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Barb RowenhorstJanet Hensley

PASSMarch 10, 2011

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Interesting information

Outcomes• Review Assessment Strategy #4: Student self-assessment & setting

goals

• Relate goal setting to formative assessment and motivation

• Understand the relationship between formative assessment and student motivation

• Understand the factors relating to student motivation

• Revisit student involvement in the formative assessment process

• Learn how to assess student disposition

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Rick Melmer3 Things to Being a Successful Teacher

Attitude: the people that are most effective are the ones that maintain a positive attitude.Ambition: teaching is hard work -- strike a balance between family and work. He challenges us to work hard and be the best that we can.Amnesia: forget about the little things that can aggravate you. Help kids by allowing them to start a new slate.

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Annette Breaux

TestName the 5 wealthiest people of the worldName the 5 Heisman trophy winnersName 5 winners of the Miss America contestName ten people that have won the Nobel or Pulitzer prize

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Annette Breaux cont.Name at least 2 teachers who aided your journey through school.Name 3 friends who have helped you through a difficult time.Name 2 people who have taught you something worthwhile.

The people who make a difference in your life are not the ones with the most money or awards –

They are simply

Those People Who Care.

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Annette grouped teachers as 1’s, 2’s, 3’s.

We want to be 3’sWe want our kids to be 3’s

1’sDon’t do much teachingSpend the majority of their time complainingRarely smileHave lots of management problemsUses all teacher directed activitiesHave an aversion to changeSupports an I don’t care attitudeDon’t particularly like kids.

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Annette Breaux

2’sAre capableTend to get caught up in negativesLack enthusiasmTend to blame othersPretty good at managing classrooms.

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3’s3’s always appear happy.Appear professional at all times.If 3’s have a disagreement--they go straight to a method of handling that and professionally share their concerns. 1’s and 2’s go to the lounge and complain.

3’s touch lives and make a difference

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Survey from last time . . . Goal Setting

Wanted additional information

Goal setting (and self assessment) for younger students (adaptable to LD-type students)

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How will you get there…

…if you don’t know where you are going ?

Learning to Learn

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From . . . St. Paul - Assessment for Learning

Goal Setting with RobertVideo scenario

Sarah Explains

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People who succeed have goals, and people with

goals succeed.

Goal Setting 101from Education Week

We have to teach them to believe in themselves, because without that belief, they aren’t likely to achieve their goals.

In order to achieve, you must first believe.

Getting Goal Setting Started

First, make sure students know what a goal is.

Ask students to volunteer goals they or their friends have set for themselves in the past. List their ideas on the board, and discuss the difference between long-term and short-term goals. Short-term goals might include:

reading a difficult book, earning a perfect score on a spelling test, not yelling out when others are talking, or arriving at school on time each day for a month.

Long-term goals could include: goals for the school year, earning a scholarship to college, or dreams about future careers.

You may want to visit about people who students can relate to that have had goals and been successful.

Brainstorm

Academic goals at school are directly related to students knowing the ‘target’ – where they are headed.

Goals

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Have students review their plans each day or at certain times.Interact with each student about their goal and their progress.Help students make smaller steps to attain their goal if needed.

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Student goalsDifferent from adult goals.When you’ve found out what each student wants to achieve,

help them identify the steps required to get there and in particular, ask them what is the first thing they need to do to progress towards this goal.

By doing this, you are starting the set the framework for goal setting

for kids. Keep at it!

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Smart Goals

Common “goal”: To lose 10 pounds in two weeks.

SMART goal: I walk one mile every Monday, Wednesday, and Friday and I weigh 175 on May 30.

Specific Measurable Attainable Realistic Time-certain

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Goals

Instead of . . .Get good gradesDon’t get in troubleNo more tardies

Brainstorm what to write

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Goal-Setting Templates

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Goal Setting Templates

Look through the templates as well as the templates from last time.

Choose one template that you can use or modify for your classroom.

Share with your team members.

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Motivating Students…

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Survey from last time . . . Motivation

What is the correlation between behavior and success in a student academically? How to increase student motivation. How do you motivate students to want to do better and to have commitment to learning?

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Motivation

Motivation: DEFINITION: From the Latin verb movere (to move).

Motivation is the process whereby goal-directed activity is instigated and sustained.

Why should students set and sustain goals?

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Motivation

Each take a section of the article to readTake notesShare with your group how your section relates to motivation

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Consider the Student Response to Assessment

Productive Response to

Results

I understand these resultsI know what I need to do nextI’m OK I choose to keep trying

Counterproductive

Response to Results

I don’t understandI have no idea what to do nextI’m no good at this stuff anywayI give up

Stiggins, R. (2008)

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Moving From the Actual to the Ideal

For many students there is a discrepancy between who they are and who they want to become… it can be motivating

if students think they can change.if they can make connections between the present and the future.

…or devastating

if students don’t think they can changeif they are too focused on the present.

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The words we say = 7%

Tonality = 38%

Body Language = 55% 93% has NOTHING

to do with our words!

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(Chinese proverb)

Tell me and I will forget

Show me and I will remember

Involve me and I will understand

Step back and I will act

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Personal Goal Setting

Write a goal for yourself as a first step for motivating students.

Write a goal that would assist students in writing their own goals.

How will you monitor your student’s goal setting?

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The ultimate user of formative assessment

information is the student.

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Student InvolvementStudents are important users of assessment information

Students understand learning targets and standards of quality (strong/weak work)

Students use results to self-assess and set goals

Students keep track of and share their achievement

Assessment FOR Learning!

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Student Involvement

Assessment is not something that is done to students separate and apart from instruction; assessment must be – and must be seen to be – something that is done with students as an integral part of the learning process.

Ken O’Connor (2002)

Student Attitude Survey

Students’ Perceptions about Assessment & Learning

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1. Knowledge2. Reasoning3. Skill/Performance4. Product

5. Dispositional

Learning Targets

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Popham & Stiggins: Teachers who currently implement Assessment FOR Learning (AFL) have no systematic way of determining the affective impact of this approach on their students.

In an effort to provide teachers with tools for tracking students’ affect related to AFL, Stiggins and Popham have developed an affective inventory to determine the impact of teacher’s instruction on those affective dispositions most likely to be influenced by an Assessment FOR Learning approach.

Grades 3-6Grades 7-9

Grades 10-12

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Student Attitude Survey

Practice taking and scoring the inventoryHigh school inventory (8 questions)

Student Attitude Survey

Individually complete the survey

Compile your results as a class

Compute the results

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1. Multiply the score (1-5) by its frequency2. Add the resulting calculations across scores3. Divide by the # of students responding Question #1

10 Students

4 students X 5 = 203 students X 4 = 121 students X 3 = 32 students X 2 = 40 students X 1 = 0

Total score = 39

Divide by 10 students = 3.9 or 4

Average score for Question #1

3.9 or 4

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Student Attitude Survey

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Student Attitude SurveyStiggins & Popham list 6 specific strategies

that can help get students on academic “winning streaks” and keep them there.

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Please return to your original seat.

1 minute

Turn to your elbow partner and discuss…

How might this survey be useful to you?

What can you do to make sure that students have good attitudes and perceptions about learning in your classroom?

Student Attitude Survey

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Student Attitude Surveys

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Nobody cares what we teach --- notour principals, our superintendents, or

our legislative bodies. No one. In fact… what we teach is irrelevant.

It’s what our students learn after theirtime with us that matters.

Rick Wormelli (2006)

Outcomes• Review Assessment Strategy #4: Student self-assessment & setting

goals

• Relate goal setting to formative assessment and motivation

• Understand the relationship between formative assessment and student motivation

• Understand the factors relating to student motivation

• Revisit student involvement in the formative assessment process

• Learn how to assess student disposition

Formative Strategy: Whip AroundWrite 3 statements or facts that are

important to you about formative assessments, goal setting and/or motivation.All stand and one at a time read your three statements If someone before you mentions one of yours cross it outWhen all of your statements are mentioned by you or someone else, sit down

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Planning Time

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Work Time