spu institute- day 2
DESCRIPTION
SPU Institute- Day 2. July 21, 2009. Session Overview. Team Project Essential Conditions Thinking about implementation Structures Norms Formative Assessment Team Project. Connecting to Prior Learning. Turn to a neighbor and share one thing you recall from our last session…. - PowerPoint PPT PresentationTRANSCRIPT
![Page 1: SPU Institute- Day 2](https://reader036.vdocuments.mx/reader036/viewer/2022062501/568160c0550346895dcfe69e/html5/thumbnails/1.jpg)
SPU Institute- Day 2
July 21, 2009
![Page 2: SPU Institute- Day 2](https://reader036.vdocuments.mx/reader036/viewer/2022062501/568160c0550346895dcfe69e/html5/thumbnails/2.jpg)
Session Overview
• Team Project• Essential Conditions• Thinking about
implementation– Structures– Norms
• Formative Assessment• Team Project
![Page 3: SPU Institute- Day 2](https://reader036.vdocuments.mx/reader036/viewer/2022062501/568160c0550346895dcfe69e/html5/thumbnails/3.jpg)
Connecting to Prior LearningTurn to a neighbor and share one thing you recall from our last session…
![Page 4: SPU Institute- Day 2](https://reader036.vdocuments.mx/reader036/viewer/2022062501/568160c0550346895dcfe69e/html5/thumbnails/4.jpg)
Concerns from last time…
• Reluctant staff• Finding time/resources• Role of leadership• Topics for PLC
![Page 5: SPU Institute- Day 2](https://reader036.vdocuments.mx/reader036/viewer/2022062501/568160c0550346895dcfe69e/html5/thumbnails/5.jpg)
Stages of concern
Awareness - I am not concerned.
Management - I’m spending all my time preparing.
Information Seeking - I’d like to know more.
Personal - How will using it affect me?
Consequence - Is this making a difference?
Collaboration - How are others doing this?Refocusing - I have ideas to make this better.
Adapted from National Staff Development Council - “Tools
For Schools” February/March 2003
![Page 6: SPU Institute- Day 2](https://reader036.vdocuments.mx/reader036/viewer/2022062501/568160c0550346895dcfe69e/html5/thumbnails/6.jpg)
Norms for the Day
• Review Team Norms:
6
1. Review team norms worksheet2. Discuss norms within your group3. Identify 3-5 norms you agree on for today
![Page 7: SPU Institute- Day 2](https://reader036.vdocuments.mx/reader036/viewer/2022062501/568160c0550346895dcfe69e/html5/thumbnails/7.jpg)
Team Projects
1. Who are you?2. What is your school/school system’s “really
big deal”?3. How do PLCs fit in?4. What actions steps are you suggesting?5. How do you represent your understanding?6. How did this course influence your
thinking/planning?
![Page 8: SPU Institute- Day 2](https://reader036.vdocuments.mx/reader036/viewer/2022062501/568160c0550346895dcfe69e/html5/thumbnails/8.jpg)
WWW.PLCWashington.orgTime to Explore:
![Page 9: SPU Institute- Day 2](https://reader036.vdocuments.mx/reader036/viewer/2022062501/568160c0550346895dcfe69e/html5/thumbnails/9.jpg)
Are you Ready for a PLC?
1,2,3, Shoot
![Page 10: SPU Institute- Day 2](https://reader036.vdocuments.mx/reader036/viewer/2022062501/568160c0550346895dcfe69e/html5/thumbnails/10.jpg)
1, 2, 3, Shoot
Reflective Dialogue • Faculty/staff members talk with each other about their situations
and the specific challenges they face.
Not at all Somewhat 50% To a large degree
To a great extent
1 2 3 4 5
Discussion:
![Page 11: SPU Institute- Day 2](https://reader036.vdocuments.mx/reader036/viewer/2022062501/568160c0550346895dcfe69e/html5/thumbnails/11.jpg)
1, 2, 3, Shoot
De-Privatization of Practice• Teachers share, observe, and discuss each others’
teaching methods and philosophies.
Not at all Somewhat 50% To a large degree
To a great extent
1 2 3 4 5
Discussion:
![Page 12: SPU Institute- Day 2](https://reader036.vdocuments.mx/reader036/viewer/2022062501/568160c0550346895dcfe69e/html5/thumbnails/12.jpg)
Finish “Shooting” 15 - 20 Minutes
PLC Survey
![Page 13: SPU Institute- Day 2](https://reader036.vdocuments.mx/reader036/viewer/2022062501/568160c0550346895dcfe69e/html5/thumbnails/13.jpg)
What barriers exist in your school?
• Based upon your discussion or your experience…– What barriers exist for
PLCs in your school?– What are your highest
priority concerns?– How will you engage
others in this conversation?
![Page 14: SPU Institute- Day 2](https://reader036.vdocuments.mx/reader036/viewer/2022062501/568160c0550346895dcfe69e/html5/thumbnails/14.jpg)
Initial Thoughts
Time for Learning & CollaborationRemoving Barriers
Establishing Group Procedures
Working as a team/Teacher IsolationResources
Facilitation
Physical Proximity
![Page 15: SPU Institute- Day 2](https://reader036.vdocuments.mx/reader036/viewer/2022062501/568160c0550346895dcfe69e/html5/thumbnails/15.jpg)
Entry Points
![Page 16: SPU Institute- Day 2](https://reader036.vdocuments.mx/reader036/viewer/2022062501/568160c0550346895dcfe69e/html5/thumbnails/16.jpg)
Entry Points1. Identify your priority
areas of concern2. Select guiding questions
that best match your priority concerns:
– Select Facilitator, timekeeper and scribe
– Discuss and record responses to questions
– Summarize your action plans
![Page 17: SPU Institute- Day 2](https://reader036.vdocuments.mx/reader036/viewer/2022062501/568160c0550346895dcfe69e/html5/thumbnails/17.jpg)
Ah…Grades…That’s what he’s talking about…
Why do we do what we do?
![Page 18: SPU Institute- Day 2](https://reader036.vdocuments.mx/reader036/viewer/2022062501/568160c0550346895dcfe69e/html5/thumbnails/18.jpg)
A Brief History of Time…
• Prior to mid 1700’s students did not get grades, they received written narrative feedback
• 1780- Yale University quantified feedback on a 4 point scale (4.0 system)
• 1877- Harvard created “Divisions”– Division 1: 90 to 100– Division 2: 75 to 90– Division 3: 60 to 74– Division 4: 50 to 59– Division 5: 40 to 49– Division 6: below 40
![Page 19: SPU Institute- Day 2](https://reader036.vdocuments.mx/reader036/viewer/2022062501/568160c0550346895dcfe69e/html5/thumbnails/19.jpg)
Why Change the Current Grading System?
1. We Consider Factors Other Than Academic Achievement when Assigning Grades
2. We Weight Assessments Differently3. We Misrepresent Single Scores on Classroom
Assessments4. We compare students against each other instead of
what they need to learn (standards)
(Source: Transforming Classroom Gradingby Robert Marzano)
![Page 20: SPU Institute- Day 2](https://reader036.vdocuments.mx/reader036/viewer/2022062501/568160c0550346895dcfe69e/html5/thumbnails/20.jpg)
Student 1 Same Teacher Student 2
Same Course
Same Homework Scores
Same Tests Scores
Same Quiz Scores
Same Project Scores
Same Presentation Scores
Factors Other Than Academic Achievement
Grade “A” Grade “B-”
![Page 21: SPU Institute- Day 2](https://reader036.vdocuments.mx/reader036/viewer/2022062501/568160c0550346895dcfe69e/html5/thumbnails/21.jpg)
Percentage of Teachers Reporting Use of Effort, Behavior, Cooperation, and Attendance in Determining Grades
Grade Level Effort Behavior Cooperation Attendance
K 31% 7% 4% 8%
1-3 29% 8% 4% 8%
4-6 30% 8% 8% 10%
7-0 36% 10% 8% 18%
10-12 36% 14% 9% 24%
Factors Other Than Academic Achievement
![Page 22: SPU Institute- Day 2](https://reader036.vdocuments.mx/reader036/viewer/2022062501/568160c0550346895dcfe69e/html5/thumbnails/22.jpg)
Teachers Weight Assessments Differently
Teacher 1 Teacher 2
Team Teaching Same Class
Same Students
Same Homework Scores
Same Quiz Scores
Same Test Scores
Grading Based on Achievement Factors (No effort, behavior, etc)
Exactly the same Assessment Information to Construct Grades
Agreement 57.7% of the Time
![Page 23: SPU Institute- Day 2](https://reader036.vdocuments.mx/reader036/viewer/2022062501/568160c0550346895dcfe69e/html5/thumbnails/23.jpg)
Misrepresentation of Single Scores
Student 1 Student 2 Student 3
All 3 students do the same class assignment
Assignment has two parts
Part I – Multiplication
Part II – Deductive Reasoning, Problem solving, Communicating Mathematically
Each part is worth 10 points
![Page 24: SPU Institute- Day 2](https://reader036.vdocuments.mx/reader036/viewer/2022062501/568160c0550346895dcfe69e/html5/thumbnails/24.jpg)
Part 1 Directions: Fill in the answer for each multiplication problem.1. 7 x 6 = 2. 12 x 11 =
3. 9 x 7 = 4. 7 x 32 =
5. 6 x 6 = 6. 13 x 5 =
7. 42 x 7 = 8. 5 x 5 =
9. 14 x 3 = 10. 6 x 9 =
Part II
Directions: Write your answer and show all your work on a separate piece of paper.
Treena won a seven-day scholarship worth $1,000 to the Pro Shot Basketball Camp. Round-trip travel expenses to the camp are $335 by air or $125 by train. At the camp she must choose between a week of individual instruction at $60 per day or a week of group instruction at $40 per day. Treena’s food and other expenses are fixed at $45 per day. If she does not plan to spend any money other than the scholarship, what are all the choices of travel and instruction plans that she could afford to make? Explain your reasoning.
Mathematics Assignment
![Page 25: SPU Institute- Day 2](https://reader036.vdocuments.mx/reader036/viewer/2022062501/568160c0550346895dcfe69e/html5/thumbnails/25.jpg)
Misinterpretation of Single Scores
Student 1 Student 2 Student 3
All 3 students do the same class assignment
All 3 students receive the same percent score
All 3 students receive the same grade
All 3 students have demonstrated different understandings
![Page 26: SPU Institute- Day 2](https://reader036.vdocuments.mx/reader036/viewer/2022062501/568160c0550346895dcfe69e/html5/thumbnails/26.jpg)
Misrepresentation of Single Score – Single Score represents a wide array of Skills
and Abilities
Students Computation Problem Solving Score
Karen 10 4 14
Mike 4 10 14
Sue 7 7 14
![Page 27: SPU Institute- Day 2](https://reader036.vdocuments.mx/reader036/viewer/2022062501/568160c0550346895dcfe69e/html5/thumbnails/27.jpg)
Think Time
• What do you think about the four problems with grading?
• Are there other issues related to grading practices that concern you?
![Page 28: SPU Institute- Day 2](https://reader036.vdocuments.mx/reader036/viewer/2022062501/568160c0550346895dcfe69e/html5/thumbnails/28.jpg)
You can’t rely on the 100-point scale.
![Page 29: SPU Institute- Day 2](https://reader036.vdocuments.mx/reader036/viewer/2022062501/568160c0550346895dcfe69e/html5/thumbnails/29.jpg)
C. Item 15–16
Two items that asks for application in novel situations that go beyond what was explicitly taught
Total for section =
Total for section =
Total for section =
A. Items 1–10
Ten items that require recall of important but simpler content that was explicitly taught
B. Items 11–14
Four items that ask for application of complex content that was explicitly taught AND in situations similar to what was taught.
Total /100
![Page 30: SPU Institute- Day 2](https://reader036.vdocuments.mx/reader036/viewer/2022062501/568160c0550346895dcfe69e/html5/thumbnails/30.jpg)
Total /100
Total for section=
Total for section=
Total for section=
/40
/20
/40
A. Items 1–10
Ten items that require recall of important but simpler content that was explicitly taught
B. Items 11–14
Four items that ask for application of complex content that was explicitly taught AND in situations similar to what was taught.
C. Item 15–16
Two items that asks for application in novel situations that go beyond what was explicitly taught
![Page 31: SPU Institute- Day 2](https://reader036.vdocuments.mx/reader036/viewer/2022062501/568160c0550346895dcfe69e/html5/thumbnails/31.jpg)
+
+
Total for section =
Total for section =
Total for section =
All correct
Two correct
None correct
A. Items 1–10
Ten items that require recall of important but simpler content that was explicitly taught
B. Items 11–14
Four items that ask for application of complex content that was explicitly taught AND in situations similar to what was taught.
C. Item 15–16
Two items that asks for application in novel situations that go beyond what was explicitly taught
Total /100
/40
/20
/40
![Page 32: SPU Institute- Day 2](https://reader036.vdocuments.mx/reader036/viewer/2022062501/568160c0550346895dcfe69e/html5/thumbnails/32.jpg)
Total
+
+
Total for section =
Total for section =
Total for section =
40/40
20/40
0/20
All correct
Two correct
None correct
A. Items 1–10
Ten items that require recall of important but simpler content that was explicitly taught
B. Items 11–14
Four items that ask for application of complex content that was explicitly taught AND in situations similar to what was taught.
C. Item 15–16
Two items that asks for application in novel situations that go beyond what was explicitly taught
![Page 33: SPU Institute- Day 2](https://reader036.vdocuments.mx/reader036/viewer/2022062501/568160c0550346895dcfe69e/html5/thumbnails/33.jpg)
Another Jigsaw
• Formative Assessment Article
• Use the “Save the last word for me” protocol
• What are the big ideas in formative assessment?
• How do they apply to your school setting?
![Page 34: SPU Institute- Day 2](https://reader036.vdocuments.mx/reader036/viewer/2022062501/568160c0550346895dcfe69e/html5/thumbnails/34.jpg)
Preparing for Next Steps (Exit Task)
Please complete the Exit Task sheet• What did you take away from today’s session?• What support do you feel you need?• What questions are still rolling around in your
head?
![Page 35: SPU Institute- Day 2](https://reader036.vdocuments.mx/reader036/viewer/2022062501/568160c0550346895dcfe69e/html5/thumbnails/35.jpg)
Team Time• Prepare for Wednesday’s
Presentation---• Who are you?• What is your really big
deal?• How do PLCs fit in?• What are your next steps?• How do you represent
your understanding?