Prepared especially for the New Members of the Professional Learning Network of

ALBEMARLE COUNTY PUBLIC SCHOOLSby Dan Mulligan, Ed. D.

August 2011

RIGOR with NURTURING Designing Assessment & Instruction for

Concept-Centered Learning

Premise of the Session

As the United States continues to compete in a global  economy that

demands innovation, the U.S. education system must equip students with the four

Cs:

1. Critical thinking and problem solving,

2. Communication,

3. Collaboration, and

4. Creativity and innovation.

epals.com

Self RelianceThere are three types of

baseball players--those who make it happen, those who watch it happen, and those who wonder what happened.

Tommy Lasorda

teachers/administrators

4 – second partner

Find a new friend in the room. Introduce yourself and share what you ‘do’. Find 2

comfortable seats and relax.

a. The number of cavities the sixth graders have?b. The number of people in the sixth graders’ families? c. The ages of the sixth graders’ mothers?d. The heights of the sixth graders in inches?

MOVING from ETCH-a SKETCH Learning

to Each STUDENT UNDERSTANDING

Don’t let the ‘what’

overshadow the ‘how!’

The Power of Our Questions

QUESTIONS TO EXTEND THINKINGpage

5 – 7

There are three parts to any research-based

lesson:• Beginning – ‘check for’ and ‘build’

background knowledge of each

student; (BL)

• During – teach and actively engage each student in new content – making connections to prior

knowledge; (DL)

• End – check for understanding - provide each student with an opportunity to summarize (in their own way) and practice the essential knowledge and skills

conveyed in the lesson. (EL)

SAMPLEPre-assessment

that includes differentiation

the Civil War

PAGE 16

Minority Student Achievement in Suburban Schools~Toward Excellence with Equity, Ronald Ferguson, Kennedy School of Government at Harvard University, 2007

Survey of all students in 15 middle & upper income districts in 10 states;

Examined family characteristics, opinions about quality of instruction, achievement motivation, course-taking, effort, comprehension, GPA and other factors;

Asian Black Hispanic White0

10

20

30

40

50

60

70

80

53

6672

4853

72 74

57

AdvantagedDisadvantaged

When I work hard, it is because my teacher tells me I can do well.(“Yes,” instead of “Maybe” or “No”)

Category Ave. Effect

Size (ES)

Percentile Gain

Identify similarities & differences

1.61 45

Summarizing & note taking 1.00 34

Reinforcing effort & providing recognition

.80 29

Homework & practice .77 28

Nonlinguistic representations .75 27

Cooperative learning .73 27

*Setting objectives & providing feedback*

.61 23

Generating & testing hypotheses .61 23

Questions, cues, & advance organizers

.59 22

18

Identifying Similarities and Differences

What processes can students engage in to identify similarities and differences?

Comparing

The process of identifying and articulating similarities and differences among items.

Classifying

The process of grouping things into definable categories on the basis of their attributes.

Creating Metapho

rs

The process of identifying and articulating the underlying theme or general pattern in information.

Creating Analogie

s

The process of identifying relationships between pairs of concepts (e.g., relationships between relationships).

Hey…This looks familiar…

Which of the high yield

instructional strategies do

you see in this structure?

PAGE 7

Work with a partner to create

a conceptual learning

framework for a topic from your content area.

Accuracy of Background Knowledge

4 – second partner

WHY ACADEMIC VOCABULARY?

Find a 4-second partner Tell them who you are and one summer joy; Find 2 seats.

Briefly share what you know about photosynthesis.

Tell a chain story about the process of photosynthesis…

…without using words that begin with:

P, L, T, S

Types of pictures:

• Draw the actual thing.

Marine biologist

Types of pictures:

• Draw the actual thing.

Abraham Lincoln

Mutualism

When one thing helps another.

Types of pictures:

• Draw the concept.

Change

Types of pictures:

• Draw the concept.

Explorer

Types of pictures:

• Draw an example.

revolve

Types of pictures:

• Draw the concept.

Research on Imagery as Elaboration

637 percentile pts. higher

than… …students who kept repeating definitions.

421 percentile pts. higher

than… …students who were using the terms in a sentence.

Students who used imagery to learn vocabulary, on average, performed

# of studies

50 POINTS 50 POINTS 50 POINTS

100 POINTS 100 POINTS

200 POINTS

Sara Palin

Organizing Theme:

Things someone would say…

Hillary Clinton

Michelle ObamaU.S. Women’s Soccer Team

Lady Gaga

The Queen of England

FAMOUS WOMEN OF

2011 EDITION

50 POINTS 50 POINTS 50 POINTS

100 POINTS 100 POINTS

200 POINTS

Science

Experiment

Hypothesis

Energy

Electron

DissolveAtmosphere

50 POINTS 50 POINTS 50 POINTS

100 POINTS 100 POINTS

200 POINTS

Health/PE

Wellness

Equipment

Body Mass

Nutrition

EnduranceMovement

50 POINTS 50 POINTS 50 POINTS

100 POINTS 100 POINTS

200 POINTS

FINE ARTS

ILLUSION ARCHITECTURE

VISUAL

COMPOSER

MELODY

RHYTHM

Great Sites for Imageshttp://etc.usf.edu/clipart/index.htm

50 POINTS 50 POINTS 50 POINTS

100 POINTS 100 POINTS

200 POINTS

COUNT OFF at Your Table

Page 19

Category Ave. EffectSize (ES)

Percentile Gain

Identify similarities & differences 1.61 45

Summarizing & note taking 1.00 34

Reinforcing effort & providing recognition

.80 29

Homework & practice .77 28

Nonlinguistic representations .75 27

Cooperative learning .73 27

Setting objectives & providing feedback

.61 23

Generating & testing hypotheses .61 23

Questions, cues, & advance organizers

.59 22

HIGH-Yield Instructional Strategies

When students know what they are

learning, their performance, on

average, has been shown to be

27 percentile points higher

than students who do not know what they are learning.

Organizing Student Thinking

Category Ave. EffectSize (ES)

Percentile Gain

Identify similarities & differences 1.61 45

Summarizing & note taking 1.00 34

Reinforcing effort & providing recognition

.80 29

Homework & practice .77 28

Nonlinguistic representations .75 27

Cooperative learning .73 27

Setting objectives & providing feedback

.61 23

Generating & testing hypotheses .61 23

Questions, cues, & advance organizers

.59 22

HIGH-Yield Instructional Strategies

Stool – 42 cm

LaToya – 159 cm

Shoulder – 135 cm

Counter – 73 cm

Silk – 108 cm 42

+ 135

177

- 108

69

- 73

4 cm below

Self-Assessment ToolSETTING OBJECTIVES &PROVIDING FEEDBACK

Kinds of Evidence – Continuum of EvidenceInformal Check for Understanding

Name a noun. Form a sentence.

Name a verb. Name an adjective.

Category Ave. EffectSize (ES)

Percentile Gain

Identify similarities & differences 1.61 45

Summarizing & note taking 1.00 34

Reinforcing effort & providing recognition

.80 29

Homework & practice .77 28

Nonlinguistic representations .75 27

Cooperative learning .73 27

Setting objectives & providing feedback

.61 23

Generating & testing hypotheses .61 23

Questions, cues, & advance organizers

.59 22

HIGH-Yield Instructional Strategies

VIS

UA

L 2

1st C

entu

ryB

LO

OM

’S Taxo

no

my

http://visualblooms.wikispaces.com

1.Remember it. (Describe its colors, shapes, and sizes. What does it look like?)

2.Understand it. (What does it make you think of?)

3.Apply it. (What can you do with it? How is it used?)

4.Analyze it. (How is it made or what is it composed of?)

5.Evaluate it. (Take a stand and list reasons for supporting it.)

6.Create it. (Generate a new version of it. How is it an improvement from the original?)

CUBING 2010

Virginia Standards Verbs PROBLEM SOLVING

Analyze Derive Discover Evaluate Explore

Predict Solve Survey Verify Investigate REASONING

Categorize Classify Compare ContrastDifferentiate

Describe Estimate Explain Generalize Interpret

Justify Order Hypothesize Predict Infer

Prioritize Rank Validate Summarize COMMUNICATION

Clarify Correspond Describe Discuss Demonstrate

ExhibitExplain Express Persuade Portray

RestateShow Speak State Write

WHO AM I ?

Momentous Discovery

When teachers regularly and collaboratively review assessment data for the purpose of improving practice to reach measurable achievement goals, something magical happens.

Michael Fullan

KEY QUESTION: Why are common assessments so important?

“You can enhance or destroy students’ desire to succeed in school more quickly and permanently through your use of assessment than with any other tools you have at your disposal.”

Rick Stiggins, Assessment Trainers Institute

WHY do we ASSESS:

1. INFORM INSTRUCTIONAL DECISIONS

2. ENCOURAGE STUDENTS TO TRY

Talk to Me…

Directions– Form a team of EIGHT (8) people…– Determine the person with the most sisters and

then send them to pick-up your team ziplock bag… PLEASE DO NOT OPEN!!!

– Determine the person with the least sisters and send them to pick-up a grid sheet for each person.

– Distribute a grid sheet to each team member.

Follow-up Debriefing

Each pair should share with your other team members the method you used to graph the figure.

Discuss with your team:– Which method appeals to you?– Is there another method that you would prefer?

Prepare for a “pairs choice of method” with a new graph.

Key Question

Did your performance on the second attempt to complete the grid exercise improve after having an opportunity to

self-assess your initial strategy?

Formative AssessmentFormative assessment is the process used by teachers and students during instruction that provides feedback to adjust teaching and learning for the purpose of improving student learning.

Council of Chief State School Officers, October 2006

Notes:

Process rather than a particular test….

It is not the nature of the test itself that makes it formative or summative…it is the use to which those results will be put.

Thank you for your commitment to children!

"It's your attitude, not just your aptitude that determines your ultimate altitude."

--Zig Ziglar

Dane4ae.com

Factors Influencing School Improvement

School

Teacher

Student

1. Guaranteed and Viable Curriculum2. Challenging Goals and Effective

Feedback3. Parent and Community Involvement4. Safe and Orderly Environment5. Collegiality and Professionalism

6. Instructional Strategies7. Classroom Management8. Classroom Curriculum Design

9. Home Environment10. Learning Intelligence/ Background

Knowledge11. Motivation

MOVING from ETCH-a SKETCH Learning

to Each STUDENT UNDERSTANDING

Don’t let the ‘what’

overshadow the ‘how’!

Teachers must recognize that “Reading comprehension and achievement tend to be positively related. Almost

without exception instruction in vocabulary and/or reading skills paid off in terms of greater achievement, especially in the area of problem solving” (Earp, 1970, p.

531).

Reading Comprehension in the Content

AreaThe Publix

Theory

Knowing the Learner

Directions: Rank the symbols (1-4) in order from most (1) like you as a learner to least (4) like you as a learner.

Know

ing the Learner

Strengths NeedsExperimentationRisk takingAdventurousIntuitive/InsightfulCreativeSpontaneous

GuidelinesBoundariesExpectationsStandardsParametersHelp in Focusing

Attitudes PreferencesDon’t like step-by-step directionsReact to internal and external rewardsWant to improve things for society

Stimulus-rich environmentOptions and alternativesInteresting and exciting learning

Learning Style of Beach Balls

Know

ing the Learner

Strengths Needs

See the big pictureHome in on main pointsLearn from lecture and readingThink in abstract terms and languageAnalyze theories and informationThorough logical learnersCan delay gratification

Help in working with othersHelp in organizing time and bringing closure

Attitudes PreferencesDon’t like to waste time “pooling ignorance”Don’t like inquiry

Vicarious learningSimulationsAnalytical thinkingExpert informationFeedback that will improve grades

Learning Style of Microscopes

Know

ing the Learner

Strengths Needs

Precision and accuracyStriving for perfectionPracticalityCompliance with teacherSensory responsiveExternally motivatedDelay gratification

Real experiencesConcrete examples, not theoryStructureProcedures, routinesDirections

Attitudes PreferencesNo news is good newsSerious about their workRequire feedback

Precise, useful feedbackRecommendationsAppreciate privacy

Learning Style of Clipboards

Know

ing the Learner

Strengths Needs

EmpathicIntuitiveSubjective, abstract, affectiveRead between the linesSee the gestalt

Opportunities to work with othersTime for self-reflectionTo connect with teacher and peersRationale for learning

Attitudes PreferencesInternal motivationSelf-monitoring toward personal criteriaRequire rationale for learningCan block out stimuli

Subjective versus abstractPersonal incentives, encouragementChoice of learning environments

Learning Style of Puppies

“If an educator keeps using the same strategies over and over and the student keeps failing,

who really is the slow learner?”

Musical/RhythmicSing itCreate a beatRap itMake a cheerCreate a jingleHum itIdentify soundsReact to soundsListen to soundsConnect to musicWrite a poem

Verbal/LinguisticRead itSpell itWrite itListen to itTell itRecall itUse “you” wordsApply itChunk informationSay itUse mnemonics

Logical/MathematicalMake a patternChart itSequence itCreate a mnemonicAnalyze itThink abstractlyThink criticallyUse numbersProve itInterpret the dataUse the statistics

Visual/SpatialMind mapsGraphic organizersVideoColor codeHighlightShape a wordInterpret a graphicRead a chartStudy illustrationsVisualize itMake a chartCreate a poster

Body/KinestheticRole playWalkaboutDanceLip syncSkits/charades/mimesConstructionMath manipulativesSign languageSportsActivity centersBody language

IntrapersonalMetacognitionUse self-talkWork independentlySolve in your own wayUnderstand selfJournal itRehearse itUse prior knowledgeConnect itHave ownership

InterpersonalThink-Pair-ShareJigsawCooperative groupingDramaDebatesClass meetingsRole playMeeting of mindsPeer counselingTutors/buddiesGiving feedbackShared Journals

NaturalistLabel itCategorize itIdentify itForm a hypothesisDo an experimentAdapt itConstruct itClassify itInvestigate itDiscern patterns

Choice Board or Tic-Tac-ToeThis assessment strategy allows students to select their own preferences but still achieve the targeted essential knowledge and skills.

After Reading Choice BoardSummarize a main idea

and put it to a beat.Draw the sequence of events on a timeline.

Create a way to remember the information.

Reflect on the significance of the information in your

journal.

WILD CARD !!!Your choice after getting approval.

Create a series of at least six cartoon

frames to express the main idea.

Condense the information about a

main idea and create an advertisement, banner,

or slogan.

Act a short skit that conveys the message

of the story.

Write a poem that conveys the main idea

of the story.

Choice Board

Verbal/Linguistic Body/ Kinesthetic Visual/Spatial

Musical/Rhythmical

Wild CardYour choice after

getting the approval of the

teacher.Naturalist

Intrapersonal Interpersonal Logical/Mathematical

4 second partner

1. Select a new partner.2. Identify content to be

taught to your students.3. Outline a Dinner Menu of

evidence of student understandings.

4. Enjoy!

Low-level Questions

• Short answer

• Shallow thinking

High-level Questions

• Elaborate answer

• Deep thinking

High-Consensus

• Right or Wrong answer

• “What” to think

Low-Consensus

• No single correct answer

• “How” to think

Review

• Asker knows answer

• Checking for correctness

True

• Asker doesn’t know answer

• Invitation to think

Path to Thinking QuestionsNOT Just Remembering Facts

Genius Questions

What if…? Is ______ the reason for…?I wonder why…? Can…?If…? Would you rather…?What is it that…? What would it take to…?When is it…? Why is it that…?Who could…? Would ______ be possible if…?How is ____ like _____? Is it possible to…?When is…? Could…?What could happen if…? How can…?If it were possible…? What is your opinion about…?Are there…? Is it right to…?Why is…? I wonder when…?How…? I’m wondering if…?Where did…? How could it…?Do you…? Why are…?Does it matter if…? If I ______, could_____?When is it …? What can…?

Revised B

loom’sCreating

Questioning StrategiesThink Time

Question Exchange

Journaling

Numbered Heads

Jigsaw

Learning Centers

Timed Pair Share

Writing and Discussing

“Success is the sum of small efforts repeated day in and day out.”

Three types of curricula exist in any classroom:The Intended Curriculum: content/skill specified by the state, division, or school at a particular grade level.The Implemented Curriculum: content/skill actually delivered by the teacher.The Attained Curriculum: content/skill actually learned by the students.

Intended Curriculum

Implemented Curriculum Attained

Curriculum

Effective Instruction #2: focuses on essential knowledge and essential skills

Virginia’s Essential Knowledge, Skills,

Vocabulary & Processes

Content-Related Evidence of Validity(Attained Curriculum)

Essential

Skills & Processes

Essential

Knowledge

Essential

Vocabulary

LEARNINGTARGET

(attained curriculum)

Effective Teaching Methods: Applying Research on How the Brain Learns

FromWhole-class instructionLecture and recitationWorking with better studentsSage on the stageAssessment based on test performanceCompetitivenessAll students learning the same thing the same wayPrimacy of verbal skills

ToSmall-group instructionCoachingWorking with weaker studentsEngaged studentsAssessment based on productCooperationAll students learning the same thing in a different wayIntegration of visual and verbal thinking

• Small-group instruction• Coaching• Working with weaker students• Engaged students• Assessment based on product• Cooperation• All students learning the same thing in a different way

• Integration of visual and verbal thinking

4 – second partner

Find a new friend in the room. Find 2 comfortable seats and relax.

1. Guaranteed and Viable Curriculum

2. Challenging Goals and Effective Feedback

3. Parent and Community Involvement

4. Safe and Orderly Environment

5. Collegiality and Professionalism

Factors Influencing Achievement

School

Factors Influencing Achievement

9. Home Environment

10. Learned Intelligence/ Background Knowledge

11. Motivation

Student

Factors Influencing Achievement

6. Instructional Strategies

7. Classroom Management

8. Classroom Curriculum Design

Teacher

Identifying similarities and differences

Summarizing and note taking

Reinforcing effort and providing recognition

Homework and practice

Nonlinguistic representations

Cooperative learning

Setting objectives and providing feedback

Generating and testing hypotheses

Cues, questions, and advance organizers

Identifying similarities and differences

Summarizing and note taking

Reinforcing effort and providing recognition

Homework and practice

Nonlinguistic representations

Cooperative learning

Setting objectives and providing feedback

Generating and testing hypotheses

Cues, questions, and advance organizers

An Effective Instructional School…

Opportunity to LearnTime

MonitoringPressure to Achieve

Parental Involvement

School Climate

Leadership

Cooperation

Guaranteed and Viable Curriculum

Challenging Goals and Effective Feedback

Parental and Community Involvement

Safe and Orderly Environment

Collegiality and Professionalism

Getting the Biggest Bang for Your Buck!• Researchers conducted studies to identify those instructional strategies that have a high probability of enhancing student achievement

for ALL students in ALL subject areas

at ALL grade levels.

• Results of the studies conducted by Robert Marzano, Debra Pickering, and Jane Pollock identified the TOP NINE strategies that have a STRONG EFFECT on STUDENT ACHIEVEMENT.

Category Ave. EffectSize (ES)

Percentile Gain

Identify similarities & differences 1.61 45

Summarizing & note taking 1.00 34

Reinforcing effort & providing recognition

.80 29

Homework & practice .77 28

Nonlinguistic representations .75 27

Cooperative learning .73 27

Setting objectives & providing feedback

.61 23

Generating & testing hypotheses

.61 23

Questions, cues, & advance organizers

.59 22

Word Sort ApplicationsClassify words based on student identified attributes.Match linguistic and nonlinguistic pairs that represent the same concept.Use a ‘Concentration Game’ approach to identifying similarities.Create sentences that contain an identified word from the sort.Provide students with the previous years cards to check for prior knowledge.

SHAPE

Rectangle

Triangle

Square

Circle

ATTRIBUTE

Side

Corner

Square Corner

Round

? ?

How can you use the Where do I belong? structure to support your

role as teacher/administrator?

“A pupil from whom nothing is

ever demanded which he

cannot do, never does all he

can.”John Stuart Mill

“No one Rises to Low Expectations.” Carl Boyd

Venn Diagram

Similarities and differences

Show relationships

Questions–How is something

unique in characteristics?

–What characteristics are shared?

Advanced Organizers

Use Visuals–Advanced organizers help students organize the information and retain 5 times more of the information.

Finding Similarities and Differences

Directions:

• Use the Venn Diagram rings to create a diagram similar to the graph below.

• Sort the Attribute Blocks using the criteria below.

• Think!

Yellow Thin

Large

Category Ave. Effect

Size (ES)

Percentile Gain

Identify similarities & differences

1.61 45

Summarizing & note taking 1.00 34

Reinforcing effort & providing recognition

.80 29

Homework & practice .77 28

Nonlinguistic representations .75 27

Cooperative learning .73 27

*Setting objectives & providing feedback*

.61 23

Generating & testing hypotheses .61 23

Questions, cues, & advance organizers

.59 22

Comprehension Can Be Taught!Narrative Text Expository Text

Comprehension Strategy

The True Story of the 3 Little Pigs Chapter 3 “The American Revolution”

PreviewingWhat is the story about?What might the story be about?

What do I already know about the American Revolution?

Self Questioning Why is the wolf telling the story? Why did this war occur?

Making Connections How does this pig story compare to others I have heard?

How does the information in this chapter compare to the movie we saw?

Visualizing Is my mental picture of the wolf still good? Should I change it?

What did an American soldier look like? A British soldier?

Knowing How Words Work

Does the word make sense in the sentence?

What clues in the text can I use to figure out the word representation?

Monitoring Does what I am reading make sense?

Does what I am reading make sense? Did French soldiers fight in this war? How can I find out?

Summarizing What has happened so far?What is the most important information in the chapter?

EvaluatingDo I believe the Wolf’s story? Why? How does this story rate to other I have read?

How would my life be different if we had not won this war?

READING TIC-TAC-TOEWhat did you already know about the topic before you read the

book?

Tell two questions that can be answered by reading this book

Tell what this book is mostly about. Be

sure to include three important details?

Where could you find more information about this topic?

Choose a color to describe the topic. Explain why you chose that color.

Pretend you have to teach what you

learned from reading this passage to a

new student. What will you tell about the

topic?

If you could create a sound to describe

the topic what would it be? Why?

A title for a fiction book on this topic

might be -

Did the passage leave you

with unanswered questions? If so,what are they?

BRAIN BREAK

Select Team Leaders

DO OR

Suggested Use of Instructional Strategies

Beginning

Set Objectives

Provide feedback

Questions, cues, advanced organizers

Cooperative Learning

Identifying similarities and differences

During Nonlinguistic

representation Notetaking and

summarizing Questions, cues,

advanced organizers Cooperative Learning Identifying similarities

and differences

End Reinforce effort Provide

recognition Evaluate Self-Assessment