sara hagen august 31, 2009. summer institute observation - august interview teachers – september...
TRANSCRIPT
Sara HagenAugust 31, 2009
Summer Institute Observation - August
Interview teachers – September & November
Survey to sample of teachers - December
teachers and student teachers
median 15 years of experience
¼ teach multiple grade levels
½ teach multiple subjects
25% teach multiple grade levels
71% teach multiple subjects
36% teach 3 or more subjects
21% teach multiple subjects and multiple grade levels
if you work with
2 or more grade levels
if you work with
all 3grade levels
if you teach or co-teach
2 or moresubject areas
if you teach or co-teach
3 or moresubject areas
if you teach or co-teach
4 or moresubject areas
if you teach or co-teach
5 or moresubject areas
if you teach or co-teach
students with a wide range of interests, needs, academic levels, and experiences
Introductionsor
Summer Activity
1 minute
Introductionsor
Summer Activity
Learning Standards-BasedGrading is like learning a new
language.
understanding
power standards
trend scores
criteria
vocabulary
culture
Products
Practices
Perspectives
what
how
why
vocabulary
culture
know the benefits of standards-based grading
ideas for this school year
Benefits of Standards-Based
Grading
45 seconds
Benefits of Standards-Based
Grading
Focusing on our goals
Building agency in students
Better accountability system
standards assessment
Examine and prioritize standards
Identify gaps in curriculum
Improve and redesign assessments
outcomes learning goals learning targetsessential understandingsbig ideas learning destinations
One learning destination for this year:
• Why important?• How will you get there?
4 minutes
One learning destination for this year:
• Why important?• How will you get there?
Academic goals are great,
but . . . what about goals for students’ development?
agency = a sense of control
over your own learning
Communicate goals (standards, learning destinations) to students.
Developing criteria for a 1, 2, 3, 4 with students!
Reeves’ (1998) checklist for a standards-based classroom
page 2 of your handoutyes/no Comments and Ideas
Standards are highly visible in the classroom.Standards are expressed in language that students understand.Examples of “exemplary” student work are displayed throughout the classroom.Students can spontaneously explain what a 3 means for each assignment.For every assignment, project, or test, the teacher publishes in advance the explicit expectations for a 3.
Reeves’ (1998) checklist for a standards-based classroom
page 2 of your handout
2 minutes
yes/no Comments and IdeasStandards are highly visible in the classroom.Standards are expressed in language that students understand.Examples of “exemplary” student work are displayed throughout the classroom.Students can spontaneously explain what a 3 means for each assignment.For every assignment, project, or test, the teacher publishes in advance the explicit expectations for a 3.
Share one thing from Reeves’ list that you can work on
improving this year.
Share one thing from Reeves’ list that you can work on
improving this year.
3 minutes
VagueYou got it!
Good knowledge
base
Wow!
Evaluative Summer School needed
Meets expectations
understands one viewpoint
detailedlab report
understands multiple viewpoints
detailed enoughto repeat the
experiment
SocialStudies
Science
Types of criteria:Types of criteria:
Vague – not specific
Evaluative - related to class goals
Feedback-Oriented - specific to student’s
work
This is very polished work!
Vague – not specific
Evaluative - related to class goals
Feedback-Oriented - specific to student’s
work
You’re ready for the next unit!
Vague – not specific
Evaluative - related to class goals
Feedback-Oriented - specific to student’s
work
Amazing!
Vague – not specific
Evaluative - related to class goals
Feedback-Oriented - specific to student’s
work
You compared these but didn’t contrast them.
Vague – not specific
Evaluative - related to class goals
Feedback-Oriented - specific to student’s
work
Three different sources used!
Vague – not specific
Evaluative - related to class goals
Feedback-Oriented - specific to student’s
work
You used trial and error.
You used 3 sources!
You usedtrial and
error!
Strategic Feedback
Task-specific Feedback
effective instruction
effective feedback
better learning
better teaching
+
40%
better!
effort learning
homework assessmen
t
Ways to:
• Involve students in assessment
• Improve feedback
• Connect homework to learning
2 minutes
Ways to:
• Involve students in assessment
• Improve feedback
• Connect homework to learning
to countand
to tell
Better Accountability
(Davies, 2007)
Do other colleagues in your content area(s) assign a score of1, 2, 3, & 4 on the standards the same way you do?
developing assessments
scoring work together
discussing differences
Collaboration Consistency
Today’s session presenters
Learning & LeadershipCommittee
Standards & Grading Guides
Committees
Learning Standards-BasedGrading is like learning a new
language.
vocabulary culture
set priorities
identify gaps in curriculum
improve assessments
align standards, instruction,
and assessment
communicate our expectations
involve students in the assessment process
improve self-assessment & feedback
close achievement gaps
connect students’ work to their
achievement
identify specific strengths and weaknesses
examine student work
identify areas for improvement
promote consistency in grading
increase confidence in our professional
judgment
▶ Focus on Standards
▶ Build Student Agency
▶ Improve Accountability
How will you realize one benefit of standards-based grading in your classroom this year?
What did you learn today?
3 minutes
How will you realize one benefit of standards-based grading in your classroom this year?
What did you learn today?
Sara HagenSummary and full thesisunder Middle School Gradingat dww.madison.k12.wi.us
Feedback or questions appreciated at:
