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Teacher PLC #3December 10th, 2014 Chavez High School
GOALS: Discuss patterns in UDL learning walks,, revisit goal writing with
a UDL lens, identify options for assessments
REVIEW: Maryland Learning Links Scenario
Examine: Your lesson plan
Content standards
What do students actually have to know – independent of what they can write, read, perform, etc... This is knowledge they need to have before they can apply it.
Methods standardsWhat do students have to do? This focuses on specific tasks such as writing, solving an algebraic equation, reading, performing a piece of music, etc.
First: Consider the type of STANDARD
ChoiceScaffolding
Second- Ask yourself:
• Have I selected the “right” verb?• Is my goal
observable and measurable?• Are the means
embedded?When you have answered yes to all, it is time to move to your assessment!
All assessments must begin with a GOAL
What is an “Assessment?”
“ Learning expertise cannot be measured simply by evaluating competencies and outcomes at a single point in time because learning is a process of continual change and growth” – Dr. David Rose, CAST
- A “snap shot” in time, is only that, a data point in a fleeting moment. -Dr. Mark Mahone, Kennedy Krieger Institute
- We must “triangulate” our data sources in order to hone in on our student’s abilities, mastery, and progress. - Dr. Ron Thomas, Towson University
Formative Assessment Assessing for the purpose of informing future instructional design.
Formative vs. Summative
The goal of formative assessment is to monitor student learning to provide ongoing feedback that can be used by instructors to improve their teachingand by students to improve their learning. More specifically, formative assessments:• help students identify their strengths and weaknesses and
target areas that need work• help educators recognize where students are struggling
and address problems immediately
Formative vs. Summative
The goal of summative assessment is to evaluate student learning at the end of an instructional unit by comparing it against some standard or benchmark.Examples of summative assessments include:• a midterm exam• a final project• a paper• a senior recital
UDL Options in formative assessment: Base your assessment on the verb within your learning
objective.
• Exit Ticket
• Interview
• Peer Interview
• Demonstration/Performance
• Diagram
• Writing
• Mapping / Planning / Organizing
YOUR TASK
• Check out the CAT links!
• Which do you like? Why? Can you use “as is” or would you modify based on your knowledge of the UDL framework?
• Post your ideas on UDL Connect OR participate in Share Out.
Goal Check (based on 11/15 feedback)
• Make sure we have scheduled reflection times with our appraisers to talk about implementation and bounce ideas off of them when I’m considering making changes to turn my classroom in another direction, to reinforce we are going in the right direction, get your ideas/input on what I’m thinking
• Walk-through findings and how it relates to appraisal system, leadership needs to meet with us and show us what it will look like within appraisal – show me where these UDL pieces fit into our appraisal
• Common board and make explicit connections to our UDL connections, what do we want, and where are we trying to go, Chavez wants us to do this, and this is the UDL framework, show me the connections
• Kilgo verbs alignment to the goals/objectives work
• When we talk to our appraisers about changing our practice, we have to develop strategies and outcomes and a way to collect data to see if it’s changing
• Centralized resources for student access to content
• Everyone should have goals of what we are trying to get to, we might all have individual and common goals
• More opportunities to attend PD with our co-teachers to build knowledge and relationships
• Look at summer opportunities for work on UDL
Looking AheadTeacher PLC Schedule for 12/17• 1:1 with Lisa Carey (bring lesson to analyze)• PLC topics: Review of HISD eval tool and board
configuration with UDL Lens• Continuation of formative assessment strategies
Upcoming online due dates• Chapter 3: The Variability of Learners- Post by
12/31/14• Directions posted on Edmodo, handout distributed
today
Now What?? Grade, Sort, and Plan:Leave class with your plan for addressing the data from your
previous lesson. What will you do NEXT week/class?
• Quickly evaluate your formative assessment
• Sort into three piles/groups: Get’s it, Kinda Get’s it, Doesn’t Get it. (set criteria for each group before sorting)
• Based on your piles determine your plan • Reteach to the whole group?
• Reteach to part of the group?
• Extension for part of the group?
• Peer tutoring?
• Online tools to target the few students who didn’t get it? What options do we have at TU?
Feedback!Telling students how they did, where they are, where they need to go, and how to get there is the “formative” part of formative assessment.
• Have students assess their own learning
• Have students compare their own assessment to your assessment
• Make them answer: “do our assessments match? Why/Why not?”
• Collaboratively make a plan for mastery: • “Okay Marcus, you understood plotting points on the graph when
all numbers were positive, but didn’t quite get it when I added in negative numbers. How can we work together to make sure you understand this concept?”
Not Losing Your Mind
• Give yourself a standard procedure that allows for flexibility, but allows you to quickly conceptualize your planning with formative assessment options in mind
• Develop a “work smart not hard” UDL assessment tool box. Ex. Promethean Boards OR cell phones let you use active votes for student response and then exports them to an excel file.
• CATs provide numerous options (see web links)
• Think about what learning will look and sound like for each of your lessons, put this into a check list intersected with your class list and use this to conduct formative assessments. Ex. Students will highlight examples in the text, discuss x topic, create a digital graphic organizer…checks that students do this as you walk around the room.
UDL Connection?
Behavior, UDL and Formative Assessment
• Read the next five slides on your own. (Also in a pdf on UDL Connect)
• With your group complete the following:• Create clarifying questions to pose to the whole group.
• (We will pause and address these)
• Identify barriers to implementation
• Identify benefits to implementation in your school, classroom, etc.
Group Contingency Behavior Plans…
• “Arrangements in which consequences are delivered to some or all members of a group as a function of the performance of one, several, or all of its members (Mayer, Sulzer-Azarof, & Wallace, 2012).”
Dependent Group Contingency Model:
• “group members attain reinforcers contingent on the behavior of a selected group or subgroup of members, or of a specific individual (Mayer, Sulzer-Azarof, & Wallace, 2012).”
• “be sure that all members can perform the task as required, and that criteria fro reinforcement are set at achievable levels. As Axelrod and Greer (1994) have pointed out, it’s fine to use group contingencies when the problem is motivational, but it’s another matter to apply group contingencies to academic behaviors where students lack the skills to perform the necessary behaviors (Mayer,
Sulzer-Azarof, & Wallace, 2012) .”
“Mystery Student” • “mystery student” selected at start of class, not
revealed to class.
• Criteria for mastery is made explicit. (Suggested both behavioral and academic goals be met)
• “Secret Mission Files” can be used in order to offer multiple levels of criteria for reinforcement.
• End of class, “Mystery Student is revealed if the student met the criteria. The “hero” get’s to select the reinforcer for the class.
Benefits of Group Contingency Model
- Student monitor themselves out of
pressure to perform for the good of
the group rather than pleasing the
teacher. Student assist in monitoring
each other.
- Students are reinforced with group
praise in addition to tangible rewards
- “Mystery student” can also be a
“mystery group” and is flexible to
meet various classroom activities.
- Teacher uncomfortable with classroom management have a set
plan that last the length of the class.
Design with the End in Mind? Design with NO end in mind. It’s a cycle. Plan, Teach, Assess, Grade, Sort, Plan, Teach, Assess, Grade, Sort, Plan, Teach, Assess, Grade,
Sort, Plan….
