diagnostic assessments and the professional learning cycle creating a diagnostic tool

Diagnostic Assessments and the

Professional Learning Cycle

Creating a Diagnostic Tool that will inform the work of the PLT

Welcome and Overview

Deborah Keefe, Resource Teacher

SSSS Initiative

Facilitation TeamKristin GreatrixInstructional Resource Teacher - NFO(S4i Schools - Judith Nyman S.S. & Fletcher’s Meadow S.S.)

Ann Campbell-ShaverResource Teacher with Special Education Responsibilities - NFO(S4i Schools - Judith Nyman SS, Fletcher’s Meadow S.S., Sandalwood S.S., Heart Lake S.S., Harold M. Brathwaite S.S., Chinguacousy S.S.)

Lynn Filliter Instructional Resource Teacher - MWFO(S4i Schools – Streetsville S.S.)

Darren ReedInstructional Resource Teacher, Cross Curricular Literacy – CBO(S4i Schools – All)

Susan CampoInstructional Technology Resource Teacher, NFO(S4i Schools – Bramalea S.S., Lincoln Alexander S.S., Brampton Centennial S.S., Central Peel S.S. )

• Materials Management

• Teacher Computer Center

• Meet Your Table Group– Name & School– What book would you recommend

for Applied students (record on cue card – with your name) ?

– What book would you recommend for fellow “lovers of literature” (record on cue card – with your name) ?

Human Histogram Activity

When prompted, stand in front of the sign which corresponds to the answer shown on the anonymous survey in your hand.

Today’s Objectives

• To “try on” some assessment for learning strategies

• To have an opportunity to work with English teachers from other schools and from your own Professional Learning Team

• To make some informed decisions about the diagnostic tool you will create

1. 3. A B A

B

2. 4. A B B A

The Relationship BetweenA = Assessment for LearningB = Diagnostic Assessment

DIAGNOSTIC...THEN WHAT?

ELL CRISIS

HOW TO ASSESS?

FAIR DOESN’TMEAN EQUAL

WHO HAS TIME

TO COLLABORATE?

HOMEMADE IS BEST?

DIAGNOSTIC ASSESSMENT CHALLENGES!

WHAT TO ASSESS?

WHAT TO ASSESS?HOW TO

ASSESS?

• Uncover the Greatest Area of Need for Students • Prior knowledge TRAP • Step outside the box – you might be surprised what you find

HOW TO ASSESS?

• Time, location, structure, supports• “Schema”• Triangulation of Data

FAIR DOESN’TMEAN EQUALELL CRISIS

HOMEMADE IS BEST?WHO HAS TIME TO COLLABORATE?

DIAGNOSTIC...THEN WHAT?

• Informs the work of the Professional Learning Team• Baseline data which is owned by the team and aligns to Curriculum•Use of structures and protocols helps

Accomodation VS Modification

Our Parents’/ Grandparents’ Generation

Our Generation

Our Students’ Generation

What do students need to be able to do by the end of grade 9 / grade 10 applied in order to survive and thrive at the next level?

Consolidation

3 -2-1

On your way to break…

Using the dots in your folder, identify the 3 areas where your experience suggests students will struggle the most.

Break

Please sit with your school team after break.

By the end of ENG2PO students will be able to support their opinion with details from a text.

Look Fors:• Student can differentiate between quotation and dialogue (what

characters say and do and what others say and do about that character) when selecting evidence

• Student has structured her/ his response to introduce a point, proof, tieback, analysis

• Student consistently do the above (Point Proof Tieback Analysis)• Student can differentiate between an opinion and statement of fact• Selected evidence demonstrates student can move beyond the literal

meaning of the text (graphic text included)• Student can communicate his/her ideas clearly

Diagnostic Model - Fictional Texts

Choosing a Literary Text: Choosing a Literary Text: ConsiderationsConsiderations

• High interest text• Available to all teachers• Clear opportunity for comparison

Think AloudLook Fors Thinking Behind Decision

Student will differentiate b/w quotation and dialogue (what characters say and do and what others say and do about that character)

Is there sufficient dialogue in the text to provide a contrast?Are there examples of evidence that do not involve dialogue?

Student has structured her/ his response to introduce a point, proof, tie back, analysis

Have the students previously been exposed to PPTA?

Student consistently does the above (PPTA)

Have the students been reminded to PPTA?

Student can differentiate between an opinion and statement of fact

Is there an opportunity in the text to form an opinion?

Selected evidence demonstrates student can move beyond the literal meaning of the text

Are students required to infer meaning throughout the text?

Student can communicate her/ his ideas clearly

Is the text accessible to students to provide them with an opportunity to clearly express an idea?

Text choiceText choice: “Just Lather, That’s All” by Hernando Tellez from Elements of English 10.

Task: Task: In a supported opinion paragraph, contrast the values of Captain Torres with the Barber in “Just Lather, That’s All.”

Parallel task: Parallel task: In a comparison essay, contrast the values of two characters from the play The Melville Boys by Norm Foster.

Diagnostic Model - Fictional Texts

TipsTips

• Consider the interests of your students; choose a text that appeals to many students

• Read texts aloud with your students prior to the writing task

• Access students’ prior knowledge (reviews, anchor charts, etc)

• Backwards design to ensure diagnostic and follow-up parallel tasks are appropriate for the flow of the course

Diagnostic Model – Non Fiction/ Informational Texts

Choosing a Non-Fiction/Informational Choosing a Non-Fiction/Informational Text: ConsiderationsText: Considerations

• Applied Learners most likely to encounter this text form in their lives beyond school

• Opportunity to support learning around the use of text features and navigating text – variety of “real texts” available

• Might need to update text more frequently than fiction choices

Think Aloud

Look Fors Thinking Behind Decision

Diagnostic Model – Graphic Text

Choosing a Graphic Text: Choosing a Graphic Text: ConsiderationsConsiderations

• High interest text• Available to all teachers• Connection to real-world (student interests

and life)

Think AloudLook Fors Thinking Behind Decision

Students can find evidence from the graphic text to support what they know for sure

Have students previously been exposed to KWL?

Students can make a logical conclusion/inference based upon evidence from graphic text

Do students have a solid grasp or understanding of what an inference is?(text clues+ background knowledge = a solid inference)

Selected evidence demonstrates student can move beyond the literal meaning of the text to determine author's message

Are students required to infer meaning throughout the text?

Student can communicate her/ his ideas clearly

Is the text accessible to students to provide them with an opportunity to clearly express an idea?

Text choiceText choice: “You Can Help Stop Global Warming” by World Wildlife Fund.

Task: Using a KWL chartTask: Using a KWL chart, determine author's message from World Wildlife Posters.

Visual LiteracyVisual Literacy

"It is no longer enough to simply read and write. Students must also become literate in the understanding of visual images. Our children must learn how to spot a stereotype, isolate a social cliché, and distinguish facts from propaganda, analysis from banter, and important news from coverage." –Ernest Boyer, 2006

What Can We Say?• There are pictures posted around the room.

You and your group will select one of these pictures to work with.

• Examine the picture you selected and fill out the graphic organizer provided. Please use the blue post-it notes for the left side of the organizer and the yellow for the right side.

What I know for sure What I think I know

What is the Message?

• From the information you have collected in your graphic organizer decide what you believe the message is that these images are trying to portray?

• Write your message out on an index card. Be prepared to share your message to the whole group.

Clustering of ExpectationsGrade 9 Applied Grade 10 Applied

English: Reading English: Reading

1.1, 1.2, 1.3, 1.4, 1.5, 1.7, 1.8, 2.1, 4.1 1.1, 1.2, 1.3, 1.4, 1.5, 1.7, 1.8, 2.1, 4.1

English: Media Studies English: Media Studies

1.1, 1.2, 1.3, 1.4, 1.5, 2.1, 4.1 1.1, 1.2, 1.3, 1.4, 1.5, 2.1, 4.1

Diagnostic Model – Graphic Text

TipsTips

• Consider the interests of your students; choose a graphic text that appeals to many students to allow them to go beyond just knowledge and understanding

• Honour the various entry-points of all students

• Allow for choice

Muddiest Point

Muddiest Point Card

The muddiest point __________ is:

Collaborating on Backwards Design

• As a group, select a course and identify one thing, based on your prior experiences, that you feel students will have difficulty doing.

• Individually, brainstorm things that you would look for in products, conversations, observations.

• Share brainstorm and categorize like details and give them a title.

Inside-Outside Circle Sharing

LUNCH

Clarity and Prizes

• Addressing the muddiest points from before lunch

• Are you a Giller or a Governor General’s?

Lights, Camera, Action…

With your permission, a resource teacher may

film your Professional Learning Team as you work through the process of writing a diagnostic, for the purpose of sharing this video footage with other resource teachers.

ORID Discussion RT SupportSchool Supporting RT

Central Peel Carol McClelland

Bramalea Susan Campo

Brampton Centennial & Chinguacousy Ruby Nagpal

Glenforest & Clarkson Ann Campbell-Shaver

Lincoln Alexander Deb Keefe

Heart Lake & Fletcher’s Meadow Kristin Greatrix

Harold M. Brathwaite Lynn Filliter

Focused Discussion – 20 minutes

Professional Learning Team Work Time

Sharing of Ideas

Goodbye & Thank you(Please submit your exit slip.)