PLC Facilitator Meeting1/30/06 & 2/1/06

AGENDAWarm-upsCelebrate/TroubleshootMAP MomentCommon Assessment Expectation

Did you sign-in?

Warm-UpBall Game

GOAL: Learn together by playing a ball game.DIRECTIONS: • Stand, form a circle• Toss ball to 1 person• That person gives the ball to another person

& calls his/her name.• Continue until each person has been given

the ball. • Remember the name of the person to whom

you gave the ball.

“Can you do it better and faster?”

Same directions—toss the ball, saying the name of the person you toss to until everyone has had the ball.

“Can you do it better and faster?”

Same directions—toss the ball, saying the name of the person you toss to until everyone has had the ball.

What are the implications of this activity for PLC’s?

Group problem-solving

Continuous Improvement

No direction vs focus

MISCONCEPTIONS ABOUT MEETINGS

7. Meeting time should be devoted to topics, rather than reflection, processing, or group development.

• Improvement comes with reflection.

• Routine self-assessment helps groups become more effective.

Routinely assessing meeting standards, can

almost guarantee meetings that produce maximum work in minimum time with maximum member satisfaction.

• GOAL: PLC meetings where the educational community can learn, dialogue, plan, problem solve, monitor, and make decisions to improve student learning.

“Effective meetings require more than skilled facilitators. Facilitation is important, as are sound agendas and functional physical surroundings. More important are skilled group members and the application of certain principles. Meeting success is influenced more by the collaborative norms of the group than by the knowledge and skills of a meeting facilitator” (Garmston & Wellman, 1999).

Celebrate

Troubleshoot

MAP MOMENT

Relating Common Assessments to MAP

Non-cores contribution to MAP

MAP Moment

BUZZWORDSWords That MAP Our Future

January 16-20 PredictJanuary 23-27 DiscussJanuary 30 – February 3 ExplainFebruary 6-10 SummarizeFebruary 13-17 Compare and ContrastFebruary 20-24 InferFebruary 27 – March 3 EvaluateMarch 6 – 10 FormulateMarch 13 – 17 Describe and ListMarch 27 – 31 Analyze

BUZZWORDS Words That MAP Our Future

K-2 3-5 6-12 List Use words that

show order; be brief.

Write a group of statements that show order; be brief and to the point.

Write a group of statements that show order; be brief and to the point.

Analyze Separate into parts and study.

Separate into parts. Study the parts.

Predict Use your clues to tell what will happen next.

Use your clues to tell what will happen next.

Use your clues to tell what will happen next.

Discuss Give the reasons. Give reasons for something; write the pros and cons, give details.

Give reasons for something; write the pros and cons, give details.

Explain Point out the main ideas and give reasons.

Point out the main ideas; describe reasons for the differences of opinion or results and try to state causes.

Tell about it; give the reasons for the differences of opinion or results and try to state causes.

Summarize Tell about the main points.

Tell about the main points. Short version about what’s important.

Compare How are they alike?

Ways in which two or more things are alike.

Tell all the ways things are the same.

Contrast How are they different?

Ways in which two or more things are different.

Tell all the ways things are different.

Infer Use your clues and info.

Use your clues and what you already know.

Use your clues.

Evaluate Give your opinion on how this works.

Decide and give your opinion.

Judge how good it is.

Formulate Make a plan. Make a plan. Put ideas together. Describe Tell a sequence of

events. Tell the sequence of events or tell about an event or item as if you were drawing it.

Tell about it using details.

Bloom’s Taxonomy

Knowledge

Exhibit memory of previously learned material by recalling facts, terms, basic concepts and answers

Comprehension

Demonstrate understanding of facts and ideas by organizing, comparing, translating, interpreting, giving descriptions and stating main ideas

Application

Solve problems to new situations by applying acquired knowledge, facts, techniques and rules in a different way

Analysis

Examine and break information into parts by identifying motives or causes. Make inferences and find evidence to support generaliza-tions

Synthesis

Compile information in a different way by combining elements in a new pattern or proposing alternative solutions

Evaluation

Present and Defend Opinions by making judgments about information, validity of ideas or quality of work based on a set of criteria

Buzz

Words

(Processes/ Skills)

List (may or may not show order)

Compare

Contrast

Summarize

Describe

Explain

Formulate Analyze•List the parts•Compare•Contrast•Infer

Formulate

Predict

Discuss

Evaluate•Explain•Compare

“Buzz” Words and Bloom’s Taxonomy

Important Ideas to Keep in Mind When Working with “Buzz Words”

1. 1. Many of the words represent thought processes. These thought processes are assessed on MAP in a variety of ways.

2. 2. Many items on MAP require a more complex answer than a strict application of the definition will provide.

3. 3. More than one thought process is asked in the same question.

1. Many of the words represent thought processes. These thought processes are assessed on MAP in a variety of ways.

List What are 3 reasons… Give 2 ways…

Analyze List the parts…What conclusion can be drawn…What inference can you make…What is the motive….Why do you think…What is the theme…..Determine the cause…

Predict What would happen if…How might things change if…

Discuss

Explain Why did….how would….

Summarize Summarize the information by writing a paragraph…Write a paragraph telling what the story is mostly about…

Compare How are things alike… Could interpretation of similes and metaphors

Contrast How are things different…

Infer Which of these is true about… Which of these is true about…which is most likely….What probably is/was

Evaluate Which is best, why, support your answer.. Make a

recommendation supported with information ….What else could

have happened…would it have been better…give details and examples

Formulate Write a plan….

Describe

List Write a group of statements that show order; be brief and to the point.

Analyze Study the parts.

Predict Use clues to tell what will happen next.

Discuss Give reasons for something; write the pros and cons, give details

Explain Tell about it; give reasons for the differences of opinion or results and try to state causes.

Summarize Short version about what’s important

Compare Tell all the ways things are the same

Contrast Tell all the ways things are different.

Infer Use clues

Evaluate Judge how good it is

Formulate Put ideas together

Describe Tell about it using details

2. Many items on MAP require a more complex answer than a strict application of the definition will provide

Explaining to evaluate (defending a position) is more complex than explaining to demonstrate understanding of facts.

Analysis may require “studying the parts” as well as comparing, contrasting and inferring.

3. More than one thought process is asked in the same question.

Example: • List and explain…• Summarize and Formulate (Write a diary entry, letter, etc.)• Evaluate and Formulate (Write a recommendation or report)

Common Assessment Expectation

K-6: Communication Arts & Math complete by the end of the year.

7-12: All core contents complete by the end of the year.

What’s Next?

Curriculum Writers:• review the assessments

to check the progression from grade to grade

• fine tune the assessments to enhance the quality

Possible PLC Topics

• Test-Taking Tips • Decoding Questions• Using MAP Release

Items with students • Using MAP Release

Items to compare to current scoring practices

ANCORA IMPARO

“I am still learning”

Michelangelo, age 87