step by step structured choice - ALL-EDSpeaking Persuasive speech Oral report Poem Mock newscast...
Transcript of step by step structured choice - ALL-EDSpeaking Persuasive speech Oral report Poem Mock newscast...
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StructuredChoice BOTHTeacherAssignmentandStudentChoicethroughVisibleLearning
Studentshavethesteeringwheelandteachershavethebrake Followthisguidetodevelopingstructuredchoiceassignments. Step1:SelectCurriculumGoals
1. Chooseaunitortopic. Unit/Topic:________________________ ReflectionQuestions: ➢ Whatisworthunderstandingaboutthistopic?
➢ Whyisthistopicimportant?
➢ Wherecanthistopictakeyouasalearner(connections,richness)?
➢ Thistopiccanbestudiedasagoodexampleof______________?
➢ What’saninterestingslantorangleonthistopic?
➢ Howcanstudentsreadilyengagewiththistopic?
➢ Whatwillbedifficultforyourstudentsinthistopic?
©RonRitchhart,1999.Revised2001. 2. ListtheUnderstanding,Knowledge,andSkillsstudentsshouldmasterthroughlearninginthisunit.
Understanding_________________________________________________
Knowledge: ● ● ●
Skills: ● ● ●
- BigPictureOutcome:Completingthisunitwillpreparestudentsfor… - HowaretheseknowledgeandskillsrelatedtotheCCSSexpectations?
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Forthisguide,thepurposeoftheStructuredLearningChoicewillprovidemultipleassessmentstofurtherstudentlearninganddemonstratedepthand
dimensionofunderstanding.
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StudentProductsandPerformancesIdeas
Studentsusetheircontentknowledgeandavarietyofskillstocreateproductsorperformances.Theseproductsorperformancescanbeusedtoassessstudentgrowthandstrengths.Thisisabrainstormofpossibleproductsorperformancesgroupedbythecommunicationmethodprimarilyusedforthatassignment. Speaking Persuasivespeech Oralreport Poem Mocknewscast Choralreading Skit Play Song Storytelling Teachothers Debate Oralinterpretation Monologue Reader’stheatre Interview Introduction Drawing Illustration Animation Greetingcard Portrait Postcard Cartoon Logo Advertisement Map T-shirtdesign Storyboards Scrapbook Paperdolls Costumedesign Mural Poster CreatewithTechnology SlideshoworPowerPoint
Videotaping Videoediting–commercialordocumentary Webpage Animation Building Photos Diorama 3Dmodel Collage Claymation Mask Costume T-shirt Invention Soundrecording Exhibit Museum Song/music Writing Brochure Bookcover Letters Epilogue Alternateending Essaytest Newspaperarticle Biography Directions Script Labreport Equations Diary/Journal Recipe Historicalfiction
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Chronology Songlyrics Moving Tableaux Experiment
Dance Lipsync Pantomime
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Step2:BrainstormAssessments
Note:ThisstepchangesdependingonthepurposeoftheStructuredLearningChoice.Ifthepurposeoftheassignmentisreview,theninsteadofassessments,reviewassignmentswouldbebrainstormed.Ifthepurposeoftheassignmentistocreatearesourceforeditingwriting,thenthebrainstormwouldbeabouteditingtasks.Forthisguide,theStructuredLearningChoicewillprovidemultipleassessmentstofurtherstudentlearninganddemonstratedepthanddimensionofunderstanding. Brainstormlistofassessmentchoices–usetheproductlistandthinkinglist(onnextpage)togainideasthatwouldallowstudentstodemonstratetheunderstanding,knowledge,andskillslistedabove.Donotedityourbrainstorm–writeasmanyideasasyoucanthinkofonaseparatepieceofpaper.Theassessmentchoiceboardcouldbeusedatanytimeduringaunit.
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NamingSevenTypesofThinking Curious
• Wonder • Askquestions • Observeclosely • Findproblems • Beplayful
IntellectuallyCareful
• EvaluateEvidence • Alertforerrors • Checkforaccuracy • Corroborateinformation • Justifyopinionswithevidence
Reflective
• Compareaproducttocriteria • Evaluateaprocess • Seekunderstanding • Gatherotheropinions • Considerrelationshipbetweenpartsandawhole • Questionresults • Identifypatterns
Strategic
• Setgoals • Takeaction • Evaluateandreviseplans • Useknowledgetomakedecisions • Reasonthroughproblems
Creative
• Createnovelsolutions • Makeunusualconnections • Combineideas • Rearrangeelementsintonewpatterns
Adventurous
• Explorealternativeviews • Openminded • Thinkwithawidescope • Seekunderstanding
Art Class ca. 1943-1945 William H. Johnson Born: Florence, South Carolina 1901 Died: Central Islip, New York 1970 tempera and pencil on paper sight 22 7/8 x 16 7/8 in. (58.2 x 42.9 cm) Smithsonian American Art Museum Gift of the Harmon Foundation 1967.59.176 Not currently on view http://americanart.si.edu/collections/search/artwork/?id=12226
DevelopedfromProjectZero,HarvardGraduateSchoolofEducation,CulturesofThinkingProject,http://www.pz.harvard.edu/Research/CultThink.htm
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Collaborative
• Shareideaswithothers • Askclarifyingquestions • Valuetheopinionsofothers • Buildlearningthroughinteraction
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Step3:SelectAssessmentsthatMeetCurricularGoals
ReflectionQuestions: Thinkabouttheassessmentchoicesandaddnewideas. BuildingUnderstanding ➢ Canstudentsdothisactivitywithoutreallyunderstanding? ➢ Doesthisactivityallowstudentstobothdevelopanddemonstrateunderstanding? ➢ Whatdoesthisassessmenttellmeaboutwhatstudentsdoanddonotunderstand? ➢ Whatkindsofthinkingarerequiredtodotheseactivities? ➢ CanIfindoutifstudents’misconceptionsandstereotypesarechanging? ➢ Dotheseactivitieshelpstudentstoconfrontandworkthroughparticularlychallengingideas
requiredtounderstandthistopic? Preparation ➢ Whatfoundationsofknowledge,skills,andunderstandingneedtobebuiltsostudentscando
theseactivitieswithunderstanding? Management/Feedback ➢ Canstudentsshowmeandotherswhattheyunderstandthroughtheseassessments? ➢ HowcanIgivestudentsfeedbackontheirprogresstowarddevelopingunderstandingthrough
theseassessments? ➢ HowcanIhelpstudentstoself-assess? ➢ Whatopportunityistherehereforstudentstoofferfeedbacktopeersandlearnfromthelearning
ofothers? UseCriteriatochooseassessments: 1.Placeachecknexttobrainstormedassessmentsthatareparticularlyusefulformakingvisiblestudentunderstanding,knowledge,andskills.
● Studentsengageactively ● Studentsengagethoughtfully ● Students'thoughtsandactionswilldemonstratemasteryofthecurriculumgoals
2.Consideringonlycheckedideas,circleideasthatarepracticalconsideringresources:timeandmaterials. 3.Makesurethateachchoiceasksstudentstoengageinpurposefulthinkingmovingthemtowardmasteryofalearningtarget. 4.UseonlythecircledideastocreateaStructuredLearningChoiceassignment.
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Step4:CreateaChoiceBoardorMenu Usetheassessmentsthatarebothcheckedandcircledfromthebrainstorm. Considerarrangingtheassessmentsby:
● Form–typeoffinishedproduct ● Purpose–topersuade,inform,model,etc. ● Skillsused ● Communicationmethodused:drawing,writing,building,speakingormoving ● Vocabularyandbackgroundknowledgeusedordeveloped ● Interactionwithotherpeopleorresourcestocompletetask ● Audience ● Groupingtocompletetask ● Topic ● Sizeofproject ● Levelofdifficulty ● Typeofresourceormaterial
Establishdirectionsforcompletingstructuredchoicetoeliminateanymanagementchallengessuchasstudents“choosing”thewrongassignment.Forexample,requirecrossingmiddleinatic-tac-toeboardtorequireaparticularassignmentforallstudents.
● Requiredchoices(forexampleatic-tac-toemustcrossthecentersquare) ● Freechoice ● Numberofchoicesandsizeoftasksinrelationtoavailabletimeandresources ● Somechoicesbeinggivingorreceivingfeedbacktopeersasrequirements ● Stopstocheckinwiththeteacher ● “GoBack”squares,thatrequirestudentstoreturnandreflectonaprevioustask. ● Arrowsthatdemonstratethatlearningisnotalwaysaforwardmovinglinearprocess,so
chancestogobackandrevise,practice,andconnectpreviousideastonewtasks. ● Rulestofosterstudentsmakingchoicesthatextendtheirskills.
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Step5:Createonegradingtoolfortheassessments
Beginbybrainstormingalistofcriteria.Thendeterminewhatismostimportanttofocusforthisunit. Ifcreatingarubricthenconsider:
Criterion Quality Yes Yes,but No,but No
Givesenoughdetails. .
Yes,Iputinenoughdetailstogivethereaderasenseoftime,place,andevents.
Yes,Iputinsomedetails,butsomekeydetailsaremissing.
No,Ididn’tputinenoughdetails,butIdidincludeafew.
No,Ihadalmostnodetails.
Andrade,H.http://learnweb.harvard.edu/ALPS/thinking/docs/rubricar.htm
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Step6:CreateaManagementPlanforUsingwithStudent
Time Decidewhenassignments/taskswillbedue.StructuredLearningChoices
canbecompletedinclassorashomework.
Materials Prepareneededmaterialstoenablestudentstocompleteassignmentsindependently.Forexample,writeadialogbetweentwocharactersisataskinaReadingResponseLearningChoiceAssignment.Offeringlinedpaperforthecharacter’snameandthenwhatthecharactersaysenablesstudentstowritethedialogwithoutteacherassistance.
Preparation Planhowstudentswillaccessandstorematerialsandmonitortheirownprogress.
Grading Determineifeachtaskbegradedorcompletionoftheentireassignment.Becausetheremaybeseveralproductsfromeachstudent,avoidtheteachergradingalltasks.Usepeerfeedbackandselfreflection,aswellasteacherfeedback.Organizeasharingdayorexhibitionandinviteexperts(parents,communitymembers,andothereducators)intoviewthecollectionofproductsandofferfeedback. Establishcriteriaforhighqualitywork.NoticethecriteriaontheStructuredLearningChoiceexamplesintheexamplebookletintheresourcesectionofthisblog.
Feedback Usepeerfeedback,selfreflection,andinclassteacherconferencingtoincreasethelearning. UsetheadditionalresourcesonthenextpagestoconsiderhowstudentswillreceiveandofferfeedbackduringStructuredLearningChoice.Intheexamplebookletintheresourcesectionofthisblogtherearesampleself-reflectionandpeerfeedbackforms.
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ThePyramidandLadderofFeedbackOnewaytoorganizethetypes,formsandsourcesoffeedbackisbyusingtheFeedbackPyramid.Teachersandotherfacilitatorsoflearninguseittobothplanandreflectontheirassessments.Withittheycombinedifferentkeycomponentstocreateavarietyofongoingfeedbackmomentsandmethods:Type:Formalvs.InformalThetopofthepyramiddescribesthetypeoffeedbacklearnerscanreceive.Aquickinformalconversationwithateacher,anotefromapeer,areviewofone'sownwork,oranexplanationfromaparentmightsupportunderstandingmorethanaformalgradeonaproject.Whenwecreatefeedbackinourclassrooms,strikingahealthybalancebetweeninformalandformalfeedbackiskey.Toomuchinformalfeedbackandstudentsmayhave
difficultydrawingjudgmentsabouttheirprogress.Toomuchformalfeedbackandstudentsmaybecomeextrinsicallymotivatedbygrades.Form:WrittenandVerbalAssessmentsshouldofferfeedbacktothelearnerusingavarietyofforms.Forexample,ateachermaywritefeedbackinthemarginsofstudents'journalsorspeakwithstudentstogivefeedback,individuallyorinsmallgroups.PerhapsthereareotherformsoffeedbackthinkingofLearningProfilesusingMItheoryorlearningstyles.Creatingavarietyofformsthatcommunicateusefulinformationtothelearnerisakeyelementincraftingfeedback.Source:Self,Peer,andTeacherAssessmentsshouldleveragemanydifferentsourcesoffeedback.Theteacherisnottheonlysourceofinformationinaclassroom.Studentscanoffervaluablefeedbacktoeachother.Howisthispyramidused?Someteachersuseittoreflectontheirvariousassessments.Ateachermightsay,"WellI'vegotmanyassessmentslikepopquizzesthatareformalandgivewrittenfeedbacktothestudentfrommetheteacher."Thispyramidurgesthatteachertocomplementthoseassessments(orreplacesome)withinformal,verbal,peerandself-assessmentstrategies.Teachersalsousethepyramidasaplanningdevice.Inordertocreatearoundedassessmentexperienceforstudents,ateachermightask,"CanIcreatesomeinformal,verbal,selfassessmentsearlyonintheunit?Whatmightbesomeinformal,written,peerassessments?WhattypesofformalassessmentscanIbuild?"Inthissense,thepyramidbecomesatoolthatteachersusetocreatefeedbacktosupportunderstanding. CreatedbyProjectZero,HarvardGraduateSchoolofEducation
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Therearemanyspecificfeedbacktoolswecanusewithourstudentstohelpcultivateacultureofassessingforunderstanding.OnesimpleandhighlysuccessfultoolistheLadderofFeedback,whichrecommendsthatanyprocessofprovidingfeedbackfollowssomegeneralsteps:1.clarify,2.value,3.offerconcerns,andthen4.suggest
Clarify:Whenstudentssharetheirwork,theirideasmaynotseemclearorsomeinformationmaybemissing.Clarifyingbyaskingquestionsaboutunclearpointsorabsentideasbeforefeedbackisgiveniscrucial.Thisstepcanhelpteachersandotherstudentsgatherrelevantinformationbeforeinformedfeedbackcanbegiven.Value:Aftergatheringtheproperinformation,expressingyourappreciationforstudentsandtheirideasisfundamentaltotheprocessofconstructivefeedback.Valuingbuildsasupportivecultureofunderstandingandhelpsstudentstoidentifystrengthsintheirworktheymightnothaverecognizedotherwise.Stressingthepositivepointsofthework,notingstrengthsandofferinghonestcomplimentssetsasupportivetoneduringafeedbacksession.Payingattention,noddingandtakingnotesareotherexamplesofbehaviors
thatsetandmodelapositiveatmosphere.Suchvaluingmovesshowthatthegiveroffeedbackhonorsthestudentandhisstrongestideas.OfferConcerns:Oftentherearelegitimateconcernsabouttheworkbeingassessed.Perhapsyouseeproblemsordon'tagreewiththeideasoractionsinquestion.Nowisthetimetoraisesuchconcerns-notasderisiveaccusationsorabrasivecriticisms,butashonestthoughtsandconcerns."Haveyouconsidered...","WhatIwonderaboutis...","Perhapsyouhavethoughtaboutthis,but..."Theseareallwaysofframingconcernsinnon-threateningways.Suggest:Offeringsuggestionsisthelastvitalrunginsupportinglearnersindevelopingunderstanding.GivingsuggestionsforsolvingtheproblemsweidentifiedduringtheOfferConcernsstepcanhelpthelearnerusethefeedbacktomakeimprovements.Ofcourse,thereisnoguaranteethatthelearnerwillusethesuggestions,norneedtherebeone.Suggestionsarejustthat--suggestions--notmandates.Howdoteachersusetheladder?Theyoftenuseittoguideconversationswithstudentsandbetweenstudents.Youmightteachitbymodelingitsuseinfrontofawholeclass,thenrequiringthatstudentsuseittogivepeerfeedback (*) This text, used to describe the Ladder of Feedback, is an excerpt (with some modification) from the Assessing for Understanding WIDE course designed by Daniel Wilson and taught by Heidi Goodrich.