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Putting the Pieces TogetherOFFICE OF CATECHETICAL FORMATION &
EDUCATIONFebruary, 2014
+ AGENDA FOR THE DAY
Welcome and Opening Prayer
Overview of the Day’s Activities
Grade Level Break-Out Session
Lunch
Grade Level Break-Out Session
Coming Together + Debrief+ Closing Prayer
Putting th
e
Pieces
togeth
er.
+ Your Questions and More…1. Video examples of formative assessment in the classroom (Teaching Channel & Teacher Tube)
2. Recommended websites
3. Performance based assessment & curriculum
4. When to use? How often?
5. Curriculum – CCSS – Ohio Standards – FA – PbT & PbA. How does it all fit together?
6. How fit it all in? Student responsibility/autonomy?
7. Videos on CCSS lessons (Teacher Channel & Teacher Tube)
8. Assessment Tools & Strategies (rubrics and …)
9. ELA/Reading/Writing across the curriculum
10. Formative assessment – How Often?
11.Bring standards/curriculum that have been most challenging to execute to next session – What should students be learning? How teach it? How engage students? How assess?
+What Does Common Core
Look Like In The Classroom?
It's about students taking the understanding of well-crafted lessons into their daily life and play through authentic learning experiences. (http://www.huffingtonpost.com)
Teaching and learning should be based on authentic, developmentally appropriate experiences. (http://www.huffingtonpost.com)
7 Ways Common Core Will Change the Classroom1. Depth not width2. Nonfiction, not fiction3. Evidence is required4. Speaking and listening5. Increased use of technology6. Life skills emphasized across subject areas7. An increase in rigor(http://www.teachhub.com/7-ways-common-core-will-change-your-classroom)
+
Let’s try to put the pieces together.
+
Unpack Standards
Lear
ning
Expe
rien
ces
Assessment
+ Formative Why? – Support learning
during the learning process…about guiding where instruction needs to go next.
When? – To be used before, during, and/or after a lesson.See: http://www.sde.idaho.gov/site/formativeInterim/docs/FormativeAssessmentTools.pdf
What? – Many strategies can be used for different purposes.See: http://www.isbe.net/common_core/pdf/da-form-asmt-chart.pdf
Perf
orm
an
ce
Based
Tasks
&
Assessm
en
ts
Assessment
+
How do we complete the puzzle?
+
A first piece to consider…
+
Roger and David W. Johnson are
the nation’s leading researchers on
cooperative learning.
Roger and David Johnson have no doubts: cooperative learning works to the benefit of students, teachers, schools, and communities. “Human beings learn more, flourish, and connect more when they’re cooperating and less when they’re competing or working in an isolated fashion,” Roger Johnson says. (Source: http://www.cehd.umn.edu/research/highlights/coop-learning/)
+
20 Years of Research Shows
That cooperative learning improves students’ efforts to
achieve. They work harder, achievement
levels go up, material is remembered longer, higher-
level reasoning is used more, and it provides not just
external motivation but also intrinsic motivation.
(Source: http://www.cehd.umn.edu/research/highlights/coop-learning/)
+
That cooperative learning methods improve interpersonal
relationships among those working together. Students
working cooperatively tend to like each other better, including
groups with both able-bodied students and students with
disabilities, groups with students of different ethnic backgrounds, and groups with both genders.
(Source: http://www.cehd.umn.edu/research/highlights/coop-learning/)
20 Years of Research Shows
+
Students in cooperative learning situations show increased self-esteem,
self-efficacy, and confidence in the future. They tend to have a higher
regard for school, for the subject they are studying, and for their teachers.
“Each group should leave each individual stronger,” Roger Johnson
says. “The ideal in cooperative learning is that they learn in a group and are
able to perform it alone.”
(Source: http://www.cehd.umn.edu/research/highlights/coop-learning/)
20 Years of Research Shows
+
Positive Interdependence
Individual Accountability
Group Processing
Social Skills
Face-to-Face Interaction
Source: https://sites.google.com/site/cooperativelearningresources/edss-511
Five Key Components
Cooperative Learning in the Elementary Classroom
Cooperative Learning In Middle School Classroom
+ A few more
resources for
Cooperative
Learning.
Handouts
Teacher Vision – Cooperative Learninghttps://www.teachervision.com/pro-dev/cooperative-learning/48531.html
Project-Based Learninghttp://college.cengage.com/education/pbl/tc/coop.html
Cooperative Learning http://www.learnnc.org/lp/pages/4653
Implementing Cooperative Learninghttp://www.brighthubeducation.com/teaching-methods-tips/79325-how-to-implement-collaborative-learning-in-classroom/
Cooperative Learning Assessment Toolshttp://www.dailyteachingtools.com/cooperative-learning-evaluate.html
Cooperative Learning in Ohio Schoolshttp://www.ilearnohio.org/search/resources/
+More Pieces to the
Puzzle…
Performance Task
Performance Assessment
+ Complex challenges that culminate in one or more products or performances.
Range from short-term tasks to multidimensional projects.
Require students to apply knowledge and skill to solve a problem.
Real-world audience and context.
Performance tasks present interesting possibilities for applying an array of curriculum-related knowledge and skills.
essays, science projects, public
speaking, multimedia
projects, etc.
Performance Based Learning
+ Performance Based Assessmentshould be based on the curriculum.
an excellent way of addressing skills at the higher level of Bloom’s taxonomy.
provide impetus for improving instruction, and increase students' understanding of what they need to know and be able to do.
involve observing student performances and examining products they have created.
requires students to structure and apply information.
+
How does all of this fit with the Diocesan Curriculum?
+
Unpack Standard
s
Learning Experience
s
Assessment
Essential QuestionsContentSkills
Engage students in learning…Design performance tasks(Employ formative assessments)
Determine what students know and understand?Design performance assessment tools
Th
e C
urr
icu
lum
+
Let’s look at an example…
+Learning Experience
Cooperative Group Work. Working in
cooperative groups, have students
write a parody of a well-known song or
poem and then make a video or slide
show that displays the theme, tone,
and point of view of the parody. Present
the video or slide show to the class.
Assessment
Working in cooperative groups,
students will write a parody of a
well-known song or poem and
then make a video or slide show
that displays the theme, tone,
point of view of the parody.
Present the video or slide show to
the class.
This is a restatement of
the performance task
found in the learning
experience.
This is the task that will
be assessed.
The question is this:
What tools or
strategies will I use to
assess the work of the
students in completing
this task?
+ Assessment Tools/Strategies I Might
Use
Checklists writingmediaoral presentation
Rubricswritingmediaoral presentation
Self-Assessment Toolswritingmediaoral presentationgroup work
Cooperative Learning Group Work Assessment Tools
+Developing Rubrics (Samples) Rubistar – http://rubistar.4teachers.org/
A collection of rubrics for assessing portfolios, cooperative learning, research process/report, PowerPoint, podcast, oral presentation, web page, blog, wiki, and other web 2.0 projects – http://www.uwstout.edu/soe/profdev/rubrics.cfm
Kathy Schrock’s Guide to Everything – http://www.schrockguide.net/assessment-and-rubrics.html
Rubrics for the Early Grades – http://www.mrsjonesroom.com/rubrics/
+
So, how do we complete the puzzle?
+
Let’s give it a try…
+In Cooperative Groups… Designate one person to keep
you on task. Choose one or two persons to
take notes on the type of “product” included in the performance task and how it will be assessed.
Identify one person as your consensus builder.
Designate one person as your time keeper.
Select one or two persons who will report to the large group.
+ Quiet voices
Respect one another (no put-downs)
Everyone must participate
Listen attentively to each other
Encourage one another
“I” Messages (A way of saying how you feel without attacking or blaming. They help to de-escalate conflicts and facilitate constructive dialogue and problem-solving.)
Rules for the Cooperative Learning
Activity
Let’s
Work
Together!
+Cooperative Group Work. Working in
cooperative groups, have students write a
parody of a well-known song or poem and then
make a video or slide show that displays the
theme, tone, and point of view of the parody.
Present the video or slide show to the class.
Learning Experience
What the students will do in class or as an
assignment working alone or with a partner or in a
cooperative group.
Assessment
This is a restatement of the performance task found
in the learning experience.
This is the task that will be assessed.
The question is this: What tools or strategies will I use
to assess the work of the students in completing this
task?
Working in cooperative groups, students will
write a parody of a well-known song or poem
and then make a video or slide show that
displays the theme, tone, point of view of the
parody. Present the video or slide show to the
class.
Sample from the
Diocesan Curriculum
+ Activity OneWorking in your cooperative group do the following:
1. Carefully read the sample performance task.
2. Identify all of the “products” you will expect the students to produce.
3. For each of these “products” decide which type of assessment tool you will use.
4. Design one of these assessment tools.
Let’s Work
Together…
+ Assessment Tools/Strategies I Might
Use
Checklists writingmediaoral presentation
Rubricswritingmediaoral presentation
Self-Assessment Toolswritingmediaoral presentationgroup work
Cooperative Learning Group Work Assessment Tools
+
Work on putting the pieces together. … Let’s
share!
+Grade 2: Trash to Treasure
Grade 5: Kids Make A Difference
Gade 8: Who Has The Power?
Project Based Learning Samples
Grade 6: It's Simply a Balancing Act
+
Let’s give it another try…
+In your Cooperative Groups remember
to:
Designate one person to keep you on task.
Choose one or two persons to take notes.
Identify one person as your consensus builder.
Designate one person as your time keeper.
Select one or two persons who will report to the large group.
+ Quiet voices
Respect one another (no put-downs)
Everyone must participate
Listen attentively to each other
Encourage one another
“I” Messages (A way of saying how you feel without attacking or blaming. They help to de-escalate conflicts and facilitate constructive dialogue and problem-solving.)
Rules for the Cooperative Learning
Activity
Remembe
r the
Rules…
+ Activity TwoWorking in your cooperative
group, complete the following:
1. Carefully examine the sample from the Diocesan Curriculum.
2. Looking at the suggested learning experience and assessment, identify all of the “products” you will expect the students to produce.
3. For each of these “products” decide which type of assessment tool you will use.
4. Create at least one of these assessment tools. (More if time permits.)
Let’s Work
Together…
+ Assessment Tools/Strategies I Might
Use
Checklists writingmediaoral presentation
Rubricswritingmediaoral presentation
Self-Assessment Toolswritingmediaoral presentationgroup work
Cooperative Learning Group Work Assessment Tools
+ How’d we do?
+ Activity ThreeWorking in your
cooperative group
complete the following:
1. Carefully examine the sample standards & skills to determine what students will need to do to show they know and understand…
2. Create a performance task indicating student “products”
3. For each “product” decide which type of assessment tool will be used.
4. As time permits, create at least one of these assessment tools.
+
Let’s share our work.
+ Activity FourSelect a topic/unit you are
currently teaching.Using this topic/unit, identify a
performance task (learning experience) you will have the
students do. Then decide what products the
students will generate in completing the performance task.
How will you assess those products? What tools or strategies will you use. Design at least one
of these assessments tools. Share your plans with your
colleagues.
+
Come togethe
r as a
whole group.
+
Seein
g t
he
wh
ole
pic
ture
.
Diocesan Curriculum (based on Common Core and Ohio Standards)
+ Performance Tasks + Performance Assessments
= Student Understanding and Achievement
+
For being with
us today.
Closing
Prayer
Have a restful
weekend!