiving feedbackShared Journals
NaturalistLabel itCategorize itIdentify itForm a hypothesisDo an experimentAdapt itConstruct itClassify itInvestigate itDiscern patterns
Choice Board or Tic-Tac-ToeThis assessment strategy allows students to select their own preferences but still achieve the targeted essential knowledge and skills.
After Reading Choice BoardSummarize a main idea and
put it to a beat.Draw the sequence of events on a timeline.
Create a way to remember the information.
Reflect on the significance of the information in your
journal.
WILD CARD !!!Your choice after getting
approval.
Create a series of at least six cartoon frames to
express the main idea.
Condense the information about a main idea and
create an advertisement, banner, or slogan.
Act a short skit that conveys the message of
the story.
Write a poem that conveys the main idea of the story.
Choice Board
Verbal/Linguistic Body/ Kinesthetic Visual/Spatial
Musical/Rhythmical
Wild CardYour choice after
getting the approval of the
teacher.Naturalist
Intrapersonal Interpersonal Logical/Mathematical
4 second partner
1. Select a new partner.2. Identify content to be taught
to your students.3. Outline a Dinner Menu of
evidence of student understandings.
4. Enjoy!
Instructional Capacity
Alignment Engagement Adjustment Relationships
A s s e s s m e n t
Category Ave. EffectSize (ES)
Percentile Gain
Identify similarities & differences 1.61 45
Summarizing & note taking 1.00 34
Reinforcing effort & providing recognition .80 29
Homework & practice .77 28
Nonlinguistic representations .75 27
Cooperative learning .73 27
Setting objectives & providing feedback .61 23
Generating & testing hypotheses .61 23
Questions, cues, & advance organizers .59 22
WHO AM I ?
RECALL
CREATE
CONNECT
RELATE
Montana Content Standards Verbs PROBLEM SOLVING
Analyze Derive Discover Evaluate Explore
Predict Solve Survey Verify Investigate REASONING
Categorize Classify Compare ContrastDifferentiate
Describe Estimate Explain Generalize Interpret
Justify Order Hypothesize Predict Infer
Prioritize Rank Validate Summarize COMMUNICATION
Clarify Correspond Describe Discuss Demonstrate
ExhibitExplain Express Persuade Portray
RestateShow Speak State Write
KEY QUESTION: Why are common assessments so important?
“You can enhance or destroy students’ desire to succeed in school more quickly and permanently through your use of assessment than with any other tools you have at your disposal.”
Rick Stiggins, Assessment Trainers Institute
WHY do we ASSESS:1. INFORM INSTRUCTIONAL
DECISIONS
2. ENCOURAGE STUDENTS TO TRY
Talk to Me...• Directions
– Form a team of TWO (2) people…
– Decide which person will face the screen and which person will have their back to the screen.
– Arrange your chairs back-to-back.
Follow-up Debriefing
• Each pair should share with your other team members the method you used to graph the figure.
• Discuss with your team:– Which method appeals to you?– Is there another method that you would prefer?
• Prepare for a “pairs choice of method” with a new graph.
Key Question
Did your performance on the second attempt to complete the grid exercise
improve after having an opportunity to self-assess your initial strategy?
Formative Assessment
• Formative assessment is the process used by teachers and students during instruction that provides feedback to adjust teaching and learning for the purpose of improving student learning.
Council of Chief State School Officers, October 2006
Notes:
Process rather than a particular test….
It is not the nature of the test itself that makes it formative or summative…it is the use to which those results will be put.
Thank you for all you do, for all the children!
~Dan