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Agendas 2 daysDay 1—Setting Standards
Day 1: Introductions, setting priorities,
Developing Quality Assessments
Defining what assessment is.
Collaborative development of common assessments
Insuring validity and reliability
Linking assessments to learning targets, mastery objectives, and standards
Creating quality performance assessments
Authentic assessment’s power to motivate
Developing rubrics and scoring guides
Using rubrics to differentiate instruction and group flexibly
Giving feedback that promotes student motivation and engagement
Using student self-assessment and peer feedback to improve performance
Day 2—Data Use
Day 2 Using Results to Guide Instruction and Improve Student Learning
Making instructional choices based on assessments
Understanding the limitations of specific assessments: large-scale, benchmarks, and textbook
Formative assessment’s power to improve student achievement
Formative assessments: guiding students to mastery
Formative assessments and differentiating instruction
Monitoring progress for individual students and the entire class
Measuring growth versus achievement
Assessing performances: writing, presentations, group work, and projects
Standards-based grading versus traditional grading: what each communicatesIntroductions:
Please consider your specific needs and expectations from these two days. These items can be emphasized and de-emphasized; others might be added depending on your collective interests and needs
Day 1 Development: Participants will create a variety of valid and reliable assessments that align with their local curriculum and develop scoring guides that can be used to differentiate instruction and promote student achievement and engagement. Day 2 Using Results: Participants link results to instructional decisions to support differentiation and flexible grouping and to monitor individual and whole-class growth and achievement. Also, they will learn to embed the power of formative assessment throughout their day to improve student achievement and engagement.
Processing Partner: Someone not from your table
Assessment is the single most effective instructional strategy to increase
learning.
Do you agree, somewhat, disagree?http://
www.edutopia.org/comprehensive-assessment-introduction
Entire process of assessmentGoal Setting Formative Summative Student Reflection
Magnetic Words1. Select a magnetic word that
either attracts you or repels you from the 5 posted1. Standardized/Normed
Assessments & Summative
2. Benchmark/Common
3. “Interim-Formative”—Common
4. Assessments measuring growth (DDMs and MCAS SGP)
5. Ongoing Formative (in classroom—checks for understanding, rubrics, self-assessment, feedback)
2. Purposes may include: screening, diagnostic, progress monitoring, outcome focused
3. Discuss this word with the others who have chosen the word. Be prepared to share/discuss
Define Give examples
Purpose(s) Limitations
5
Type of Assessme
nt
What does this mean about assessment? MCAS
2.0 PARCC?
T o de te rm ineg rad es
(su m m a tive)
R e te a ch toth e en tire c la ss
(o fte n us ing an o th era p p roa ch)
M o ve o n w ithth e en tire c la ss
A p p lica tionm a s te ry
le ve ls tu de n ts
E x te ndle a rn ing
fo r
M a s te ryle ve l
s tu de n ts
In de pe nd entp ra c tice
fo r
G u id edp ra c tice
le ve ls tu de n ts
G u id edp ra c tice
fo r
E xp osu rele ve l
s tu de n ts
R e tea chfo r
D iffe ren tia tein s truc tion
T o in fo rmin s truc tion(fo rm a tive )
copyright 2008 Ribas Associates 7
ClassroomReasons for Assessing Students’
Work gb149
To motivateor
demotivate?
Vygotsky’s Schemas: ZPDSocial Construction of KnowledgeTEACHER—Gradual Release of ResponsibilitySTUDENT’S JOURNEY (ACQUISITION OF MASTERY)
Setting Clear Goals or Targets Introduction Guided PracticeCoached Practice
Independe
nt Practice
Independent Mastery
Starting to “own” ideas
Students set their own goal for mastery
Unclear understanding
Misconceptions and mistakes begin to get clearer
Use ideas on their own
Some level of mastery
The Gradual
Release of Responsib
ility
Teacher Models Teacher Guides Teacher Coaches TeaherConferences, Guides, Gives
Feedback
StudentsLearn from teacher
Students gradually try out
Students put ideas into their own
words
Students work on their own
(with guardrails)
Asks questions Models taking notes
“Get the Gist”
Models synthesis Feedback from checklists, rubrics, peer conferences,
teacher conferences
Provides visuals, videos, readings
Models summarizing , paraphrasingModels quoting, citing
Group work,Inside/outside circle, Socratic
Seminars
Students share as individuals and/or as groups.
Students independently demonstrate their level of
mastery
Models inquiry Students begin to make connections and to analyze
and synthesize ideas.
The ideas begin to become their own.
Begin to use the language of the concept
Question and answer
Exposure of students to the “big picture” and “big
question”
Begin to develop a schema
copyright 2008 Ribas Associates
Introductory
Guided Practice
Immediate Mastery
Mastery
Immediate Application
Mastery
IndependentApplication
Mastery
Levels of Mastery(gb 3)
copyright 2008 Ribas Associates
1.Think of a skill that you want students to master or a skill that you have recently mastered.
2.Consider the steps that it took for your students to reach mastery.
3.What level of mastery did they reach? Was it variable?
4.Pair-Share with your Elbow Partner--what strategies and/or supports do students need to reach mastery.
Think – Write – Pair – ShareMASTERY OBJECTIVE or GOAL or Standard
copyright 2008 Ribas Associates
Nice to Know
Important to Know
Essential to Know
Wiggins and McTigheUnderstanding by
Design, 1998
Do you have a schema for your Mastery Objective?
Examples of Lesson Mastery Objectives
1. By the end of the lesson, you will be able to import, export, and link data among word processing documents and other applications
2. By the end of the lesson, you will be able to demonstrate lab safety techniques for the use of hot plates, safety goggles, chemicals, lab glassware and lab specimens
3. By the end of the lesson, you will be able to solve at least 10 two step equations and check for accuracy.
Question: Does the link between Formative Assessments and Mastery Objectives make sense to you? Turn and talk then quick dip-sticking.Turn
and Talk
Examples of Lesson Mastery Objectives
■ What: Solve real world problems using the Pythagorean Theorem
■ Why: When would you need to know the hypotenuse or one of the sides?
■ How: Students will determine the cost a new rug in their classroom when only the diagonal and one side is known.
■ How: Questions to ask: Make up another real world problem that uses the PT. (Consider a farmer, someone buying a fence, someone building stairs or a roof on a house and ordering materials.)
Levels 1 and 2 of MasteryThink of your Mastery Objective
■ 1. INTRODUCTION: A student is at the introduction level immediately after the information and/or skill has been presented to the student for the first time. At this level there is no expectation that the student will be able to demonstrate mastery of the standard.
■(The Teacher has a schema/what reaching the desired goal will look like in mind—Argument; DBQ; charcoal sketch; volleyball serve; Pythagorean Theorem; lab report.) (SCHEMA—what does the target look like to you?)
■ 2. Guided practice: At this level, we expect that the student can demonstrate the knowledge or skill only with prompting from the teacher or another person who has mastered the standard.
copyright 2008 Ribas Associates
(gb 2-3)
■ 3. Immediate mastery: At this level, the student can demonstrate the information or skill of the standard independently, shortly after the teacher has presented the knowledge or skill.
■4. immediate application mastery: At this level, the student is able to use the information and skill in an unfamiliar setting, shortly after the presentation of the concept.
copyright 2008 Ribas Associates
3. Levels of Mastery(Gb 2-3)
■4. Independent mastery: At this level, the student can demonstrate the information or skill after a period of time has passed since the standard was taught.
■4. Independent application mastery: At this level, the student can demonstrate mastery after a period of time has passed and in an unfamiliar situation.
copyright 2008 Ribas Associates
4TH. Level of Mastery(gb 2-3)
Activity to Deeply Understand Mastery and GRR as a Learner
■ Tee Shirt Challenge (Set goal) INTRODUCTORY
■ Watch Video—work alone, no talking
■ Watch second video—work with partner GUIDED PRACTICE- to INDEPENDENT PRACTICE
■ Use directions—work with partner
■ Metacognitive Moment—What is mastery? Are you a master tee-shirt folder? (Next slide has Levels of Mastery.)
copyright 2008 Ribas Associates
Introductory
Guided Practice
Immediate Mastery
Mastery
Immediate Application
Mastery
IndependentApplication
Mastery
Levels of Mastery(gb 3)
Mastery Objectives and
Assessment Alignment■ It is crucial that assessments align with the mastery
objectives for the lesson/unit.
■ Analyze the following examples to determine if there is alignment.
■ Be prepared to share out.
copyright 2008 Ribas Associates 20
Quality MO and assessment? Assessment Plan
The Mastery Objectives:
■ I can identify fractions as part of unit wholes, parts of a collection and also be able to locate the fraction on a number line.
■ I can explain how common fractions and mixed numbers are related to one another.
■ I can demonstrate understanding of equivalent fractions, how to calculate equivalency and convert the fraction to a smaller or larger fraction, and interpret how the two fractions relate to one another using various manipulatives, such as fraction strips, fraction circles, or drawings.
■ Pre-assessment: I will pre-assess their knowledge of equivalent fractions and ordering fractions by putting a few basic problems on the overhead projector at the start of the lesson. This assessment will include a few problems that will serve as a review from the previous lesson, and also include a few newer problems to see at what level the class is in order to determine where I can start my lesson.
copyright 2008 Ribas Associates 21
■ Formative Assessments:
■ I will formatively assess the students throughout the lesson by circulating to each group to check their progress and their level of understanding. By doing this, I can easily offer help or guidance while the lesson is in progress so as to prevent the child falling behind. It will also give me a quick idea of who is following the concept, and who still needs a little more assistance.
■ I will use this time to take notes on each student's progress so as to know what direction the lesson should go in. (If I can move on, or if I need to slow it down and review).
■ I will also ask various recall questions throughout the lesson in relation to the activity they are completing, such as how to find equivalent fractions, what methods we can use to find an equivalent fraction, and how can we tell if the fraction is larger or smaller when ordering them.
■ My HINGE questions will be exit slips that ask students to arrange 5 mixed numbers on a number line at the end of each class in the unit. 22
■ Summative Assessments:
■ I will give the class a quiz in which they will have to take different fractions and come up with two equivalent fractions to match the original fraction.
■ I will also have them explain to me why it is equivalent, either using illustrations and/or their own words to explain why ½, 2/4, and 3/6 are all equivalent.
■ It is important to know that they not only know 'how' to calculate their answer, but more importantly that they know 'why' they are equal.
■ I will complete the assessment by giving them a series of fractions and ask them to order them from greatest to least and explain why they are in that particular order, and what method they used to put them in that order. They can do this by modeling their work or describing the steps they took to arrive at the conclusion.
copyright 2008 Ribas Associates 23
Quality Assessment Plan Example
copyright 2008 Ribas Associates 24
Zone of Proximal Development
1. Safe zone
2. ZPD=Just Right—Challenging, invigorating, engaging
3. Danger Zone
BUILDING A LEARNING SCAFFOLDWhat exactly does that mean?
Scaffolding—How and When and Where
Scaffolding
■ Give students help, but not more than they can assimilate
■ Not more than is needed
■ Match the learner’s needs EXACTLY – Initiaally the teacher gives more– Later in the larning process, the teacher provides less (Guraddrails, – This is a temporary framework that supports the children’s thinking
at a higher level than the children could manage
– Direct Instruction—modeling thinking out lioud—questioning--prompting on their own.
Group Work/Partner
workProtocols
(warm/cool)
Direct Instruction
Modeling thinking out
loud
Sentence Frames as
models
Visuals, realia
Questioning
Graphic Organizers,
Images, Diagrams for Schema
FeedbackSelf-
MonitoringPeer
Feedback
Guardrails
Schema
RubricsCheckli
sts
Scaffolding Options
Use “guardrails” as students
acquire independen
ce
When is scaffolding too much?
■ Standard: “Determine a central idea of a text and analyze its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text.” Non-fiction reading that could be scientific, literary, an essay, historical and a math article.
Task analysis: Read, define central idea, define changes of the idea including the details of the changes, write an objective summary
■ How would you scaffold appropriately?
■ What might be too much or might not be appropriate?
Warning Needs Improvement
Proficient Advanced
Does not answer the question because the reading is
misunderstood and/or the question is misunderstood or
not answered
Answers the question with a
quotation, but the answer is
incomplete or unexplained.
Answers the question and
explains in his/her own words that are accurate and apt.
Answers the question in an
insightful, nuanced answer that uses
appropriate vocabulary and
language
What is the next step for each student/group of students?How can you scaffold the next step?
What assessments do you make during this process? 1. Describe where the student is.2. Describe ONLY the next step.
(if time) MCAS Open ResponseCreate 4-levels of Scaffolds f
■ http://www.doe.mass.edu/mcas/testitems.html
Or for PARCC
■ https://prc.parcconline.org/assessments/parcc-released-items
Grade 09 ELA - Narrative Writing Task - Item Set
9th Grade
Grade 09 ELA - Narrative Writing Task - Sample Student Responses
9th Grade
Grade 09 ELA - Paired Text Set - Item Set
9th Grade
Grade 09 ELA - Research Simulation Task - Item Set
9th Grade
Grade 09 ELA - Research Simulation Task - Sample Student Responses
9th Grade
Grade 09 ELA - S/M Informational Text Set - Item Set
9th Grade
Grade 10 ELA - Conventions - Sample Student Responses
10th Grade
Grade 10 ELA - Literary Analysis Task - Item Set
HS Algebra 2 - PBA - Sample Student Responses - Item 13 - M44085
10th Grade, 11th Grade
HS Algebra 2 - PBA - Sample student Responses - Item 14 - VF650068
10th Grade, 11th Grade
HS Algebra 2 - PBA - Sample Student Responses - Item 15 - VF641201
10th Grade, 11th Grade
HS Algebra 2 - PBA - Sample Student Responses - Item 16 - M44168
10th Grade, 11th Grade
Know Thy Impact—Making Learning Visible
■What are we doing?
■Why are we doing it?
■Why do we think it will work?
■How can I get started?
Where are we going?
How are we getting there?
How are we doing?
Hattie, The Power of Feedback
John Hattie—”Visible Learning”■ “When investigating the continuum of
achievement, there is remarkable generality—remarkable because of the preponderance of educational researchers and teachers who argue for treating students individually, and for dealing with curriculum areas as if there were unique teaching methods associated with English, mathematics, and such. The findings from this synthesis apply, reasonably systematically, to all age groups, all curriculum areas, and to most teachers.”
■ What “some” teachers do matters—those who teach in a most deliberate and visible manner.
Hattie’s Eight Mind Frames for Educators:
1. My fundamental task is to evaluate the effect of my teaching on students’ learning and achievement.
2. The success and failure of my students’ learning is about what I do or don’t do. I am a change agent.
3. I want to talk more about learning than teaching.4. Assessment is about my impact.5. I teach through dialogue not monologue.6. I enjoy the challenge and never retreat to “doing my
best”.7. It’s my role to develop positive relationships in class and
staffrooms.8. I inform all about the language of learning.
Effect Size
■ Effect Size is a common expression of the magnitude of study outcomes for many types of outcome variables, such as school achievement. An effect size of d=1.0 indicates an increase of one standard deviation on the outcome (a standard deviation increase is typically associated with advancing children’s achievement by two to three years, improving the rate of learning by 50%, or a correlation between some variable and achievement of approximately r=0.50. In implementing a new program, an d=1.0 would mean that, on average, students receiving the treatment would exceed 84% of students not receiving the treatment.
Effect Size— pretend this is a standard curve
■
■ .40
Spaced vs. Massed Practice
(.71 effect size)
Feedback
.73 effect size
Reciprocal Teaching (and PALS and possibly group work)
(.74 effect size)
Assessment Capable Learners
Hattie, J. (2009). Visible Learning. New York: RoutledgeHattie, J. (2012). Visible Learning for Teaachers. New York: Routledge
(1.44 effect size)
Off the Charts!
Developing Assessment-Capable Students (GRR; Self-Regulatory Processes; metacognitive
awareness)
Learning Targets by Connie M. Moss and Susan M. BrookhartChapter 5. Developing Assessment-Capable Students
■ Students are the most important decision makers in the classroom. A teacher might have wonderful learning intentions, garner lots of materials, and offer great instructional activities. But unless the student engages with these, very little learning occurs. To engage in learning, students need answers to the three central questions of the formative assessment process:
■ Where am I going?
■ Where am I now?
■ How can I close the gap between where I am now and where I want to go?
■ Learning targets are the key to developing assessment-capable students—that is, students who regulate their own learning by answering these three questions as they work. It's the teacher's job to increase the skill (the ability to self-assess) and the will (the disposition to self-assess) of the most important data-driven decision makers of all: the students.
Published in Studies in Higher Education (2006), Vol 31(2), 199-218 2 Formative assessment and self-regulated learning: A model and seven principles of good feedback practice
Putting it all together.How do we learn?
Find a processing partner and share a tee shirt
Please! NO TALKING!
NO WRITING NOTES!Please LISTEN CAREFULLY.
This will be played only once.■ Seeing (and Japanese instructions): https://www.youtube.com/watch?v=b5AWQ5aBjgE
Now fold the tee shirt with your partner
Fold the Tee-Shirt with your Partner■ Still no talking or writing only observing
http://www.realsimple.com/home-organizing/cleaning/laundry/fold-t-shirt
Now with printed instructions onlyTry PAL technique
1. Lay shirt flat. Working on a flat surface, lay the shirt horizontally to you, face up, with the collar of the shirt aligned with your left-hand side.
2. With your right hand, “draw” a line across the middle of the shirt (vertically, from your perspective, across the tummy). Draw a second line (horizontally, from your perspective) from the top of the shoulder closest to you, to the bottom hem of the shirt, about two inches in from the edge.
3. Cross over your hands
4. With your right hand, pinch the shirt where the two lines intersect. With your left hand, pinch the shoulder along the second (horizontal) line. While holding the shirt at these two points, cross your left hand under your right wrist, and grab the bottom hem at the end of the second line. You now have the shoulder and the hem in your left hand and the middle of the shirt in your right. (It will look a little messy when you cross—don’t worry about it.)
5. Lift and uncross your hands
6. Lift shirt so that it hangs in front of you. Uncross your arms, pulling the fold taut. Shake out the T-shirt, readjusting your fingers slightly so the shirt hangs down smoothly.
7. Make your final fold
8. Still holding the shirt with both hands, place it back on the surface, this time facedown (and again with the collar of the shirt aligned with your left side). Fold shirt toward you, bringing the side in your hands over the side with the left sleeve still sticking out.
9. Smooth and store.https://www.youtube.com/watch?v=An0mFZ3enhM
Step-by-Step VideosWords PLUS Video
■ http://www.wikihow.com/Fold-a-T%E2%80%90Shirt-in-Two-Seconds
Metacognitive Moment Reflect on the need for Differentiation to reach mastery■This brings much of what we’ve discussed
together
■The need to define mastery (and its levels)
■The need to provide many pathways to mastery
■Your learning preferences
■Feedback/coaching
RIGORRigor is creating an environment in which:
Each student is expected to learn at high levelsEach student is supported so that he or she can learn at high
levelsAnd each student demonstrates learning at high levels
Blackburn, 2008
The “Tasks”
The Task Predicts Performance—R. Elmore from Harvard
■ Describe the task.
■ Describe the Writing Output of the task.
■ Describe the Reading involved in the task when you visit the classroom.
■ Describe the Speaking, Listening, Performing of the task.
■ Describe the Cognitive Demand
■Review the sequence of Little Red Riding Hood with a partner
■Using the Bloom’s verbs in the handout,
Create questions at each of the 6 Blooms levels.
■The Bloom’s Dice can be used with students to help them develop higher order thinking questions and to generate HOTS answers
Knowledge
Comprehension
Synthesis
Evaluation
Analysis
Application
HOTS
LOTS
Basic
NI Proficient
Advanced
Learning Target
Climbing the “Goldilocks Scaffolding” to the Learning Target or Mastery
Pre-assess Formative Checks Summative
Level Definition Action Verbs for Questions and Activities
Knowledge
Lower order
Recall facts and information
Know it Tell, list, define, label, recite, memorize, repeat, find, name, record, fill in, recall, relate
Comprehension
Lower order
Show understanding Understand it Locate, explain, summarize, identify, describe, report, discuss, locate, review, paraphrase, restate, retell, show, outline, rewrite
Application
Higher Order
(HOTS_
Use what you have learned
Use it Demonstrate, construct, record, use, diagram, revise, reformat, illustrate, interpret, dramatize, practice, organize, translate, manipulate, convert, adapt, research, calculate, operate, model, order, display, implement, sequence, integrate, incorporate
Analysis
HOTS
Examine critically Examine it Compare, contrast, classify, critique, categorize, solve, deduce, examine, differentiate, appraise, distinguish, experiment, question, investigate, categorize, infer
Evaluation
HOTS
Determine worth or value, based on criteria
Judge it Judge, predict, verify, assess, justify, rate, prioritize, determine, select, decide, value, choose, forecast, estimate
Synthesis
HOTS
Put together in a new or different way
Create it Compose, hypothesize, design, formulate, create, invent, develop, refine, produce, transform
Bloom Verbs for Questions and Activities Bloom Verbs for WEBB Cognitive Complexity Matrix Levels
KnowledgeLower order thinking skill
Tell, list, define, label, recite, memorize, repeat, find, name, record, fill in, recall, relate
Recall and Reproduction (Level 1)Recall, observe, recognize facts, identify
ComprehensionLower order thinking skill
Locate, explain, summarize, identify, describe, report, discuss, locate, review, paraphrase, restate, retell, show, outline, rewrite
Skills and Concepts (Level 2) (Understand)Specify, explain, make observations, explain steps, use models to represent or explain, make estimates and explain
ApplicationHigher Order Thinking Skill (HOTS_
Demonstrate, construct, record, use, diagram, revise, reformat, illustrate, interpret, dramatize, practice, organize, translate, manipulate, convert, adapt, research, calculate, operate, model, order, display, implement, sequence, integrate, incorporate
Strategic Thinking (Level 3) (Apply)Design and investigation, use concepts to solve non-routine problems, translate between problem and symbolic notation
AnalysisHOTS
Compare, contrast, classify, critique, categorize, solve, deduce, examine, differentiate, appraise, distinguish, experiment, question, investigate, categorize, infer
Strategic Thinking (Level 3) and AnalysisCompare information across setsAnalyze author’s craft
EvaluationHOTS
Judge, predict, verify, assess, justify, rate, prioritize, determine, select, decide, value, choose, forecast, estimate
Extended Thinking (Level 4) and EvaluationGather, analyze and evaluateDraw conclusions and justify
SynthesisHOTS
Compose, hypothesize, design, formulate, create, invent, develop, refine, produce, transform
Extended thinking (Level 4) and CreateHypothesizeDesign a model to solve real-world problemsCreate a poem that uses the techniques of the Romantic Age
Commonalities and Generalities
The Standards
Making Claims from EvidenceAll disciplines
■ Science: https://www.teachingchannel.org/videos/claims-evidence-science-lesson-achieve
■ Arts and all content areas (interdisciplinary) https://www.teachingchannel.org/videos/support-claims-with-evidence-getty
■ ELA Socratic Seminar
https://www.teachingchannel.org/videos/support-claims-with-evidence-getty
■ Math 4 levels of videos https://www.teachingchannel.org/blog/2013/07/12/student-growth-across-grade-levels/
■ Conjecturing about functions MS: https://www.teachingchannel.org/videos/conjecture-lesson-plan
■ H/SS: https://www.teachingchannel.org/videos/teaching-skills-of-historians
Talking about Tables and EquationsTo get students to use Academic Language
AccuratelyJesse Ragent asks the students to do a "matching game." He passes out sets of tables and equations to the students, and challenges the students to "find a triple"-- an equation, a table, and a graph that all make up a "family, triple, or set." He asks students to consider distinctions, characteristics, and attributes as they make their grouping decisions. He reviews group work protocols for turn-taking and talking, asking students to "think out loud, giving mathematical reasons for the selections" they make using language generated by the class.Pre-Planninghttp://www.insidemathematics.org/classroom-videos/public-lessons/7th-8th-grade-math-graphs-equations-and-tables/pre-lesson
Part 2: http://www.insidemathematics.org/classroom-videos/public-lessons/7th-8th-grade-math-graphs-equations-and-tables/lesson-part-2
Step 1—Peer FeedbackCritiquing other’s Thinking
■ Dr. Dimas leads a lesson on constructing, communicating, and evaluating student-generated tables while making comparisons between three different financial plans, helping students use multiple representations of mathematical problems: verbal, tabular, graphical, and algebraic generalization. In this clip, Dimas asks his students to examine a table comparing DVD rental plans, and ask themselves, “Does this make mathematical sense? Why or why not?” His goal is for students to make all three representations for a new and different cost analysis situation and discuss the merit of each representation in that particular situation. This clip is also indicative of standard 1 (make sense of problems and persevere in solving them).
■ http://www.insidemathematics.org/common-core-resources/mathematical-practice-standards/standard-3-construct-viable-arguments-critique-the-reasoning-of-others
■ Step C: Differing Opinions: http://www.insidemathematics.org/classroom-videos/public-lessons/7th-8th-grade-math-comparing-linear-functions/problem-1-part-c
Revised Bloom’s Taxonomy
Webb’s DOK Level 1 Recall & Reproduction
Webb’s DOK Level 2 Skills & Concepts
Webb’s DOK Level 3 Strategic Thinking/ Reasoning
Webb’s DOK Level 4 Extended Thinking
Remember Retrieve knowledge from long-term memory, recognize, recall, locate, identify
o Recall, observe, & recognize facts, principles, properties
o Recall/ identify conversions among representations or numbers (e.g., customary and metric measures)
Understand Construct meaning, clarify, paraphrase, represent, translate, illustrate, give examples, classify, categorize, summarize, generalize, infer a logical conclusion (such as from examples given), predict, compare/contrast, match like ideas, explain, construct models
o Evaluate an expression o Locate points on a grid or
number on number line o Solve a one-step problem o Represent math relationships in
words, pictures, or symbols o Read, write, compare decimals
in scientific notation
o Specify and explain relationships (e.g., non-examples/examples; cause-effect)
o Make and record observations o Explain steps followed o Summarize results or concepts o Make basic inferences or logical
predictions from data/observations o Use models /diagrams to represent
or explain mathematical concepts o Make and explain estimates
o Use concepts to solve non-routine problems
o Explain, generalize, or connect ideas using supporting evidence
o Make and justify conjectures o Explain thinking when more than
one response is possible o Explain phenomena in terms of
concepts
o Relate mathematical or scientific concepts to other content areas, other domains, or other concepts
o Develop generalizations of the results obtained and the strategies used (from investigation or readings) and apply them to new problem situations
Apply Carry out or use a procedure in a given situation; carry out (apply to a familiar task), or use (apply) to an unfamiliar task
o Follow simple procedures (recipe-type directions)
o Calculate, measure, apply a rule (e.g., rounding)
o Apply algorithm or formula (e.g., area, perimeter)
o Solve linear equations o Make conversions among
representations or numbers, or within and between customary and metric measures
o Select a procedure according to criteria and perform it
o Solve routine problem applying multiple concepts or decision points
o Retrieve information from a table, graph, or figure and use it solve a problem requiring multiple steps
o Translate between tables, graphs, words, and symbolic notations (e.g., graph data from a table)
o Construct models given criteria
o Design investigation for a specific purpose or research question
o Conduct a designed investigation o Use concepts to solve non-routine
problems o Use & show reasoning, planning,
and evidence o Translate between problem &
symbolic notation when not a direct translation
o Select or devise approach among many alternatives to solve a problem
o Conduct a project that specifies a problem, identifies solution paths, solves the problem, and reports results
Analyze Break into constituent parts, determine how parts relate, differentiate between relevant-irrelevant, distinguish, focus, select, organize, outline, find coherence, deconstruct
o Retrieve information from a table or graph to answer a question
o Identify whether specific information is contained in graphic representations (e.g., table, graph, T-chart, diagram)
o Identify a pattern/trend
o Categorize, classify materials, data, figures based on characteristics
o Organize or order data o Compare/ contrast figures or data o Select appropriate graph and
organize & display data o Interpret data from a simple graph o Extend a pattern
o Compare information within or across data sets or texts
o Analyze and draw conclusions from data, citing evidence
o Generalize a pattern o Interpret data from complex graph o Analyze similarities/differences
between procedures or solutions
o Analyze multiple sources of evidence
o analyze complex/abstract themes
o Gather, analyze, and evaluate information
Evaluate Make judgments based on criteria, check, detect inconsistencies or fallacies, judge, critique
o Cite evidence and develop a logical argument for concepts or solutions
o Describe, compare, and contrast solution methods
o Verify reasonableness of results
o Gather, analyze, & evaluate information to draw conclusions
o Apply understanding in a novel way, provide argument or justification for the application
Create Reorganize elements into new patterns/structures, generate, hypothesize, design, plan, construct, produce
o Brainstorm ideas, concepts, or perspectives related to a topic
o Generate conjectures or hypotheses based on observations or prior knowledge and experience
o Synthesize information within one data set, source, or text
o Formulate an original problem given a situation
o Develop a scientific/mathematical model for a complex situation
o Synthesize information across multiple sources or texts
o Design a mathematical model to inform and solve a practical or abstract situation
Revised Bloom’s Taxonomy
Webb’s DOK Level 1 Recall & Reproduction
Webb’s DOK Level 2 Skills & Concepts
Webb’s DOK Level 3 Strategic Thinking/ Reasoning
Webb’s DOK Level 4 Extended Thinking
Remember Retrieve knowledge from long-term memory, recognize, recall, locate, identify
o Recall, recognize, or locate basic facts, details, events, or ideas explicit in texts
o Read words orally in connected text with fluency & accuracy
o Define terms
Understand Construct meaning, clarify, paraphrase, represent, translate, illustrate, give examples, classify, categorize, summarize, generalize, infer a logical conclusion), predict, compare/contrast, match like ideas, explain, construct models
o Identify or describe literary elements (characters, setting, sequence, etc.)
o Select appropriate words when intended meaning/definition is clearly evident
o Describe/explain who, what, where, when, or how
o Specify, explain, show relationships; explain why, cause-effect
o Give non-examples/examples o Summarize results, concepts,
ideas o Make basic inferences or logical
predictions from data or texts o Identify main ideas or accurate
generalizations of texts o Locate information to support
explicit-implicit central ideas
o Explain, generalize, or connect ideas using supporting evidence (quote, example, text reference)
o Identify/ make inferences about explicit or implicit themes
o Describe how word choice, point of view, or bias may affect the readers’ interpretation of a text
o Explain how concepts or ideas specifically relate to other content domains or concepts
o Develop generalizations of the results obtained or strategies used and apply them to new problem situations
Apply Carry out or use a procedure in a given situation; carry out (apply to a familiar task), or use (apply) to an unfamiliar task
o Use language structure (pre/suffix) or word relationships (synonym/antonym) to determine meaning of words
o Use context to identify the meaning of words/phrases
o Obtain and interpret information using text features
o Apply a concept in a new context o Illustrate how multiple
themes (historical, geographic, social) may be interrelated
Analyze Break into constituent parts, determine how parts relate, differentiate between relevant-irrelevant, distinguish, focus, select, organize, outline, find coherence, deconstruct (e.g., for bias or point of view)
o Identify whether specific information is contained in graphic representations (e.g., map, chart, table, graph, T-chart, diagram) or text features (e.g., headings, subheadings, captions)
o Categorize/compare literary elements, terms, facts, details, events
o Identify use of literary devices o Analyze format, organization, &
internal text structure (signal words, transitions, semantic cues) of different texts
o Distinguish: relevant-irrelevant information; fact/opinion
o Identify characteristic text features; distinguish between texts, genres
o Analyze information within data sets or texts
o Analyze interrelationships among concepts, issues, problems
o Analyze or interpret author’s craft (literary devices, viewpoint, or potential bias) to critique a text
o Use reasoning, planning, and evidence to support inferences
o Analyze multiple sources of evidence, or multiple works by the same author, or across genres, time periods, themes
o Analyze complex/abstract themes, perspectives, concepts
o Gather, analyze, and organize multiple information sources
o Analyze discourse styles
Evaluate Make judgments based on criteria, check, detect inconsistencies or fallacies, judge, critique
o Cite evidence and develop a logical argument for conjectures
o Describe, compare, and contrast solution methods
o Verify reasonableness of results o Critique conclusions drawn
o Evaluate relevancy, accuracy, & completeness of information from multiple sources
o Draw & justify conclusions
o Apply understanding in a novel way, provide argument or
Revised Bloom’s Taxonomy
Webb’s DOK Level 1 Recall & Reproduction
Webb’s DOK Level 2 Skills & Concepts
Webb’s DOK Level 3 Strategic Thinking/ Reasoning
Webb’s DOK Level 4 Extended Thinking
Remember Retrieve knowledge from long-term memory, recognize, recall, locate, identify
o Recall, observe, & recognize facts, principles, properties
o Recall/ identify conversions among representations or numbers (e.g., customary and metric measures)
Understand Construct meaning, clarify, paraphrase, represent, translate, illustrate, give examples, classify, categorize, summarize, generalize, infer a logical conclusion (such as from examples given), predict, compare/contrast, match like ideas, explain, construct models
o Evaluate an expression o Locate points on a grid or
number on number line o Solve a one-step problem o Represent math
relationships in words, pictures, or symbols
o Read, write, compare decimals in scientific notation
o Specify and explain relationships (e.g., non-examples/examples; cause-effect)
o Make and record observations o Explain steps followed o Summarize results or concepts o Make basic inferences or logical
predictions from data/observations
o Use models /diagrams to represent or explain mathematical concepts
o Make and explain estimates
o Use concepts to solve non-routine problems o Explain, generalize, or connect ideas using supporting
evidence o Make and justify conjectures o Explain thinking when more than one response is possible o Explain phenomena in terms of concepts
o Relate mathematical or scientific concepts to other content areas, other domains, or other concepts
o Develop generalizations of the results obtained and the strategies used (from investigation or readings) and apply them to new problem situations
Apply Carry out or use a procedure in a given situation; carry out (apply to a familiar task), or use (apply) to an unfamiliar task
o Follow simple procedures (recipe-type directions)
o Calculate, measure, apply a rule (e.g., rounding)
o Apply algorithm or formula (e.g., area, perimeter)
o Solve linear equations o Make conversions
among representations or numbers, or within and between customary and metric measures
o Select a procedure according to criteria and perform it
o Solve routine problem applying multiple concepts or decision points
o Retrieve information from a table, graph, or figure and use it solve a problem requiring multiple steps
o Translate between tables, graphs, words, and symbolic notations (e.g., graph data from a table)
o Construct models given criteria
o Design investigation for a specific purpose or research question
o Conduct a designed investigation o Use concepts to solve non-routine
problems o Use & show reasoning, planning, and
evidence o Translate between problem & symbolic
notation when not a direct translation
o Select or devise approach among many alternatives to solve a problem
o Conduct a project that specifies a problem, identifies solution paths, solves the problem, and reports results
Analyze Break into constituent parts, determine how parts relate, differentiate between relevant-irrelevant, distinguish, focus, select, organize, outline, find coherence, deconstruct
o Retrieve information from a table or graph to answer a question
o Identify whether specific information is contained in graphic representations (e.g., table, graph, T-chart, diagram)
o Identify a pattern/trend
o Categorize, classify materials, data, figures based on characteristics
o Organize or order data o Compare/ contrast figures or
data o Select appropriate graph and
organize & display data o Interpret data from a simple
graph o Extend a pattern
o Compare information within or across data sets or texts
o Analyze and draw conclusions from data, citing evidence
o Generalize a pattern o Interpret data from complex graph o Analyze similarities/differences
between procedures or solutions
o Analyze multiple sources of evidence
o analyze complex/abstract themes
o Gather, analyze, and evaluate information
Evaluate Make judgments based on criteria, check, detect inconsistencies or fallacies, judge, critique
o Cite evidence and develop a logical argument for concepts or solutions
o Describe, compare, and contrast solution methods
o Verify reasonableness of results
o Gather, analyze, & evaluate information to draw conclusions
o Apply understanding in a novel way, provide argument or justification for the application
Create Reorganize elements into new
o Brainstorm ideas, concepts, or perspectives related to
o Generate conjectures or hypotheses based on observations or prior
o Synthesize information within one data set, source, or text
o Formulate an original problem given a situation
o Synthesize information across multiple sources or texts
o Design a mathematical model
Other Tools: MA Model Curricula and Rubrics (pp. 6-10)
CEPAs 1 2 3 4 5 6
Topic development:The writing and artwork identify the habitat and provide details
Little topic/idea development, organization, and/or details Little or no awareness of audience and/or task
Limited or weak topic/idea development, organization, and/or details Limited awareness of audience and/or task
Rudimentary topic/idea development and/or organization Basic supporting details Simplistic language
Moderate topic/idea development and organization Adequate, relevant details Some variety in language
Full topic/idea development Logical organization Strong details Appropriate use of language
Rich topic/idea development Careful and/or subtle organization Effective/rich use of language
Evidence and Content Accuracy: writing includes academic vocabulary and characteristics of the animal or habitat with details
Little or no evidence is included and/orcontent is inaccurate
Use of evidence and content is limited or weak
Use of evidence and content is included but is basic and simplistic
Use of evidence and accurate content is relevant and adequate
Use of evidence and accurate content is logical and appropriate
A sophisticated selection of and inclusion of evidence and accurate content contribute to an outstanding submission
Artwork; identifies special characteristics of the animal or habitat, to an appropriate level of detail
Artwork does not contribute to the content of the exhibit
Artwork demonstrates a limited connection to the content (describing a habitat)
Artwork is basically connected to the content and contributes to the overall understanding
Artwork is connected to the content of the exhibit and contributes to its quality
Artwork contributes to the overall content of the exhibit and provides details
Artwork adds greatly to the content of exhibit providing new insights or understandings
Rank the following from least intellectually challenging to most intellectually challenging (rigorous)—Some may be equal; some may be impossible to determne
1. This course requires at least 2 hours of homework per night.
2. Explain why buying more lottery tickets doesn’t improve your odds for winning.
3. Create your own argument proving or disproving the need for a ban on guns
4. Draw a parallelogram with a 35 degree angle.
5. Explain the water cycle.
6. List the states and their capitals.
7. Recite the Gettysburg Address
8. Retell the story we have just shared
9. Compare the results of your experiment with another; how can you explain the differences?
10. Rate how great Gatsby is; provide evidence for your answer from the text.
11. Why did Little Red Riding Hood say, “What big teeth you have, Grandma”?
12. Answer all the questions at the end of Chapter 6.
https://www.youtube.com/watch?v=CnWnLNSZTAg&feature=youtu.behttps://www.youtube.com/watch?v=ledQNzuiHgU (Sourcing)
SourcingContextualzingCorroboratingClose Reading
AnnotatingWriting PersuadingExpository
Historiography
A mathemati
cian reasons
and argues with
symbols and words
■
79
Shift #3: Rigor: In Major Topics, Pursue Conceptual Understanding, Procedural Skill and Fluency, and Application
https://vimeo.com/92830168
New Science Standardshttps://
www.teachingchannel.org/videos/next-generation-science-standards-achieve
■ Ideas
■ Practices
■ Crosscutting Concepts
Skills versus Content? How to balance?
EQUiP Assessment Standards
■ Evidence of student learning
■ “degree to which”
■ Independently
■ Accessible to all students
■ Rubrics, answer keys, scoring guidelines with guidance
■ Pre-Assessment
■ Formative
■ Summative
ELA: Matching Assessments to StandardsAssessment Validity
1. What level of thinking is called for in the standard?
1. Recall—List, retell
2. Understand—explain why
3. Application—use this knowledge
4. Analyze—Consider why
5. Evaluate—Which one is more effective?
6. Synthesize/Create—Create a model of….Create your own experiment
https://www.teachingchannel.org/videos/rhetorical-devices-equip (Art of Persuasion and Craft of Argument Massachusetts Model Unit)
Assess this Assessment
https://www.teachingchannel.org/blog/2014/08/08/video-playlist-strengthening-lessons-for-the-ccss-equip/
Now with a partner, select a standard that you are going to include in your common assessment. Develop questions that match the 6 levels of Bloom’s Taxonomy.
What is a good match between standards and
assessment?Argument Standards Possible Assessment question/activity
Math: Construct viable arguments and critique the reasoning of others
Provide an “incorrect” answer, ask the student to correct it and to explain why.
Science: Engage in arguments from evidence Using the data from the table or graph or experiment, what is your conclusion? How do you defend it?
H/SS: Evaluate different points of view based on the same historical event.
Analyze Wilson’s speech to Congress about entering the war with a contemporary critic’s. What does Wilson appeal to as motives? How does his critic question Wilson’s ideals?
ELA: Read, write and speak grounded in evidence
How great is Gatsby (rate 1-10). On what do you base your argument? How would Nick rate him? The film that we viewed? Explain your conclusions based on evidence.Engage in a Socratic Seminar to defend your views.
Standard(s)/Objective(s)
Step 1: Think About the kind of Thinking You Want Student to engage In
Step 2: Select Tasks That Require the Demonstration of That kind of Thinking
Step 3: Determine the Indicators of Mastery
Step 4: Determine the Assessment and Standards of Quality
Course:
Standard(s)/Objective(s)
Step 1: Think About the kind of Thinking You Want Student to engage Ino What kind of thinking is implied by the standard(s)/ objective(s)?o What key concepts should students understand by the end of this unit?o How should students be able to use these concepts?
Step 2: Select Tasks That Require the Demonstration of That kind of Thinking
o What will students who have mastered these concepts be able to do? o What learning tasks will best help students demonstrate mastery of these concepts?
Step 3: Determine the Indicators of Mastery
o What does mastery of the identified learning tasks look like?
Step 4: Determine the Assessment and Standards of Quality
o What feedback methods will tell students if they have reached mastery and to what level? o Some short answer? Multiple Choice? (Lower Order Thinking Skills)o Some/one long answer with rubric developed by the department
“Juried” Resources ■ Massachusetts Model Curriculum Hundreds of Units K-12 ELA, Math, SS, Sci.
■ (http://www.doe.mass.edu Ask to see them and provide email.)
■ Literacy Design Collaborative (ASCD) Paideia Project: Active Thinking, Reading, and Writing Through Dialogue The Power of Language
■ Achieve the Core. www.achievethecore.org. The Shifts in Practice Short video about the process of creating the Common Core Close Reading Model Lessons in ELA, History/Social Studies with both informational and literary texts. Close Reading Model Lessons.. Tools, sample texts in thematic units. For example: The Glorious Whitewasher from The Adventures of Tom Sawyer by Mark Twain (with mini-assessment) Grade 7 fiction. Text Complexity Collection This collection includes both academic research on text and qualitative and quantitative tools to assess texts
■ Odell Education http://odelleducation.com6-12 ELA (literary analysis), HSSTheme-based texts (print and video) without lesson plans, variety of text types: Informational, narrative, historical documents, and literary. PD: how to read closely, how to compare multiple texts, research, making evidence-based claims, etc.
■ CCSSO: Model Text Sets 6-12 ELA, HSS (Taking a stand: “The Lottery,” MLKhttp://www.ccsso.org/Navigating_Text_Complexity/Showroom_Models.html
■ http://writingtotextbrady.wikispaces.com/Weymouth+Middle+School
Ticket to Leave
■What do you want to address in the next workshops (new or more deeply)?
■What do you need for the next workshop?
■What went well for your needs?
