High School Testing – Scoring Best Practices May 24, 2011 CFN 201
CFN 201 Leadership Conference April 30-May 1, 2014 Russo’s on the Bay.
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Transcript of CFN 201 Leadership Conference April 30-May 1, 2014 Russo’s on the Bay.
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CFN 201 Leadership Conference
April 30-May 1, 2014
Russo’s on the Bay
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Leadership Strategies for Designing Rigorous Curriculum and Lessons to Ensure all Students Achieve
The Unit View– Unit design makes desired results clear
Common Core State Standards Transfer Goals Enduring Understandings Essential Questions Targeted knowledge and skills
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Common Core State Standards-ELA
Key shifts:– Regular practice with complex texts and their
academic language
– Reading, writing, and speaking grounded in evidence from texts, both literary and informational
– Building knowledge through content-rich nonfiction
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Common Core State Standards-Mathematics
Key shifts:– Greater focus on fewer topics
– Coherence: Linking topics and thinking across grades
– Rigor: Pursue conceptual understanding, procedural skills and fluency, and application with intensity
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Transfer GoalsUltimate goal of education Specify desire long-term, genuine accomplishments Students take what they have learned in one way or
context and use it in another independently Require application in new situations Explain inferences drawn in own words Provide appropriate evidence and reasons with minimal
prompts or reminders Requires strategic thinking Use habits of mind to persist and polish work
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Sample Transfer Goals: ELA
• Writing—Effectively write in various genres for various audiences, in order to Explain (narrative) Entertain (creative) Persuade (persuasive) Help perform a task (technical) Challenge or change things (satirical)
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Sample Transfer Goals: ELA
• Reading—Read and respond to various types of text (literature, nonfiction, technical) through Interpretation (between the lines) Critical stance Global understanding (the “gist”) Personal connections
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Misunderstandings in ELA Alert! An English test item in MA in which 2/3 of all 10th
graders could not identify a reading as an essay because “it didn’t have 5 paragraphs.”– How hard would it be to show students a 3 and a 9
paragraph essay on the same topic,; and then ask them to explain what makes an essay an essay, regardless of surface structure?
– Concept attainment, meaning making, via examples, non-examples, and guided inferences
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Sample Transfer Goals: Mathematics
Conceptual understanding requires that students demonstrate understanding of—– Which mathematical ideas are key, and why
– Which ideas are useful in a particular context for problem solving
– Why and how key ideas aid in problem solving
– How an idea or procedure is defensible, justify
– How to flexibly adapt previous experience to new transfer problems
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Misconceptions in arithmetic! A number with three digits is always bigger than
one with two. (3.24 is bigger than 4.6 because more digits)
Which fraction is bigger: 1/3 or 1/6? (6 is bigger than 3; What does the denominator do?
Common regular shapes aren’t recognized for what they are unless they’re upright. (Draw upside down, tilted over to force look at essential properties)
Proportion: three red candies and two blue. (2/3 rather than 2/5 because comparing blue to red not blue to all)
Misreading scales: (don’t understand that any interval on a scale must correspond to one unit)
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Three minute buzz
Turn and talk with table group to discuss Common Core shifts and transfer goals
Where is our work solid? Where do we need to make revisions? Share with whole group
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Enduring Understandings
Meaning-making An idea that results from reflecting on and analyzing
one’s learning: an important generalization, a new insight, a useful realization that makes sense out of prior experience
Big ideas in the sentence, “Students will understand that…”
Need to be uncovered
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Essential Questions Meaning Making Coming to an understanding and applying prior
learning requires active process by the learner Push students to look for patterns, connect ideas,
and consider useful strategies when faced with novel challenges
Why? How? What does this mean? What of it?
What is its significance? What follows?
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Targeted Knowledge and Skills Acquisition of key declarative and procedural
knowledge Goal of learning “content” is successful meaning and
transfer of prior learning to new situations Essential knowledge and skill
– Core building blocks for later meaning-making and transfer
– Assess the targeted knowledge and skill
– Targeted knowledge and skill fit within this unit
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Design Standard Application: Are? Common Core State Standards addressed explicitly Listed transfer goals specify desired long-term,
genuine accomplishment Identified understandings reflect important,
transferrable ideas Essential questions are open-ended and thought
provoking Identified knowledge and skill are needed to address
goals, achieve understandings, and support transfer Clear alignment among all elements
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Table Talk and Apply…
Which elements of the unit:– Meet the standard?
– Partially meet the standard?
– Does not yet meet the standard?
Offer feedback and guidance
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Differentiation Considerations Content Standards and long-term transfer goals do
not change Big ideas of content do not vary, but may be
explored in greater depth Essential questions should reflect big ideas, but
because they are open-ended they allow different entry points
Knowledge and skills may be differentiated to address knowledge or skill gaps or extend learning
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Authentic Assessment-Tasks
Purpose is transfer—students apply what the know flexibly and effectively to address new and realistically contextualized issues and problems
Call for real or simulated performances reflecting how people use knowledge and skill
Sport analogy—game differs from practice in that is quite unpredictable and higher-order. Players are faced with ever-changing situations and decisions
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Authentic Task GRASPS Elements
Goal-Student’s aim in the scenario Role-What role should the student play in the
scenario? Audience-Target audience to convince inform, or
entertain Situation-Authentic context for task performance Product/Performance-Create appropriate evidence
of attaining targeted goals Standards-Criteria for evaluation
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Try it…
Goal: Role: Audience: Situation: Product/Performance: Standards:
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Sample Task: ELA Struggles of every love story. Students explore universal
connection between a classic Shakespearean text and modern day drama (Personal or literary). The struggles contained within one love story provide useful fodder for the explanation of any story
“Dear Romeo. She’s not worth it”. Write an email to Romeo/Juliet that gives him/her perspective on the all-consuming emotion he/she experiences and how it will pass. The goal of the letter is to persuade him/her about what true love really looks and feels like and that the phase they are in is not permanent. The basis of the appeal should be a combination of evidence from Romeo and Juliet as well as examples from other texts, students’ personal experiences or prior knowledge
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Sample Task: Mathematics
Potomac Yard is being renovated to allow for new Metro Station, Condos, Town Houses and Stores. Length of space is 1600’ and width is 1600’. Border is going to be “Green”—plants, trees, gardens, paths and walkways. Figure out the largest width that can be set aside inside perimeter for the “Green” border. Area of Potomac yard is 12, 000,000 square feet. Area for renovation must be at least 9,000 square feet of retail, parking and living space but no more than 10,500,000 square feet
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Academic Prompt for Task
Make predictions for width of “Green” border Calculate area of rectangle inside border for
renovation based on each chosen width Make table with area of renovation as the y value
and width as the x value Graph each ordered pair List possible options for renovation based on data
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Assessment of Task Decide which option works best for the “Green”
border Write description of choice based on use,
constituents, aesthetics Produce proposal to submit to city of Alexandria, VA
to include:– Persuasive letter to City Planning Commission
– Pictorial representation—power point, visual graphic to scale with key or legend representing planting, walkways, buildings, parking lots
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Criterion-Based Evaluation Performance list-criteria, elements, or traits and a
rating scale Holistic Rubric-an overall impression of work. Yield
a singe score or rating for a product or performance. Provide a quick snapshot of overall quality of achievement
Analytic-Trait Rubric-divides a product or performance into distinct traits or dimensions and judges each separately. Provide more specific information or feedback to students
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Design Standard Application: Consider...
The specified assessments provide valid evidence of all goals and big ideas?
The specified assessments include authentic transfer tasks?
Evaluative criteria for each assessment is aligned to desired results?
Are students provided opportunities to reflect and revise work?
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Take Away
At your table group discuss the information presented today and as individuals and then group, write a take away message.
Volunteers will share ideas…
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Leadership Strategies for Designing Rigorous Curriculum and Lessons to Ensure all Students Achieve
The Classroom/Daily Lesson View– Daily instruction
Expects desired results in every classroom Has a balance of AMT (acquisition, meaning making
and transfer) Offers students targeted strategies to address
individual challenges Uses a range of instructional strategies to promote
engaged instead of compliant learners Supports students as they use different pathways to
achieve the same goal and personalize their work
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Learning for Meaning Making and Transfer
Two goals– Acquisition (knowledge and skill)
Direct instruction Automaticity
– Understanding (meaning and transfer) Comprehension and purposeful use Inquiry-oriented approaches Wise and effective application in new specific situations
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Learning Goals and Teaching Roles
Construct or revise a learning plan/daily instruction that reflects meaning and transfer as the ends and content knowledge and skill as the means.
Identify appropriate instruction and learning events for A-M-T goals
Code or revise learning plan to reflect those goals Use pp. 8-9 in handout for ideas
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Teach and Learn for Understanding
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Learning to TransferLearn to transfer by using discrete knowledge and skill
in the context of meaningful inquiry and contextualized application:– Establish and keep highlighting clear transfer goals
– Have learners practice judgment in using a few different skills, not just plugging in one skill on command
– Provide student with feedback (no grading) on their self-cueing, knowledge retrieval, self-assessment, and self adjustment
– Change the set up so that students realize that use of prior learning comes in many guises
– Have students regularly generalize from specific (and increasingly challenging) instances and cases
– Require students to constantly recast what they have learned
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Engaging and Effective Learning
Engaging work is thought provoking, pulls the learner into the subject and learners are intrigued.
Effective means that the learning was successful. Lessons carefully sequence the learning events for optimal engagement
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Examples of Effective and Engaging Plans
A genuine problem or intriguing question Clarity about the goals and means of achieving
them Work that stretches the learner but is doable Opportunities to personalize the work
Select an example listed and revise your daily plan to use it, or identify and label another idea in your current work
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GANAG…What’s that?
Goal-Learning goal/benchmark or objective Access-A “hook” that is a short introduction to the
lesson using students’ prior knowledge New Information-Acquire new information both
declarative and procedural Apply-Use a thinking skill or knowledge in a new
situation with feedback and guidance Generalize-Generalize what has been taught and
measure what has been learned
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Using GANAG
Revise or refine a current lesson plan using the template on p.12
Apply the following:– Standards
– Essential questions
– Measurable objective
– Instructional strategies
– Means of assessment
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GANAG Timing for Lesson Design
Goal-2% Access Prior Knowledge-8% New Information-30% Application-50% Generalize-10%
Use your revised lesson to time instruction, practice, and closure
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Review and Reflect A-M-T and GANAG What are the implications for instruction? What is the role of the teacher when transfer is the
goal? What elements should be in a lesson plan? How did we get to the point where teachers hope for
good results rather than plan for them?
At your table group, discuss the use of these ideas in planning daily instruction
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The Big Four
Creating a classroom of “master learners” for the 21st century:– Use a well-articulated curriculum
– Plan for delivery
– Vary assessment
– Give criterion-based feedback
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Active Learning
The secret to real student engagement
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The Biggest Mistake We Make
Engagement is not compliance.
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Real Engagement is NOT Compliance
What does a compliant learner do?
What does an engaged learner do?
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Learning is a Voluntary Activity
How do we make it so more students are willing to volunteer?
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Why real engagement is so critical Psychological investment — working hard to “make
sense” of problem, text, project or challenge
More receptive to feedback and more likely to revise
Take pride and ownership in the work produced
Increased likelihood that learning will stick
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Four Keys to Engagement
Quiet questions in the mind of every student…
Clarity: What am I aiming for?Context: Why should I care?Culture: Who is invested in my success?Challenge: How is it working for me?
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Key #1 CLARITY
From a student’s point of view…
What am I aiming for?
From a teacher’s point of view…
What am I asking students to do?
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Key #2 CONTEXT
From a student’s point of view…
Why should I care?
From a teacher’s point of view…
Why is this important?
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Key #3 CULTURE
From a student’s point of view…
Who is investing in my success?
From a teacher’s point of view…
How do I balance challenge and skill for this student?
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Key #4 CHALLENGE
From a student’s point of view…
How is this working for me?
From a teacher’s point of view…
How can I show my support?
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Engaged or Compliant?
Pursues own train of thought regardless of task at hand or feedback from staff which may make it difficult to finish in a timely manner (E)
Completes work with no expectation for personal relevance, connection, or interest (C)
Constantly questions both text and people to better understand an issue, topic, or problem (E)
Participates in group activities and discussion when prompted (C)
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Compliant or Engaged Learner
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Unit Design and Lesson Planning
A curriculum is organized to reflect mission and program goals
These long-term goals are framed by subjects and courses
Courses are composed of units Units are composed of lessons Lessons are composed of events Events are composed of step-by-step actions and
directions
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Teaching and Learning
Think big
Start small
Hope for an early win in Iowa
Plan to adjust
Judith M. Hilton, PhD
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Thank you for the opportunity to work with you and share ideas about unit design and effective daily instruction
For more information please contact [email protected]
Judith M. Hilton, PhD
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Evaluating Your Experience
Below is a link to ASCD’s online Professional Development Feedback Survey. We encourage all participants to complete the online evaluation within the next ten (10) days. All responses will be anonymously reported to ASCD.
Date: Faculty: School/District:
Thank you for taking the time to honestly evaluate the program. The results we receive help us to improve the quality of services you receive