teacher leader network meeting english/language arts the harlan center october 5, 2010

Teacher Leader Network MeetingEnglish/Language Arts

The Harlan Center

October 5, 2010

Keeping Students at the Heart of the Work!

Your Facilitators for Today• Carole Mullins Regional Network Content Specialist, English/LA

• Dr. David Elias Eastern Kentucky University

• Mary McCloud KVEC Literacy Consultant

• Linda Holbrook KDE Literacy Consultant

October Agenda• Welcome • Senate Bill 1• Revisit CASL Chapters 1-2• Debrief CASL Chapter 3• Learning Targets• Deconstructing Kentucky Core Academic

Standards• Leadership: Supporting Teacher Learning

Teams• Moving Into Formative Assessment• Extended Learning

Revisiting Senate Bill 1

K.D.E. # 7. 8: Disseminate Content Standards to schools and teacher prep programs.

K.D.E. # 9, 10: Provide or facilitate statewide training for teachers and administration on integration of standards in instruction, assessments, and improvement of higher order thinking/communication skills; collaborate with EPSB/CPE on doing the same for teacher prep.

K.B.E. # 11: Assist local districts and schools in developing and using continuous assessment strategies to provide diagnostic information to improve student progress, to improve instruction and to meet the needs of individual students.

K.D.E. # 13: Assist schools/districts in developing and using continuous assessment.

Leadership VisionEvery school district in the

Commonwealth of Kentucky has a knowledgeable and cohesive

leadership team that guides the professional learning and practice of all administrators, teachers, and

staff so that every student experiences highly effective

teaching, learning and assessment practices in every classroom, every day. Result: Every Child Proficient

and Prepared.

Network Overarching Goal

All participants will understand how to translate Kentucky’s

Core Academic Standards into clear learning targets in order

to design high quality formative and summative assessments

and to plan/select rigorous and congruent learning

experiences.

MAXIMIZING PRODUCTIVITYRevisiting Group Norms:1. Be present and be engaged in the work2. We are all equal partners in this work3. Seek first to understand, and then to be

understood4. Complete assignments before coming to next

meeting5. Be willing to negotiate and compromise6. Use the law of “Two Feet”7. Be courteous, respectful and positive 8. Keep side conversations to a minimum9. Be mindful of time10.No surprise expectations11.Phones on Silent and No Text Messaging!

Chapter 1 Keys to Quality Assessment

Think of a time you were assessed and it wasa negative experience.

What made it negative?

Now think of a time you were assessed and it was a positive experience.

What made it positive?

Chapter 2

Looking for the Seven Strategies in Action

• View the video of Jessica Addison sharing how she uses Learning Targets in a high school math class

• As you watch, identify which of the 7 Strategies you see in action by noting them on the provided check sheet

• Discuss findings with your table group

• Random table group reportshttp://www.education.ky.gov/KDE/Instructional+Resources/Highly+Effective+Teaching+and+Learning/Characteristics+of+Highly+Effective+Mathematics

+Teaching+and+Learning.htm

T-CHART TIME!

Extended Learning Review: Chapter 3 and 3-2-1 Activity

Classroom Assessmentfor Student Learning

• Work through the Anticipation Guide and make revisions, if necessary

• Receive Correct Answers

• Table group discussions should focus on the big “aha” you may now have!

3-2-1 Activity Reports

• Each member at the

table will share one success and/or one challenge they

incurred when implementing an

instructional strategy that embedded the

qualities of CASL and/or CHETL and give a quick explanation of “why” it worked or not.

Today’s Learning Targets • To identify the five types of

targets that align with Kentucky’s Core Academic Standards

• To deconstruct standards in order to deepen our understanding

• To further clarify the underpinning learning targets of the standards

“Teachers who truly understand what they want their students to accomplish will almost surely be more instructionally successful than teachers whose understanding of hoped-for student accomplishments are murky.”

-W. James Popham

Learning Targets

• Knowledge• Reasoning• Performance/

Skills• Products• Dispositional

Knowledge TargetsMastery of substantive subject contentwhere mastery includes both knowingand understanding it.

CHETL Connection Section 5: Knowledge of Content

The teacher accesses a rich repertoire of instructional practices, strategies, resources and

applies them appropriately. The student demonstrates growth in content knowledge.

Knowledge Examples

• Identify metaphors and similes• Read and write quadratic

equations• Describe the function of a cell

membrane• Know the multiplication tables• Explain the effects of an acid on

a base

Reasoning Targets

The ability to use knowledge and understanding to figureThings out and to solve problems.

CHETL Connection: Section 3: Rigor and Content

The Teacher scaffolds instruction to help students reason and develop problem-solving strategies.

The teacher orchestrates effective classroom discussions, questioning, and learning tasks that promote higher level thinking. The student applies

and refines inquiry skills.

Reasoning Examples• Use statistical methods to describe,

analyze, evaluate, and make decisions.

• Make a prediction based on evidence.

• Examine data/results and propose a meaningful interpretation.

• Distinguish between historical fact and opinion.

Performance/Skill TargetsThe development of proficiency in doingsomething where the process is mostimportant.

CHETL Connection Section 3: Instructional Relevance

The teacher provides meaningful learning opportunities for students. The student articulates

an understands learning intention/targets and criteria to be successful.

Performance/Skill Examples

• Measure mass in metric and SI units• Use simple equipment and tools to gather

data• Read aloud with fluency and expression• Participates in civic discussions with the

aim of solving current problems• Dribbles to keep the ball away from an

opponent

Product TargetsThe ability to create tangible products that meet certainstandards of quality and present concrete evidence ofacademic proficiency.

CHETL ConnectionSection 4: Instructional Relevance

Teacher incorporates student experiences, interests and real life situations in instruction. The

student communicates knowledge and understanding in a

real-world form.

• Creates tables, graphs, scatter plots and box plots to display data

• Notates music• Uses desktop publishing software to create a

variety of publications• Creates a personal wellness plan

Product Examples

Dispositional targets

Dispositional targets rarely show up on state standards butare important because they reflect students’ attitudes aboutschool and learning.

CHETL Connection Section 1: Learning Climate

The teacher creates an environment where student work is valued, appreciated

and used as a learning tool. The student actively participates and is

authentically engaged.

Dispositional targets can often be thought of in 3 terms:

• A specific object of their focus

• A positive or negative direction

• Varied levels of intensity from strong to weak

Practice Classifying Learning Targets

As you read CASL Chapter 3, some misconceptions about kinds of targetsMay have arisen.• Individually: Follow directions on the

handout and make an effort to classify each of the learning target examples.

• When finished, Think-Pair-Share with someone at your table to compare and discuss results.

• Whole Group Discussion

T-CHART TIME!

BREAK TIME!

What’s the Target?

Standard Deconstruction Divided Among The Co-ops

Writing: Standard 7

Reading Information and Literature: Standard 1

Reading Information and Literature: Standard 2

Language: Standard 5

Produce writing to communicate with different audiences for a variety of purposes.

Type: Knowledge Reasoning Performance /Skill Product

STANDARDSPRODUCT TARGETS

design, produce, create, develop, make

SKILL TARGETSobserve, listen, perform, do, question, conduct, speak

REASONING TARGETSanalyze, compare, synthesize, categorize, interpret, justify

KNOWLEDGE TARGETSexplain, understand, describe, identify, define

Standard/Benchmark: REVISE

Produce writing to communicate with different audiences for a variety of purposes.

Type: Product Skill Reasoning Knowledge

First Grade

Standard

Produce writing to communicate with different audiences for a variety of purposes.

Type: Product Skill Reasoning KnowledgeLearning Targets

What are the knowledge, reasoning, skill or product targets underpinning the standard or benchmark?

Product Targets Skill Targets Reasoning Targets Knowledge Targets

First Grade

Standard

Produce writing to communicate with different audiences for a variety of purposes.

Type: Product Skill Reasoning KnowledgeLearning Targets

What are the knowledge, reasoning, skill or product targets underpinning the standard or benchmark?

Product Targets Skill Targets Reasoning Targets Knowledge Targets

First Grade

Write sentences with varied beginnings

Standard

Produce writing to communicate with different audiences for a variety of purposes.

Type: Product Skill Reasoning KnowledgeLearning Targets

What are the knowledge, reasoning, skill or product targets underpinning the standard or benchmark?

Product Targets Skill Targets Reasoning Targets Knowledge Targets

Write sentences with varied beginnings

Hold a pencil correctly

Print letters correctly

Space words

Use lines and margins correctly

Stretch out sounds in words to create a temporary spelling of a word…

Distinguish the uses or meanings of a variety of words (word choice)

Know what a sentence is

Understand concept of word choice

First Grade

Standard

Distinguish fact from judgment and opinion; recognize stereotype; compare and contrast historical information

Type: Product Skill X Reasoning KnowledgeLearning Targets

What are the knowledge, reasoning, skill or product targets underpinning the standard or benchmark?

Product Targets Skill Targets Reasoning Targets Knowledge Targets

Describe what facts are and how to distinguish them.Describe what opinions are and how to distinguish them.Describe what stereotypes are and how to recognize them.Describe what comparing and contrasting is and strategies for doing it. The basis (bases) on which to compare and contrast (events, people, conditions, consequences)Indicate the historical information to be compared and contrasted.

•Distinguish novel facts from opinions.•Recognize novel stereotypes.•Locate the correct information on which to compare and contrast.•Compare and contrast the historical information specified above on the bases specified above.

Standard

Type: Product Skill Reasoning KnowledgeLearning Targets

What are the knowledge, reasoning, skills or products targets underpinning the standard or benchmark?Product Targets Skill Targets Reasoning Targets Knowledge Targets

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Assessments

How will I assess to promote the learning and audit the achievement of the targets and standard?

Assessment(s) For/Formative OF/Summative

Assessment(s) FOR/Formative OF/Summative

Assessment(s) FOR/Formative OF/Summative

Assessment(s) FOR/Formative OF/Summative

Selected Response

Ext. Written Response

Performance

Personal Communication

Selected Response

Ext. Written Response

Personal Communication

Performance

Personal Communication

Performance

Communication of ResultsHow will I communicate the learning and the achievement?

FOR/Formative assessments resulting in reporting of learning/growth OF/Summative assessments resulting in grading of achievement

FOR/Formative – Report

OF/Summative -- Grade

FOR/Formative – Report

OF/Summative -- Grade

FOR/Formative – Report

OF/Summative -- Grade

FOR/Formative – Report

OF/Summative – Grade

Divide into grade levels

ElMSHS – Photo David

Grade Level Work Groups

• 6-8 Teachers: Carole (Main Room)

• 9-12 Teachers: David (Main Room)

• K-5 Teachers: Mary and Linda (Room Next Door)

Deconstruct a Standard into its Component Learning Targets

• Read CCR Anchor Standard• Read and analysis the chosen KCAS

• What does the standard require students to know and be able to do? (CASL page 80)

• Determine Type of Learning Target and DeconstructKnowledge – Reasoning – Performance/Skills – Product• What knowledge will students need to know to be

successful?• What patterns of reasoning, if any, will students need to

master to be successful?• What skills, if any will students need to master to be

successful?• What products, if any, will students need to practice to

be successful?• Use CASL Chapter 3 as the Guide!

• CRY AND EAT CHOCOLATE!!!!

Deconstruction #1: Instructions• All grade level groups will deconstruct same standard:

Reading Standards for Informational Text ; Standard #2K-5 Pages 13-14 6-8 Page 399-12 Page 40

• Using the KY ELA Template, chart paper and markers each grade level will deconstruct the assigned standard

• Post chart with completed work on the wall in main room• Gallery Walk – When all are completed we will review

each grade level’s deconstructed standard for quality control. Use post-it notes for comments/questions/clarification and place on chart.

• Post-it notes will be addressed at the November meeting

LUNCH TIME!

Deconstruction #2: Instructions• All grade level groups will deconstruct same standard:

Reading Standards for Literature #2K-5 Pages 11-126-8 Page 369-12 Page 38

• Using the KY ELA Template, chart paper and markers each grade level will deconstruct the assigned standard

• Post chart with completed work on the wall in main room• Gallery Walk – When all are completed we will review

each grade level’s deconstructed standard for quality control. Use post-it notes for comments/questions/clarification and place on chart.

• Post-it notes will be addressed at the November meeting

T-CHART

Video – Herding CatsA little comic relief after working hard onthe Standards!

And you thought you hada hard job?

http://www.youtube.com/watch?v=Pk7yqlTMvp8

Supporting Teacher Learning Teams Steve Chappuis, Jan Chappuis and Rick Stiggins

• Read the article on Learning Teams

AFTERNOON BREAK

Supporting Teacher Learning Teams Steve Chappuis, Jan Chappuis and Rick Stiggins

• After reading the article use the article reading guide.

• Discuss your answers with

someone at another table

• Share ideas!

Let’s “Play” Commit and Toss!The president has a _____ of ______ around himwhen he makes public appearances.*

A. Catalyst, Individuals B. Barrier, Contrast C. Hedge, Protection D. Derrick, Protection

Explain the reason for your answer choice.

*On-line GRE Eng/LA Practice Test: Sentence Flow Section

Formative AssessmentA MENU OF OPTIONS!

• Card Sort • Human Scatterplots• Interest Scale• Muddiest Point • Traffic Lights (cards, cups,

dots)• Three-Two-One (3-2-1)• Odd One Out• Concept Cartoons• Agreement Circles• Chain Notes• Commit and Toss

Extended Learning• Read Chapter 4: Use the “Comprehension

Constructor” for guidance.

• Deconstruct Writing Standard #7 K-2 Page 19

3-5 Page 216-8 Page 449-12 Page 46

• Choose 2 of the formative assessments from the handout before our next meeting on November 4th. (We have already done 3-2-1 and Commit and Toss!)

• Be prepared to share your successes and challenges with us!

“Students can hit any target they can see that holds still for them.”

Rick Stiggins

How Can I Support You?

Carole MullinsEng/LA Regional Content Specialist

606-854-2329carole.mullins@education.ky.gov