INCLUSIVE EDUCATION PLCSECONDARY STRAND

May 6, 2014Facilitated by Jennifer GondekInstructional Specialist for Inclusive Education, TST BOCES

OPENING ACTIVITY:

Using all the words in the stack, create a 3-5 sentence paragraph on the index card at your table.

1. Sharing Criteria (the clear learning target)

2. Questioning3. Feedback4. Peer Assessment5. Self-assessment

5 Research-Based Strategies that Significantly Improve

Student Learning

Karen Kidwell

LEARNING TARGETS:

Where am I going? Provide a clear and understandable vision of the learning

target. Use examples and models of strong and weak work.

Where am I now? Offer regular descriptive feedback. Teach students to self-assess and set goals.

How can I close the gap? Design lessons to focus on one aspect of quality at a time. Teach students focused revision. Engage students in self-reflection, and let them keep track of

and share their learning.

Stiggin’s 7 Practices of Assessment FOR Learning

ODYSSEY SCHOOL

http://vimeo.com/44052220

RESEARCH IN SPECIAL EDUCATION

1. Clear expectations about what is to be learned.

2. Clarity of presentation3. Multiple opportunities for student responses4. Active teacher monitoring of these

responses5. Frequent evaluation and feedback.

Christensen et al. (1989)Instruction for students with mild learning disabilities

RESEARCH IN SPECIAL EDUCATION

1. Explicit teaching of critical steps in the writing process, including models and prompts.

2. Explicit instruction in writing conventions across multiple genres.

3. Guided feedback to students via teacher/peer feedback.

Vaughn, et al. (2000); 13 studies with large effect sizesWriting instruction for students with learning disabilities*Similar results for reading comprehension study

RESEARCH IN SPECIAL EDUCATION

“Kroesebergen and Van Luit (2003) concluded, based on their meta-analysis of over 50 studies of students with math disabilities, that explicit teaching methods were more effective than less direct instructional methods such as discovery learning.”

Archer & Hughes (2011)

“It is important to point out that none of these reports stated that explicit instruction was the only way to teach. However, the conclusions were clear: Explicit instruction should be a consistent mainstay of working with students both with and without learning difficulties.”

Archer & Hughes (2011)

MISCONCEPTION #1:

Informing the students of the learning target by telling them what it is or by writing it on the board is sufficient. 

MISCONCEPTION #2:

Sharing a rubric with students will ensure they understand the criteria for success.

FINAL WORD PROTOCOL

“Knowing Your Learning Target”

3 TARGETS FOR EACH LESSON:

Content LiteracyCharact

er“I can

explain how miners

collected gold by making

inferences from

pictures and text.”

“I can organize the supporting details by order of

importance in my

paragraph about

bears.”

“I cooperate with other

group members.”

LEARNING TARGETS

Knowledge Reasoning Performance/ skills

Products

www.jennyray.net

KNOWLEDGE TARGETS

Mastery of substantive subject

content where mastery includes

both knowing and understanding it.

www.jennyray.net

KNOWLEDGE EXAMPLES

Identify metaphors and similes Read and write quadratic equations Describe the function of a cell membrane

Know the multiplication tables Explain the effects of an acid on a base

www.jennyray.net

REASONING TARGETS

The ability to use knowledge and understanding to figure things out and to solve problems.

www.jennyray.net

REASONING EXAMPLES

Use statistical methods to describe, analyze, evaluate, and make decisions.

Make a prediction based on evidence. Examine data/results and propose a

meaningful interpretation. Distinguish between historical fact and

opinion.

www.jennyray.net

PERFORMANCE/SKILL TARGETS

The development of proficiency in doing something where the process is most important.

www.jennyray.net

PERFORMANCE/SKILL EXAMPLES

Measure mass in metric and SI units Use simple equipment and tools to

gather data Read aloud with fluency and expression Participates in civic discussions with

the aim of solving current problems Dribbles to keep the ball away from an

opponent

www.jennyray.net

PRODUCT TARGETS

The ability to create tangible products that meet certain standards of quality and present concrete evidence of academic proficiency. www.jennyray.

net

PRODUCT EXAMPLES

Construct a bar graph Develop a personal health-related

fitness plan Construct a physical model of an object Write a term paper to support a thesis

www.jennyray.net

CLEAR TARGETS

Clear targets help us: Recognize if the formative assessment

adequately covers and samples what we taught.

Correctly identify what students know/don’t know, and their level of achievement.

Plan the next steps in instruction. Give meaningful descriptive feedback

to students.

1. Create 3 student friendly learning targets for an upcoming lesson. (Content, Literacy, Character)

2. When completed, post in your class.

3. Refer to it at the beginning of the lesson.

4. Review it at the end of the lesson.

5. Assess it & Reflect.

Try it Out!

CAROUSEL

VIDEOS: CHECKING FOR UNDERSTANDING

“My Favorite No” U-P-S Strategy Daily Tiered Exit Cards

See page 15 of your packet.

FEEDBACK

“Effective feedback more strongly and consistently raises student achievement than any other teaching behavior (Hattie, 2009)

Feedback that Feeds Forward

Focuses on success

criteria from the learning

target for today’s lesson.

Describes exactly

where the student is in relation to

the criteria.

Provides a next-step

strategy to improve or learn more.

Arrives when the student

has an opportunity

to use it.

Delivered in just the right

amount.

Brookhart & Moss

FEEDBACK: THE MIRROR AND THE MAGNET

Brookhart & Moss

SHARING STUDENT WORK

1. Work with partners at your table.2. Share a piece of student work. Discuss the

learning target and the task. 3. Collaboratively discuss where the student

is in regards to the learning target.4. Using the “Mirror and Magnet” page,

determine what feedback you would give to this student.

5. When finished, share the next piece of student work.