st. tammany parish public school system literacy institute june 5, 2013

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  • St. Tammany Parish Public School System Literacy Institute June 5, 2013
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  • Turn phones off or set on vibrate. Be respectful of those talking or presenting (No sidebars) Participate fully Take risks Be open to new ideas Be Additive, Not Repetitive
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  • By the end of this session, participants will be able to create a plan for differentiated instruction that meets the needs of their students by analyzing assessments and by unpacking CCSS.
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  • Discuss types of assessments and their purposes Unpack standards in order to guide instruction Plan for assessment driven instruction SNL History Lesson
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  • With your group, take 5 minutes to write types of assessments you know on post-it notes. Place them on circle map. Assessment is todays means of understanding how to modify tomorrows instruction. Carol Tomlinson
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  • Assessment is for: Gatekeeping Judging Right Answers Control Comparison to others Use with a single activity Nurturing Guiding Self-Reflection Information Comparison to task Use over multiple activities
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  • Diagnostic Formative Summative
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  • Purpose: Provides teacher with a more precise understanding of individual students strengths and weaknesses Discern students prior knowledge and skill level Used for instructional practices Identify learners interests Reveal learning preferences Reveal learning preferences *These assessment scores do not count toward grades.
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  • Use before teaching Use short, non-graded instruments Find out what students know, what they dont know Learn about student misconceptions Learn about student interests and learning styles Inform students of learning goals, performance assessment criteria
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  • Previous State Assessment Scores Portfolio Content Write From the Beginning Pre-Tests DIBELS data CBAs Interest Surveys Learning Style How can you use these to identify strengths and weakness in specific skill sets?
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  • Concept maps/circle maps/Thinking Maps K-W-L charts K-W-L charts Drawings Surveys Squaring Off Yes/No Cards
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  • Provides data to determine options for students Helps determine differences Helps teacher design activities that are respectful, purposeful, and challenging Identifies starting point for instruction Identifies learning gaps Makes efficient use of instructional time
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  • 1. What do I know about my students now? 2. What is the nature and content of the final assessment for this unit or period of time? 3. What dont I know about the content knowledge, the critical thinking, and the process or skill demonstration of my students? Gregory, G.H. and Kuzmich, L. (2004). Data driven differentiation in the standards-based classroom. Thousand Oaks, CA: Corwin Press.
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  • Purpose: To monitor and guide a process while it is still in progress On-going and continuous Provides teachers with information about students learning progress Guides teachers in providing extra help or modifying extra help or modifying lesson plans Helps a teacher know if students have learned what he/she has taught FEEDBACK
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  • Quizzes Skills checklist Individual whiteboards Personal communication/conference Oral questioning Observation/Anecdotal Records Hand signals (Fist of Five) Exit tickets / Cards Exit ticketsCards Graphic organizers Use of rubrics Stoplight Stoplight And many more
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  • 1. Read the Formative Assessment Strategies handout. 2. Highlight important details for each strategy. 3. Next to each strategy, rate your understanding. +I know it -I dont know it/ never used it *Id like to know more about
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  • Purpose: To judge the success of a process at its completion Aligned with learning goals and revised yearly. Authentic-knowledge and skills can be transferred Offers options to students to display learning - choice Evaluated against criteria
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  • 1. Create a Tree Map for the 3 Types of Assessments. 2. As a group, discuss and categorize the assessments on your circle map and move them to the tree map under the appropriate category. 3. Add any additional types to your tree map.
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  • How does this apply to your curriculum? Reading ( Literature, Informational Text, Foundational Skills) Writing Language Speaking and Listening
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  • StandardVerbs What does the child need to be able to do? Nouns What do students need to know? Skills Necessary What are the prerequisites/ skills needed to do the task? Step 1: Choose a Standard Step 2: Identify the Verbs CIRCLE THE VERBS Step 3: Identify the Nouns UNDERLINE THE NOUNS Step 4: Identify the skills needed LIST VOCABULARY, SKILLS, ETC... NEEDED (May look at standard in grade before)
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  • 1. Stand Up, Hand Up, Pair Up: Find someone that teaches the same grade level. 2. Choose 3 ELA Standards to Unpack using the handout provided.
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  • http://www.smekenseduc scaffold-of-the-common- core-state-standards.html
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  • Create Evaluate Analyze Apply Understand Remember
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  • 1. With your shoulder partner, look at the Reading Standards for Literature or the Reading Standards for Informational Text at grades 4 & 5 in your booklet. 2. Circle/ Highlight the verbs and underline the nouns. Next to the standard, put what level in Blooms Taxonomy. REMEMBER (1) CREATE(6)REATE (6)
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  • No Child Left Behind (NCLB) requires assessments to measure the depth and breadth of the state academic content standards for a given grade level. (U.S. Department of Education, 2003, p. 12)
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  • F o c u s e s o n c o m p l e x i t y o f c o n t e n t s t a n d a r d s i n o r d e r t o s u c c e s s f u l l y c o m p l e t e a n a s s e s s m e n t o r t a s k. T h e o u t c o m e ( p r o d u c t ) i s t h e f o c u s o f t h e d e p t h o f u n d e r s t a n d i n g.
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  • a taxonomy/ hierarchy (Blooms) the same as difficulty
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  • The Depth of Knowledge is NOT determined by the verb (Blooms Taxonomy), but by the context in which the verb is used and the depth of thinking required.
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  • Words like explain or analyze have to be considered in context. Explain to me where you live does not raise the DOK of a simple rote response. Even if the student has to use addresses or landmarks, the student is doing nothing more than recalling and reciting.
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  • What comes after the verb is more important than the verb itself. Analyze this sentence to decide if the commas have been used correctly does not meet the criteria for high cognitive processing. The student who has been taught the rule for using commas is merely using the rule.
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  • Level 1: RecallRecall of a fact, information, or a procedure Level 2: Skill/ ConceptUse information or conceptual knowledge Level 3: Strategic ThinkingReasoning, Developing a Plan Level 4: Extended ThinkingRequires an investigation, collection of data, and analysis of results
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  • 1. Break into groups of 4. 2. On your chart paper, choose 1 standard and write the reference number in the middle. Then, draw and label 4 boxes. 3. Using your Blooms/ DOK matrix, identify the Blooms level of the standard. 4. Discuss in your group the DOK levels of that standard and how it relates to classroom instruction. 5. In each box, write an activity and an assessment you could use to measure the depth of knowledge of that standard. Use your DOK guide to help.
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  • Changing how instruction and practice occurs to enhance instructional effectiveness and increase student achievement. Teachers can differentiate: 1. content 2. process 3.product 4. leaning environments According to students readiness, interests, learning profiles How do teachers do this?
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  • Cubing Tiered centers Interest centers Varied journal prompts/math problems Tiered lessons Small-Group Instruction Learning Contracts, Tic-Tac-Toe MenuTic-Tac-Toe Menu Literature Circles Cooperative Learning Groups
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  • Individual learning plans for each student More problems, questions, or assignments Get it on your own Recreational reading Independent reading without curriculum connections Free time to draw or practice your talent Cooperative learning groups where the gifted kid gets to be the leader Activities that all students will be able to do Interest centers, unless linked to core content and at a complex level (Tomlinson, 2009)
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  • Purposeful practice ideas What is everyone else doing? Classroom expectations Assessment and differentiated instruction
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  • It is your job, as teacher, to make explicit That which you thought was implicit. -C.Tomlinson