are numbers enough? classroom information and feedback
TRANSCRIPT
Are Numbers Enough? Classroom Information and
Feedback
Outcomes
Participants will:– revisit the Six Essentials: Student Work and Data
and Responsive Instruction– examine ways to engage students in instructional
partnerships.– identify the types of classroom information and
feedback necessary to assess, communicate, and provide interventions for student learning.
– understand the importance of data walls at the classroom level.
Essential: Student Work and Data
•Teachers help students set goals, monitor, and share progress toward individual learning outcomes based on data.
•Teachers know the value and purpose of various kinds of assessments.
•Teachers use the RxNet to track patterns in their students’ performance and modify their instruction.
•Current student work is visible and celebrated.
Essential: Responsive Instruction
Students can explain what they are learning and why and how it connects to what they have already learned. They are able to talk about the quality of their work and what they must do to improve it.Classroom walls display current student work reflecting the content they are studying, standards for exemplary work, posted learning objectives, daily schedule, and class rules.Teachers use research-based and best practices throughout the lesson as they check for understanding and re-teach concepts to provide in-class interventions when students don’t learn.
Classroom Climate Shift
Traditional Classroom Climate to Assessment-informed Classroom Climate
Learning
Expectations
Role of Classroom Assessment
Responsibility For
Learning
Setting the Stage
Classroom Climate GuidelinesTeachers inform students of the ground rules that everyone (students and the teacher) will follow.Guidelines will vary depending on the ages of students involved and the teachers own procedural preferencesExample
Seek Trust Constantly and Nurture it Seriously
Students need to believe the teacher is invested in having all students succeed.Students need to believe the teacher is using formative assessment’s test results exclusively for improved student learning.Students need to believe the teacher is genuinely seeking their collaboration in assuming responsibility for their own learning.
Model and Reinforce Appropriate Conduct
Teachers need to explain and model the kinds of collaborative focus behavior to show students how to conduct themselves.– Role-play scenarios
Teachers are attentive to the interpersonal and individual behaviors of their students.
Solicit Students’ Advice on Classroom Climate
Teacher urges students to offer suggestions on how to “make it better”.– Suggestion box– Plus/Delta
Feedback mechanisms should convey the teachers willingness to thoughtfully consider students’ recommendations regarding classroom climate or instruction.
Assess Students’ Relevant Affective Status
The teacher monitors the classroom climate.– Teachers can use surveys to gain insights
regarding students’ perceptions of the classroom climate.
– Example
Forms and structures to gather students’ perception can vary depending on teacher preference, elementary vs. secondary, and age of students.
Learning Expectations
Substantial learning will occur for all students, irrespective of their academic aptitude.
Substantiallearning willoccur formotivatedstudents whopossessadequateacademicaptitude.
Think About It
What would you see and hear in a classroom where learning expectations are set only for motivated students?
What would you see and hear in a classroom where learning expectations are set for all students?
Learning Expectations
Communicated to all students and families
Responsive to each students’ needs
Rigorous curriculum
Rubrics
Interventions
Responsibility for Learning
Students assume meaningful responsibility for their own learning and the learning of their classmates.
The teacher, as prime instructional mover, is chiefly responsible for students’ learning.
Think Deeper
What would you see and hear in a classroom where learning is assessed through summative tests to assign grades?
What would you see and hear in a classroom where learning is assessed through formal and informal authentic assessments for learning?
Responsibility for Learning
Student led conferences
Peer Review– Student Protocols
Presentations
Role of Assessment in Classroom
Formal and informal assessments generate data for informing adjustments to the teacher’s instruction and the students’ learning tactics.
Formal tests generate data for comparing students and assigning grades.
Data Walls3 Essential Parts
External Data – State
• CST• CELDT
– District• D.W.A.
Internal Data– Classroom– Formative Assessments
• School• Grade level• Department
Inferences and Conclusions– Reflects data analysis results
Data Walls
District
School Site
Grade level/
Department
Classroom
Middle Panel
•Data on Teaching Strategies Associated with
the Content Area
•Narrative
Plan Do
Act Check
Right Panel•Inferences•Conclusions
•SMART GOALS•Next Steps
Left Panel•Tables•Charts •Graphs•Illustrates State/District/School Assessment Scores
How to Organize a Data Wall
Example
Examples
Rubric
Thank You!