C&I204: Planning C&I204: Planning for Instruction

for InstructionOctober 17, 2011

Today’s Class

0Review the Keys to Quality Assessment0Review Clear Targets (objectives)0Explore examples of how teachers share learning

targets with students0Discuss Assessment Bias0Discuss Inquiry Process and the Classroom

Management Project0Work with your CM group

3

Accurate Assessment1. Why Assess?

Keys To Quality Assessment

What’s the purpose? Who will use the results?

2. Assess What?

3. Assess How? Design

4. Communicate How?

What are the learning targets? Are they clear? Are they good?

What method? Sampled how? 

Avoid bias how? 

How to manage information? How to report?

Effectively Used

Students are users, too.

Students track progress and communicate.

Be sure students understand targets.

Students can participate in the assessment process

Reviewing Standards

Let’s take a look at the format of the Illinois Learning Standards0Goal- very broad statement0Standards that relate to that goal0Benchmark (Not used very often)0Performance Descriptor

0IIRC0ISBE

Tips for Making Targets Clear to Students

0Turn the target statement into one or more “I can statements”

0Use key words that have only one interpretation0Make sure the actions students will take to demonstrate

their achievement are clear0Select action words or phrases that make explicit what

students are expected to do.0Make sure students not only know WHAT needs to be in

their work, but how to get there.

Visual Representation of Targets

Formative AssessmentsAgree/Disagree0Activate student thinking0Are active/kinesthetic0Uncover student ideas/preconceptions/conceptionsCard Sort0Put choices on strips of paper or cards0Work in teams sort card

First Word/Last Word0 Variation of acrostics0 Used to activate student thinking about a concept or topic0 First Word – at beginning of unit – to uncover student ideas0 Last Word – after learning experiences – to allow comparison of

ideas/growth and depth of understanding

Formative AssessmentsQuick Write (One-minute papers)0At the end of each class, take a minute or two to jot down

on a slip of paper the most important point of the day.

A-Z Review0Students work in teams and come up words or phrases

related to content that match each letter of the alphabet

3-2-10Students indicate with a show of fingers how much they

understand a concept (3- I could teach it, 2- Heard of it but need a review, 1- I have no idea)

Formative AssessmentsRSQC2: 0 recall and list in rank order the most important ideas0 summarize those points in a single sentence, 0question they want answered, 0 connect this material to the course's major goal.PMI0Plus/Minus/InterestingExit Slips0Students answer a question about a lesson before

transitioningBright Idea/Muddy Water0one or two ideas that were least clear to them from the

lesson0One or two ideas that were clear to them from the lesson

Formative Assessments

ClickersWhiteboards/Dry Erase MarkersIndex Cards0All can be used to have students answer questions

during class discussion0Provides teacher with information about every

student instead of just a few as in a question/answer session

Assessment BiasAnything within the assessment, the learner or

the environment that causes the assessment data to be misrepresented or distort results

0Poorly written test items0Cultural, ethnic or social bias0Poor lighting, noise and other distractions0 Poor reproduction of materials0Student’s reading or writing level0Disposition of the student

Example

Why Inquiry?0Focuses on people’s natural inquisitiveness 0Student control, responsibility and choice

increases self-efficacy and is motivating0Helps develop problem-solving skills0Students are engaged in authentic, meaningful

learning experiences0Small group interactions are “life-like”0Allows for differentiated instruction0Develops proficient readers and thinkers

Inquiry Process0 Topics based on student curiosity, questions, interests0 Dig deeply into complex, authentic topics that matter0 Flexible grouping0 Student responsibility with peer leadership0 Use of proficient reader/thinker researcher strategies0 Draws on multigenre, multimedia resources0 Going beyond fact-finding to synthesizing and applying

knowledge0 Actively using knowledge: take action, share, go public0 Match learning to state and district curriculum

Classroom Management Inquiry Groups

Guidelines are posted on the Wiki

Getting Started-0In your group, formulate some researchable questions about your Classroom Management approach0Plan meeting logistics and how you will share information0Think about who you might interview

Next Time0Wednesday, October 19: Inquiry Group Work time0Read Ch. 5, Direct Instructional Strategies0Start formulating the instructional strategies for your

lesson plan0Blog Post #3: You will reading your classmates’ blogs

and thoughtfully responding to 3 of them (You will not need to write a 3rd post of your own) Due 10/19

0Blog Post #4: You will be using a Web 2.0 Tool to share your thoughts (I’ve used VoiceThread) We will discuss this in class