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WHAT WAS SOMETHING YOU THOUGHT ABOUT OR SHARED WITH SOMEONE REGARDING
OUR WORK LAST TIME?
Welcome Back!
Day One Agenda
Creating The Learning Environment Introductions & Building Community
Framing the Learning Agenda, Purpose, Goals, Outcomes In The News and Influencing Our Thinking
Framework Focus: Planning Instruction Standards-Based Education: Beginning with the
end in mind Overview of the SBE Planning Process
Day Two Agenda
Framework Focus: Planning Instruction
SBE Planning Process Standards Based Instruction Essential Understanding/Questions Task Analysis NYS – Common Core Learning Standards
Focus Questions:
What makes planning for teaching and learning in a standards based environment different from the past?
How can we be more purposeful in our instructional decision making so that we can provide students with the rehearsals and practice they need to meet the standard to be successful?
Boarding pass
Personal information What is your favorite vacation spot?
What do you like to do there?
If you could have any job other than being an educator, what would it be?
What would you like to see happen in education before you
retire?
I nstruction for All: Learning Partners Name: ________________
I nstruction for All
Learning Partners
Designed by P. Shaw – Syracuse, NY (2005)
Sit with this partner
Professional Practice:for Day 3
Identify unit/lesson for Jan. Presentation
Identify NYS StandardRefine essential and
guiding question How will you define
Success? Write a brief
description-include” Standard,
Outcomes, Essential and Guiding Questions and how to define success
Resources to Support: Demonstrate ENGAGE
NY Overview of NYS CCLS Just Ask Sample Units
While you are there, sign up for newsletter
As you have your conversation…
Find the planning questions –top ten or top 19
What oval are you in-so far?
In December
• What CCLS will your unit be aligned with?
• While there may be several – what 1-3 will be the focus?
Numbered Heads Together….(p. 103)
Count off at your tables….
To share responses….A number will be selected Then a tableThat person will shareOthers will support
Know Your Purpose
•Check-up
Formative (Assessment for
Learning)
•AutopsySummative (Assessment of
Learning)
Formative? Summative?
A science teacher has students complete a graphic organizer identifying the different parts of a cell. He grades the assignment and returns it to students. He speaks privately with a few students (who did not pass) to tell them that they’ll need to study more since this information will be on the unit test at the end of the chapter.
Formative? Summative?
A Kindergarten teacher asks her students to write their first name and draw a self-portrait. She identifies those students who can’t spell their name and targets them for specific sound/letter instruction.
Formative? Summative?
Each student in Jazz Band played an on-demand musical piece as part of their final exam. The score was factored in and became a part of their final average.
Occurs during the learning process
Identifies students
experiencing difficulties
Results are used to help
students continue to
learn (informs instruction)
Informs teachers as to
the effectiveness of instruction for
current students Informs students
in regards to progress in becoming proficient (provides feedback)
Typically are NOT used to assign grades
An assessment is formative if it…
Examples of INFORMAL Formative Assessments
Exit/Entrance
SlipsJournals
Questioning Discussions
Observations Whiteboards
Occurs after the learning process
has ended
Is not used to improve students’
understanding of content
Results are used to inform
stakeholders of individual student
achievement
Informs teachers as to the
effectiveness of instruction for
future students
Informs students about their academic
standing in relation to others
Assigns a grade to indicate
student progress at a specified point in time
Summative if it…
Examples of Summative Assessments
End of Unit or Chapter
Tests
State Assessmen
ts
*Benchmark
Assessments
Final Exams
Placement Tests
Achievement Tests
WHAT DOES COMMON MEAN?
The 5th grade team collaboratively designs an assessment that is focused on common learning goals. Each teacher grades his/her own assessments & they reconvene to discuss the results. During the analysis, one teacher reveals she gave an additional week’s worth of instruction to students prior to administering it because she felt they needed more time to master the material.
WHAT DOES COMMON MEAN?
Three English 7 teachers each develop a section (accompanied by an answer key or rubric) for a short story unit assessment and combine them into one. All students will take the assessment, but some of the assessment items are generic so the teachers can modify them to fit the stories taught.
COMMON? NOT COMMON?
Common? Not common?
A team of 10th grade Geometry teachers agree to administer the quiz located at the end of each chapter to all students. They don’t teach the same units at the same time, but all the units are taught before the end of the year.
What does common mean?
Is developed collaboratively
by teachers who teach the same grade level or
content
Uses a common process for
determining the criteria for
quality work
Measures the same learning
targets no matter the teacher
Administered systematically
and timely to all students enrolled
in a course or grade
Results are scored and analyzed
collaboratively
Facilitates a systematic, collective
response to struggling students
An assessment is common if it…
Sound Familiar?
Teach, test, and hope for the best
Spray and pray
I taught it, they
just didn’t
learn it.
Putting It All Together
The more you teach without finding out who understands the
information and who doesn’t, the greater the
likelihood that only already-proficient students will
succeed. Grant Wiggins, 2006
HALLMARKS OF INTERIM ASSESSMENTS
Developed collaboratively & may mimic high-
stake tests
Given quarterly (not unit tests) to
all students enrolled in a
course or a grade
Aligned with standards/state
tests/college readiness
Cumulative (reassess
previously taught standards)
Collaboratively scored and analyzed
Result in action planning
Involve students in the process
Are the starting point of
instruction
BALANCED ASSESSMENT SYSTEM
In-the-momentFormative
Provides a link between the two
Larger year-end goal
Interim
Summative
I can quote reasons and proof from what I read to show my close reading of primary
and secondary sources of information.I can
identify the difference between primary
and secondary
sources
I can identify the purpose of
a text
I can quote and
accurately paraphrase from a text
Learning Targets
Decide HOW
to assess
Determine your assessment
strategy
Selected Response
Constructed and
extended written
response
Performance
assessment
Assessment methodsMethod Ideal for
assessingExamples Scoring
Selected Response
Knowledge-level learning targets
Multiple ChoiceFill-in-the-blankT/FMatching
Number or percent of points
Extended written
response
Chunks of knowledge that interrelate &
student reasoning
EssayShort Answer
Rubric
Performance Assessment
Learning best achieved through observable actions
(skills) (or the development of
products
Playing an instrument
Changing the oil in a car
Conversing in a foreign language
Widening the Assessment conversation:
Assessment JigsawBinder p 25(Everyone is a 5!) Count off 1-4 or 1-5Regroup into expert groups-read, discuss,
determine key points to shareRegroup into base group- to share---
Hold off on reading p 159-161 if
you are a 5!
“S’more” on Formative Assessment
Read text p 159-161 and “Formative Assessment” JustASK article
Put a ! Next to one you are intrigued by…
What is a RAFT?
The RAFTs Technique (Santa, 1988) is a system to help students understand their role as a writer, the audience they will address, the varied formats for writing, and the expected content.
The RAFT Strategy is a writing technique that offers students a creative way to demonstrate understanding. Students take on an unusual point of view while writing for a specific audience. This is a great differentiation strategy because teachers can develop any number of possible RAFT’s that can be adjusted for skill level and complexity. Teachers can offer student choice, appealing to their interests and learning profiles, while adapting to student readiness levels. The possibilities for the RAFT categories are endless and the products are very creative.
RAFT: Purpose
The purpose of RAFTs is to give students a fresh way to think about approaching their writing. It occupies a nice middle ground between standard, dry essays and free-for-all creative writing. RAFTs combines the best of both. It also can be the way to bring together students' understanding of main ideas, organization, elaboration, and coherence...in other words, the criteria by which compositions are most commonly judged.
RAFT: an acronym that stands for:
Role of the Writer - Who are you as the writer? Are you Sir John A. Macdonald? A warrior? A homeless person? An auto mechanic? The endangered snail darter?
Audience - To whom are you writing? Is your audience the Canadian people? A friend? Your teacher? Readers of a newspaper? A local bank?
Format - What form will the writing take? Is it a letter? A
classified ad? A speech? A poem?
Topic / Time - What's the subject or the point of this piece? Is it to persuade a goddess to spare your life? To plead for a re-test? To call for stricter regulations on logging
Learning about the RAFT
Read page 135-40 in Instruction for All Students
See list of ROLES: pp.189-194
See list of Products: pp. 183-188
RAFT Examples:ROLE AUDIENCE FORM Time/Topic
Desert Sun Thank you Note
Sun’s Role in the Desert
Rain Drop Earth Poem Beauty of the Water Cycle
Lung Owner Owner’s Guide To maximize a productive life
MLK Jr. TV Audience 2030
Speech The Dream Revisited
Colonist King George An Advice Column
How to make us happy
Equivalent Fraction
Equivalent Fraction
Song/Rap How we be came equivalent
Comma Student Diary Entry I wish you understood where I belong
Adjective Noun Resume How I can help you
Role Audience Format Topic
Exponent
Jury
Instructions
Laws of Exponents
Acute Triangle
Obtuse Triangle
Dear John Letter
Our Differences
Percent
Student
How-To Guide
Mental ways to
calculate percent
Prime Number
Rational Numbers
Club Membership
Form
How to Join My
Club
Parts of a Graph
TV Audience
Script
Which of Us Is Most
Important?
Plus Sign
Multiplication Sign
Romantic Card
Why We Go Together
Math RAFT
Language Arts RAFTRole Audience Format Topic
Huck Finn
Jim
Letter
What I Learned on
the Trip
Billy Colman
Family
Eulogy
My Love for Little Ann and Old Dan
Comma
Sentences
Thank You Note
Glad I Could Be of Service
Prepositional Phrase
Author
Persuasive Speech
How I Can Help You
Express Yourself
Juliet
Self
Diary
My Short Romance
Grendl
Beowulf
Letter
You Need to See My
Side of the Story
Science RAFTRole Audience Format Topic
ExperiencedWater Drop
New Water Drops
Travel Guide
Journey through the
Water Cycle
Lungs
Brain
Persuasive Speech
Why Quit Smoking
Seed
Self
Diary
Changes As I Germinate
Cell
New Cells
Owner’s Manual
My Parts and How
They Function
Safety Goggles
Family
Letter
Safety in the Lab
White Blood Cell
Red Blood Cell
Romantic Letter
I Will Keep You Safe
Social Studies RAFTRole Audience Format Topic
President Franklin D.
Roosevelt
His wife,Eleanor Roosevelt
Conversation
Why I issued Executive Order
9066
Neighbor of a Japanese American
family
An uncle in New York City
FriendlyLetter
What I think about the situation with
the Japanese Americans
Young Japanese American girl or boy
Future generations of Americans
Poem of at least 8 lines
Why people should be judged on their
merit, not their race, religion, or the
way they look.
Guard at an internment camp
Writing in a personal diary
Diary entry of at least 8 sentences
Describing daily life in the internment
camps
RAFT Rubric 1 2 3 4
Accuracy
The information provided in RAFTS is very incomplete and/or has major anachronisms.
The information provided in RAFTS has some small inaccuracies, omissions or anachronisms.
The information provided in RAFTS is accurate but could use more support or specific details related to subject or time period.
Information & details in RAFTS are always accurate and properly reflect information, ideas and themes related to the subject and time period.
Perspective
Viewpoint or ideas are sketchy and not drawn from time period. RAFTS does not show insight into how characters feel or act during the event(s).
Viewpoint or ideas reflect current concerns rather than time period. RAFTS does not show insight into how characters feel during the event(s).
RAFTS maintains a reasonably consistent point of view and includes ideas relevant to role and time period played. Character’s feelings about the event(s) are evident.
RAFTS maintains clear, consistent point of view, tone and ideas relevant to role and time period played. Ideas and information always tied to role and audience of time. Characters are insightfully shown.
Focus
RAFTS wanders from topic; focus cannot be seen or has many side comments.
Central topic and purpose of RAFTS can be seen, but focus is inconsistent.
RAFTS stays largely on topic; its ideas are mostly supported.
RAFTS stays on topic, consistently maintains form or type; details and information are included and directly support the purpose.
Use of Class Time
Class time used to disrupt others. Class resources are not or inappropriately used.
Class time and resources used to do work for other classes and/or chat with friends.
Class time used mostly effectively to research the era and create coherent stories.
Class time used efficiently and appropriately to research the era and create interesting, well written, stories; extra effort or involvement beyond class.
Presentation
Writing is unclear and has gaps or confusions. Essay is marred by numerous errors, which disrupt reader’s understanding.
Writing wanders or is somewhat repetitious. Essay contains several sentence errors and mechanical mistakes that may interfere with clarity of ideas. Audience is irritated by errors.
Writing is clear and direct. Essay contains some fragments, run-ons or other errors; occasional mechanical mistakes. Audience is informed.
Writing is fluent and interesting. Essay contains few or no fragments or run-on sentences; rare errors or mechanical mistakes result from risk-taking. It engages and informs audience.
Building Your Own RAFTS
At your table group, and/or like subject area partners, brainstorm many ideas with your current standard or subject of study.
Generate a few ideas that you could apply in your classroom before our next meeting.
Work Time
Develop/Identify summative and pre-assessment for your unit…..
What formative assessments will you use?
Professional Practice
Continue to refine assessment for your December lesson/unit
Active Learning- Be prepared to share a few that you have used ( from the list on p 88-89 or others)
With your New Learning Partner
THINK BACK TO A SCHOOL OR COLLEGE EXPERIENCE WHEN YOU WERE POSITIVELY
ENGAGED IN THE LEARNING
EXPLAIN WHAT WAS HAPPENING IN THIS SITUATION THAT INFLUENCED YOUR ENGAGEMENT?
WHEN LEARNING IS ACTIVE AND INTERACTIVE STUDENTS ARE MORE
ENGAGED WHEN INTERACTING WITH YOUR CONTENT
Learning is ACTIVE and INTERACTICE
Active Learning Text Tagging
See pp. 88 and 89
As you read the list of strategies Tag each with the following icons:
Check the ones you have either done with students or experienced as a student. You know it
Star the ones you have heard of but have never done
! Exclamation Mark the ones you want to learn about
Work Time
Develop/Identify summative and pre-assessment for your unit…..
What formative assessments will you use?