Kákau Mea Nui Writing Matters A Waimanalo Elementary and Intermediate School and University of...
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Transcript of Kákau Mea Nui Writing Matters A Waimanalo Elementary and Intermediate School and University of...
Kákau Mea NuiWriting Matters
A Waimanalo Elementary and Intermediate School and University of Hawai`i Partnership
to improve student writing
Improving Student Writing
Learning to Write
• Writing Process• Writing Traits• Writing Genre
Writing to Learn
• SUMMARIZING• Note taking• Entrance/Exit Slip• Reflecting• Etc.
Student Self-Assessment
Increasing the Quality & Quantity of Student Writing
Today
Student Self-Assessment
WASC Recommendation:Increase the use of student self-
assessment
Reflection on Students’ WritingSelf-Assessment
Today
Planning for Student Self-Assessment
Where Are We?
Writers who can:–Write for different
tasks, purposes, and audiences
– Collaborate with teachers and peers
– Engage in the writing process
In July we discussed how we want students to be good
writers.
Reflecting on Students’ Writing
1. Describe where your students are now as writers.
2. Describe where you want them to be as writers by the end of the year, including MyAccess goal.
3. Identify which summarizing strategies your students know and use (across grade-level).
Student Self-Assessment
Increase the use of student self-assessments
Reflection on Students’ WritingSelf-assessmentToday
Planning for Student Self- Assessment
Before
After
How do I currently have students self-assess their own learning?
Define self-assessment.
ReflectionDuring
During
How confident am I in teaching my students to self-assess using the “I do,” “We do,” and “You do” plan I developed on the back of this sheet?
“I do” “We do” “You do”
Direct Instructio
n
Group and PartnerPractice
Independentpractice
1 2 3 4 5Confident in each stage
Not confident in each stage
How confident am I in teaching students how to do a self-assessment?
What are two or three additional ideas for students to do self-assessments in my class?
Do I have criteria/rubric for each self-assessment idea? Can I develop the criteria/rubric? Can my students help develop the criteria/rubric?
“I do” “We do” “You do”
1 2 3 4 5Confident in each stage
Not confident in each stage
What is Self-Assessment?
Self-assessment is the process of analyzing and making judgments
about one’s own learning.
It involves assessing:what you knowwhat you need to know, andhow you can bridge that gap
What Students’ Learn - Self-Assessment
When students are collaborators in assessment they develop the habit of self-reflection and learn…
the qualities of good work,how to judge their work against these qualities,how to assess their own efforts and feelings of accomplishment, andhow to set personal goals.
Learn to Self-Assess
• qualities of good work
• how to judge their work against these qualities
• how to assess their own efforts
• Set personal goals• feelings of
accomplishment
Criteria/Rubric
Explicit Instruction
Reflect onEvidence
Instruction &
Practice
Student Self-Assessment
A few activities that require reflection and engage learners in the assessment process include:
• Compare their work over time• Create and use evaluation criteria for
a project• Evaluate and revise a piece of writing
(rubric)• Judge their reading preferences and
habits by reviewing their reading journals Criteria Instruction Practice Evidence
Student Self-Assessment
Brainstorm a list of ways to have students self-assess their learning.
Groups: K-2 3-5 LA
6-8 LAScience 3-8Math 3-8Social Studies 3-8Specials & Counselors
Student Self-Assessment
What learning to write & writing to learn tools
have you been using for the last 2 ½ years that you might have
forgotten to add to your list?
Summarizing & Rubrics
3-2-1
Partners A & B
Frayer Model
Draw-Label-Summarize
GIST
What-Why-HowSorting Cards
Line-Up
Cornell Notes
Summary
KNL
BRAINSTORMTopic/Opinion
Bubble or Tree Map
HowWhat Why
ORGANIZINGWhat-Why-How
INTRODUCTION Hook – Linking Sentence –
Thesis Statement
CONCLUSIONSummary Statement –
Final Thoughts
WRITE A DRAFT
REVISE DRAFT
EDIT
Voice• Cares about topic• Strong feelings• Authentic• Personality• Strong Connection
Ideas• Main idea
• Supporting details• Showing details• Purpose
• Unusual approach
Organization• Beginning• Ending
• Sequencing• Pacing
• Transitions
Word Choice• Strong verbs• Effective modifiers•Memorable words• Effective phrases• Engaging language
Sent. Fluency• Beginnings• Varied length• Reads well aloud• Rhythm and flow• Easy to understand
Conventions• Caps
• Punctuation• Paragraphing• Spelling• Grammar
Student Self-Assessment
Beforeinstruction
DuringInstruction
Afterinstruction
• Bell work• Entrance slips• Caption a picture• Vocabulary building• Assess prior learning• Assessing prior knowledge• Open ended question• Journal quick write• K-W-L
• Write-Pair-Share• List-Group-Label• What-Why-How• Focused Write• Note-taking• Write/answer questions• Graphic Organizers
• Summarizing• Reflecting• Exit Slips• Define key terms• If/Then statements• Quick write• Write/answer questions• Graphic Organizers• Homework with writing• Draw-Label-Write
Student Self-Assessment
1. Review your group’s list and ADD any learning to write & writing to learn strategies which could be used for student self-assessment that you might have missed.
2. Put a “*” next to the ideas on the list that already have established criteria or a rubric.
What are two or three additional ideas for students to do self-assessments in my class?
Do I have criteria/rubric for each self-assessment idea? Can I develop the criteria/rubric? Can my students help develop the criteria/rubric?
During
After
How do I currently have students assess their own learning?
Define self-assessment.
ReflectionBefore
During
“I do” “We do” “You do”
Direct Instructio
n
Group and PartnerPractice
Independentpractice
1 2 3 4 5Confident in each stage
Not confident in each stage
1 2 3 4 5Confident in each stage
Not confident in each stage
How confident am I in teaching my students to self-assess using the “I do,” “We do,” and “You do” plan I developed on the back of this sheet?
How confident am I in teaching students how to do a self-assessment?
“I do” “We do” “You do”
Planning for Student Self-Assessment
You have…• Developed a list of ways for students to self-assess.• Established if you have the criteria/rubric.
Next step…• How will you teach students to self-assess?
Criteria Instruction Practice Evidence
Teaching Students to Self-Assess Graduated Release of
Responsibility
“I do” “We do” “You do”
Direct Instruction
Group and Partner Guided Practice
Independentpractice
Best way…
How confident am I in teaching students how to do a self-assessment?
During After
ReflectionBefore During
“I do” “We do” “You do”
Direct Instructio
n
Group and PartnerPractice
Independentpractice
1 2 3 4 5Confident in each stage
Not confident in each stage
1 2 3 4 5Confident in each stage
Not confident in each stage
How do I currently have students assess their own learning?
Define self-assessment. What are two or three additional ideas for students to do self-assessments in my class?
How confident am I in teaching my students to self-assess using the “I do,” “We do,” and “You do” plan I developed on the back of this sheet?
Do I have criteria/rubric for each self-assessment idea? Can I develop the criteria/rubric? Can my students help develop the criteria/rubric?
“I do” “We do” “You do”
GRR & Student Self Assessment
Three vocabulary words are defined correctly.
Two synonyms are listed for one vocabulary word.
One vocabulary word is used correctly in a complete sentence.
Two vocabulary words are defined correctly.
One synonym is listed for one vocabulary word.
One vocabulary word is used correctly in a sentence. Sentence is incomplete.
One vocabulary word is defined correctly.
No synonyms are listed.
Vocabulary word is used incorrectly in a sentence. Sentence is complete or incomplete.
Meets (3) Approaches (2) Below (1)
Rubric: 3-2-1 Vocabulary Example
Choose three vocabulary words from today’s lesson. Write a definition for each word.
Choose one vocabulary word (from the three you defined) and list two synonyms for it.
Write a complete sentence using your chosen vocabulary word.
GRR & Student Self Assessment
“I do” “We do” “You do”
Direct InstructionGroup and Partner Guided Practice Independent practice
Teacher • Initiates• Demonstrates (Elmo)• Models• Explains• Thinks aloud• Shows “how to do it”Students• Listens• Observes• May participate on a limited basis
Teacher• Demonstrates• Leads• Suggests• Explains• Responds• Acknowledges
Students• Listen• Actively contribute• Respond• Question• Collaborate• Tries out
Teacher• Validates• Teaches as needed• Evaluates• Observes• Encourages• Clarifies• Confirms
Students• Applies learning• Takes charge• Practice• Problem solve• Approximate• Self-correct
Example: GRR & Student Self-Assessment“I do”
“We do”
“You do”
Direct Instruction (Model & Demonstrate):
Guided Group Practice:
Independent practice:
Teacher
Students Teacher
Students
Teacher Students
Guided Partner Practice:
Review 3-2-1 prompt and rubric. Place a completed 3-2-1 on the Elmo. Model and think aloud as you assess each step of a completed 3-2-1 using the rubric (repeat for 2-3 examples of varying quality)
Students listen, ask questions, look at their copy of the rubric.
Place a completed 3-2-1 on the Elmo. Ask students to assess the sample. As a whole group, invite students to raise their hand on how they scored. Ask why they gave the score they did. Decide as a class what the score should be. Repeat.
Place a completed 3-2-1 on the Elmo. Ask students to assess the sample alone. Assign pairs and ask pairs to reach agreement on the scoring. Walk around and check student’s “alone” and “pair” assessments. Review as a whole class, discuss scoring and reach consensus. Repeat with additional samples as needed. Have students assess their own completed 3-2-1 and trade with peer. Reach consensus if needed. Repeat as needed.
Actively participate in assessing the sample alone and with whole class, respond to questions, offer opinions and reasons for scoring.
Actively participate in assessing the sample alone and in pairs, clarify information with peer, respond to questions, offer opinions and reasons for scoring.
Ask students to access their own completed 3-2-1 with the rubric. Monitor. Invite students to reflect on what they need to learn, set a goal, and/or describe progress towards an existing goal.
Observe, clarify, provide feedback, validate, encourage, confirm, teach as needed.
We
do it
.Yo
u do
it
toge
ther
.
Teaching Students to Self-Assess
What work will students self-assess?
What rubric will students use to self-assess?
What evidence will I use to demonstrate students are engaging in self-assessment?
Science Lesson – 3-2-1
3-2-1 Vocabulary Rubric
Completed 3-2-1 and score
One sentence reflection
Writing Your Own Self-Assessment Plan
Content Area – Same Group
Write one plan you might use to teach students to effectively
engage in self-assessment using the GRR model.
Be prepared to share the plan for your group.
“W
e d
o”
“You
do”
Gro
up
an
d P
art
ner
Gu
ided
Pra
cti
ce
Ind
ep
en
den
t p
racti
ce
Teach
er
“I
do”
Dir
ect
Instr
ucti
on
Teach
er
Stu
den
ts
Teach
er
Stu
den
ts
Wha
t wor
k w
ith st
uden
ts s
elf-a
sses
s? _
____
____
____
____
____
____
____
____
____
____
__
Wha
t rub
ric w
ill s
tude
nts
use
to s
elf-a
sses
s? _
____
____
____
____
____
____
____
____
____
Stud
ent S
elf-A
sses
smen
t: P
lan
Wha
t evi
denc
e w
ill I
use
to d
emon
stra
te s
tude
nts
are
enga
ging
in s
elf-a
sses
smen
t? _
____
_ __
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
Stu
den
ts
We do it. You do it together.
How confident am I in teaching my students to self-assess using the “I do,” “We do,” and “You do” plan I developed on the back of this sheet?
After
ReflectionBefore During
During
“I do” “We do” “You do”
Explicit Instructio
n
Group and PartnerPractice
Independentpractice
1 2 3 4 5Confident in each stage
Not confident in each stage
1 2 3 4 5Confident in each stage
Not confident in each stage
How confident am I in teaching students how to do a self-assessment?
How do I currently have students assess their own learning?
Define self-assessment. What are two or three additional ideas for students to do self-assessments in my class?
Do I have criteria/rubric for each self-assessment idea? Can I develop the criteria/rubric? Can my students help develop the criteria/rubric?
“I do” “We do” “You do”
Aloha
See you January 21-24 & 27 for Articulation.
Please bring your self-assessment plan.
Don’t forget we are here to support you!
Let us know how we can help.