ECS 311January 21

Today’s Agenda Chapter 4-6 Davies Assignment Expectation Review Looking at mini unit and assessment

information Phone conversations Writing Notes to parents (if time) Reflection Assignment – 9:00 on

Wednesday

Chapter Summaries Davies Ch 4,5,6

Assignment Review Portfolio

› Reflections (/10)› Mini Unit (/10) *more on this today› Assessment Samples (including rubrics),

Organization, Appeal, impressive, inspiring thoughts or ideas (/10) *more on this today

› Chapter summaries optional› Prepare your portfolio professionally› **Worth 40% Due Feb. 4th

Creative assignment Begin thinking about an assessment topic

(more ideas will come to you with continued chapter summaries)› Students will take a careful, thoughtful and critical view and

discuss what are the advantages/disadvantages of this form of assessment? Who does it benefit? Is it fair and authentic? What questions does it raise? Ex: standardized testing, observation of children, self assessment,

exemplars› You could also take an assessment related topic and dive into

it in depth Ex: helping students that are not achieving, designing your own

tests, linking outcomes to the appropriate assessment› I will ask you about what your topics are at the

beginning of Feb.

Presentations Think about how you are going to

present this - individually or 2/3, 10-15 min, see syllabus for suggestions.

› Ex: reporter talking about a breaking news story on how teachers design their own tests.

Due Feb. 25 – Mar. 6 - will sign up

beginning of Feb.

Mini Units From language arts curriculum, choose

an outcome or two Create a series of three consecutive

lessons Set – Development – Closure and

Assessment Three different assessment tools

Assessments Brainstorm at your table different kinds

of assessment tools

Lots of ways to assess**begin looking for examples for your portfolio

Rubrics Exemplars Exit Slips Work sheets Portfolios Check lists Self assessment Tests projects

Research paper Portfolio of work Oral testing Demonstration Presentation Cooperative group

work Mastery testing Informal testing Observations Giving choices

Page 49 of Davies – the means to an end

*link the outcome to the activity to the outcome Draw a diagram Make a timeline Make a poster Write a story or

poem Build a model Make a recording Do a report Write a song

Create a collage Write a play Do a journal entry Perform a puppet

show Make a podcast Create a puzzle Build a diorama Design a t-shirt

Report card challenge Started to give you info re: phone

conversations and written notes – this all ties together

Will continue….. No panicking about this. Mid Feb.

Phone conversations When parents phone you with

concerns, you need to:› Clarify why they are calling.› Grab paper and take notes, making sure

you have the information right› If they start firing questions at you,

acknowledge that it sounds like they are upset. “I’m sorry this has upset you.” Simple answers – answer Complex answers – invite them in

Phone conversations If a parent is disagreeing with your

practice, consider:› Talking about “your intention”› Think about whether your practice is

something to consider changing and tell them you will take their feedback and think about this.

› Take in what they are saying, don’t respond too quickly or be defensive (even if you think they are wrong)

Phone conversations Talk about what you are ‘willing to do”. Talk about seeking another opinion. “I’ll

tell you what I will do. What if I have my principal look at this assignment?”

Remind the parent what positives you see in their child.› “I feel bad that Jade came home feeling like

this. I love Jade!”› “I want Jade to succeed. She’s really a smart

girl! Perhaps I could talk with her….”

Phone conversations What do you do if parents ask you to

NOT tell their child they have called? What do you do if parents ask you to

change a mark? What do you do if parents accuse you

of being unfair? What do you do if parents say

something that you know to not be true? “John can read, but you make him nervous.”

Questions about phone calls?

Remember:› Listen listen listen› Make sure you have the correct

information and repeat this “Am I hearing you right in that you think….”

› Don’t be afraid to tell them you would like to think about what they have said and you’ll call them back. Ask when is good.

› Seek advise from your administrator. Give them a ‘heads up’ about serious concerns.

Questions?

Notes to parents You want to email a parent about a

concern you have about a student. You are having difficulty with this

student who is constantly off task. What do you say?

› Try writing an email to this parent.

Factors to consider Addressing the parent? Start with something good. State concern clearly and concisely Talk about what you have tried Ask for parent input

Other factors Do NOT make spelling or typo errors Reread all your messages before sending Wording

› Use descriptive language.› Avoid words like “good, bad” – generalizations› Use professional language - looking for

strategies, looking for ideas› Avoid statements like “In all my experience I

have never seen anything like this.”

Reflection Piece Take time to think about a student that

you are working with who has either behavioural challenges or academic challenges. Talk about the procedures you would follow to get this student on track. Describe who you would consult with and what strategies you might try. Also include how involving the learner in the process might be helpful.