FUSION

June 2012

What’s New at NWEA?

Our Partners Need More Evidence of Student Learning

Our partners use MAP to answer important questions about their students’ learning:

Is every child growing? Where will they be at the end of the school year?

Many partners have expressed a need for more student data between MAP assessments. They want to know:

Where are my students now? What progress are we making?

What skills are they missing?

Keeping Learning on Track

Students and teachers

continuously using evidence of learning to adapt what happens in the classroom.

Many Formative Assessment Techniques

• Think/Pair/Share• Carousel• Jigsaw

• 30-Second Share• Group Discuss Expectations• Learning Targets

• Stop/Slow Signals• Question Strips• Traffic Lighting Self

• Find and Correct Errors• Two Stars and a Wish• Comment-Only Marking

• ABCD Cards• Exit Tickets• Diagnostic

Questions

One Big Idea

Engineering effective classroom discussions, questions, and learning tasks that elicit evidence of learning

Providing feedback that moves learners forward

Activating students as the owners of their own learning

Activating students as instructional resources for one another

Clarifying, sharing, and understanding learning targets and success criteria

Five Key Strategies

Keeping Learning on Track®

Framework

IndividualStudy

Beyond Year 2

Ongoing, Collegial Support

Continued Growth and Learning

Year 2

Deepening Understanding

Year 1

Supported withKLT Modules andonline resources

Teacher Learning Community Meetings

1 2 3 4

5 6 7 8

Sustained Job-Embedded Learning

Getting Started with KLT

(for TLC Leaders)

Initial Learning

KLT Foundations

Keeping Learning on Track®

Implementation

Supported withKLT Modules andonline resources

Teacher Learning Community Meetings

9 10 11 12

13 14 15 16

Where is the learner going?

Where is the learnerright now?

How does the learner get

there?

Teacher

Clarifying, sharing and understanding learning targets and success criteria

Engineering effective classroom discussions, questions, & learning tasks that elicit evidence of learning

Providing feedback that moves learners forward

Learner Activating students as the owners of their own learning

Peer Activating students as instructional resources for one another

Agenda

Activity Topic

Activity 1 KLT™ Overview: Making a Difference

Activity 2 Sharing Learning Targets & Success Criteria

Activity 3 Asking Better Questions

Activity 4 Providing Effective Feedback

Activity 5 Activating Students and Their Peers

Activity 6 Carrying the Work Forward

What happens in a typical TLC meeting?

8

Activity 1Welcome & Learning Targets

The TLC leader presents the learning targets for the meeting.

Activity 2How’s It Going?

Each teacher gives a brief, informal report on his or her latest formative assessment efforts in the classroom to provide information and get feedback from colleagues.

Activity 3Formative Assessment Content

The group works through an interactive learning activity developed to deepen their understanding of one or more formative assessment strategies.

Activity 4Personal Action Plan

Each teacher updates his or her Action Plan and arranges to get needed support from colleagues.

Activity 5Summary of Learning

The group checks to see where they are with regard to the learning targets for the meeting.

Keeping Learning on TrackLearn more at

http://keepinglearningontrack.nwea.org

Thank You!