Prepared Especially for the Professional Learning Community of
the MONTANA EDUCATORS INSTITUTE by Dan Mulligan, Ed. D. June
2010
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Principle #1: Know the Learner The Mental State of: Montana
Educators in June Principle #1: Know the Learner The Mental State
of: Montana Educators in June
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Benefits of Focus Activities Help students focus and pay
attention Eliminate distracters Open mental files Provide choices
Encourage self-directed learning
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Algebraic Logic Puzzle Discover the value of each of the
shapes. The total weight is 32. Clue: Puzzle 1 - 2 = + Use your
number sense to discover the value of each shape. Rules to
remember: 1.The right and left sides of each horizontal beam must
balance. 2.Each shape has a unique and consistent weight within the
puzzle and no shapes weigh zero. 3.There are no useless clues.
4.All weights are either one- or two-digit, positive whole numbers.
5.A piece hanging below the fulcrum does not affect the balance
between the left and right arms. Although this piece has its own
definite weight. 6.Size of pieces has no relation to weight.
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There are three parts to any research-based lesson: Beginning
check for and build background knowledge of each student; (BL)
During teach and actively engage each student in new content making
connections to prior knowledge; (DL) End check for understanding -
provide each student with an opportunity to summarize (in their own
way) and practice the essential knowledge and skills conveyed in
the lesson. (EL)
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SAMPLE Pre-assessment that includes differentiation SAMPLE
Pre-assessment that includes differentiation Matter! Page 12
Structure BL #2 Page 12 Structure BL #2
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Personal Learning Goals I will recognize the benefits of
obtrusive, unobtrusive, and student, and student-generated
assessment; I will recognize the benefits of obtrusive,
unobtrusive, and student, and student-generated assessment; I will
understand strategies to create assessment for learning and
assessment of learning; I will understand strategies to create
assessment for learning and assessment of learning; I will support
my peers by offering constructive feedback to improve their
efforts; I will support my peers by offering constructive feedback
to improve their efforts; I will create assessment samples that
will best elevate learning for my students; and I will create
assessment samples that will best elevate learning for my students;
and I will enjoy working with my colleagues! I will enjoy working
with my colleagues!
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Types of Classroom Assessments OBTRUSIVE Assessment
instruction/learning STOPS while students take the assessment;
UNOBTRUSIVE Assessment instruction/learning continues as the
teacher observes students performing a task; and STUDENT-GENERATED
Assessment students generate ideas about the manner in which they
demonstrate understanding.
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Premise of the Workshop As the United States continues to
compete in a global economy that demands innovation, the U.S.
education system must equip students with the four Cs: 1.critical
thinking and problem solving, 2.communication, 3.collaboration, and
4.creativity and innovation. "For as long as assessment is viewed
as something we do after teaching and learning are over, we will
fail to greatly improve student performance, regardless of how well
or how poorly students are currently taught or motivated." Grant
Wiggins, 1998 "For as long as assessment is viewed as something we
do after teaching and learning are over, we will fail to greatly
improve student performance, regardless of how well or how poorly
students are currently taught or motivated." Grant Wiggins,
1998
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MOVING from ETCH-a SKETCH Learning to Each STUDENT
UNDERSTANDING Learning is a process not an event!
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Unobtrusive Assessment
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Build the Tallest Freestanding Structure: The winning team is
the one that has the tallest structure measured from the table top
surface to the top of the marshmallow. That means the structure
cannot be suspended from a higher structure, like a chair, ceiling
or chandelier. Build the Tallest Freestanding Structure: The
winning team is the one that has the tallest structure measured
from the table top surface to the top of the marshmallow. That
means the structure cannot be suspended from a higher structure,
like a chair, ceiling or chandelier.
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Things to Understand Build the Tallest Freestanding Structure:
The winning team is the one that has the tallest structure measured
from the table top surface to the top of the marshmallow. That
means the structure cannot be suspended from a higher structure,
like a chair, ceiling or chandelier. The Entire Marshmallow Must be
on Top: The entire marshmallow needs to be on the top of the
structure. Cutting or eating part of the marshmallow disqualifies
the team. Use as Much or as Little of the Kit: The team can use as
many or as few of the 20 spaghetti sticks, as much or as little of
the string or tape. The team cannot use the bag as part of their
structure. Break up the Spaghetti, String or Tape: Teams are free
to break the spaghetti, cut up the tape and string to create new
structures. The Challenge Lasts 18 minutes: Teams cannot hold on to
the structure when the time runs out. Those touching or supporting
the structure at the end of the exercise will be disqualified.
Ensure Everyone Understands the Rules: Dont worry about repeating
the rules too many times. Repeat them at least three times. Ask if
anyone has any questions before starting.
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The FINDINGS Kids do Better than Business Students: On
virtually every measure of innovation, kindergarteners create
taller and more interesting structures. Prototyping Matters: The
reason kids do better than business school students is kids spend
more time playing and prototyping. They naturally start with the
marshmallow and stick in the sticks. The Business School students
spend a vast amount of time planning, then executing on the plan,
with almost no time to fix the design once they put the marshmallow
on top. The Marshmallow is a Metaphor for the Hidden Assumptions of
a Project: The assumption in the Marshmallow Challenge is that
marshmallows are light and fluffy and easily supported by the
spaghetti sticks. When you actually try to build the structure, the
marshmallows dont seem so light. The lesson in the marshmallow
challenge is that we need to identify the assumptions in our
project what students must know and be able to do, how we will know
when they understand it, what we will do if they do not understand
it, what we will do when they understand it, the real student needs
- and assess them early and often. Thats the mechanism that leads
to effective assessment innovation. Kids do Better than Business
Students: On virtually every measure of innovation, kindergarteners
create taller and more interesting structures. Prototyping Matters:
The reason kids do better than business school students is kids
spend more time playing and prototyping. They naturally start with
the marshmallow and stick in the sticks. The Business School
students spend a vast amount of time planning, then executing on
the plan, with almost no time to fix the design once they put the
marshmallow on top. The Marshmallow is a Metaphor for the Hidden
Assumptions of a Project: The assumption in the Marshmallow
Challenge is that marshmallows are light and fluffy and easily
supported by the spaghetti sticks. When you actually try to build
the structure, the marshmallows dont seem so light. The lesson in
the marshmallow challenge is that we need to identify the
assumptions in our project what students must know and be able to
do, how we will know when they understand it, what we will do if
they do not understand it, what we will do when they understand it,
the real student needs - and assess them early and often. Thats the
mechanism that leads to effective assessment innovation.