Strategy 5: Making It Work

Logistically

Jennifer Bigenwald and Jessica DrogosPLT Formative Assessment Team

I will be able to understand how to use Strategy 5

I will be able to design lessons to focus on one learning target or aspect of quality

I will understand how Strategy 5 and 6 work together to close the gap

OBJECTIVES

AGENDA Review PLC Cycle

Activity 1: Multiple Choice Question/Discuss

Review 7 Student-Centered Strategies for Formative Assessment

Strategy 5: Focused Instruction

Examples for Identifying and correcting typical misconceptions

Reflection of Making Strategy 5 Logistically Work

Read the question and answer it on your answer sheet.

Which of the following strategies is meant to close the gap in student learning?

A. Descriptive Feedback B. Modeling strong and weak work C. Designing lessons to focus on one learning target at a time D. Clear Target E. Self-Assessment

After answering the question:

On your answer sheet, explain why you chose your answer.

Then, explain why choice C is the correct answer.

Turn to your neighbor and discuss

ACTIVITY 1DIRECTIONS:

THE SEVEN STUDENT-CENTERED STRATEGIES OF FORMATIVE

ASSESSMENT Strategy 1: Provide students with a clear and understandable

vision of the learning target.

Strategy 2: Use examples and models of strong and weak work.

Strategy 3: Offer regular descriptive feedback.

Strategy 4:

Teach students to self-assess and set goals.

Design lessons to focus on one learning target or aspect of quality at a time.

Strategy 6: Teach students focused revision.

Strategy 7: Engage students in self-reflection, and let them keep track of and share their learning.

Strategy 5:

Where Am I Going?

Where Am I Now?

How do I Close the Gap?

“Strategy 5 suggests that you select and design lessons to teach students how to recognize and avoid the particular problems they predictably demonstrate.”

(Chappuis132)

WAYS TO FOCUS INSTRUCTION

•Identify the misconceptions & record the correction

•Determine whether a variety of statements is true or false

Include common conceptual misunderstandings in the list

•Create distractors to a Multiple Choice Question by having students complete fill-in-the- blank

“THE OPERATIVE QUESTION:WHEN STUDENTS GO SIDEWAYS ON THIS LEARNING

TARGET, WHAT ARE THE TYPICAL PROBLEMS?”

Strategy 5 addresses the aspect of the learning gap that is typically misunderstood or confused

Targets instruction to the learning gaps Incomplete

understanding Misconceptions Partially developed

skills

STRATEGY 5DESIGN LESSONS TO FOCUS ON ONE LEARNING

TARGET OR ASPECT OF QUALITY AT A TIME

How do I close the gap?

Key: “Create short practice assignments to

make learning more manageable especially for struggling students

who may be facing multiple gaps in

need of bridging” (Chappuis 131).

STRATEGY 5 DESIGN LESSONS TO FOCUS ON ONE LEARNING

TARGET OR ASPECT OF QUALITY AT A TIME

Create a list of common misconceptions for a unit or a list of major conceptual understandings (essential outcomes/targets)

Have students identify the how or why it is a misconception

Create a graphic organizer so students

can have the misconception and then correct it as they learn it.

STRATEGIES FOR IDENTIFYING TYPICAL MISCONCEPTIONS

Misconception Date Correction

1. Feudalism is the economic system of

the Middle Ages

1/6/14 Feudalism is the political system and Manorialism is the economic system of the M.A.

2.

3.

(Chappuis 133)

MISCONCEPTION CHART EXAMPLES

MISCONCEPTION CHART EXAMPLES

Name_____________________ Period_____

Before Reading Statement After Reading True False Tale of Two Cities takes place in France. True False

True False Tale of Two Cities is about the rise of two cities. True False

True False Tale of Two Cities is centered around a revolution. True False

(Chappuis 133)

Key: Use student

reasoning for their answers to find their gap in learning and then provide guidelines for the correct answer.

Use students’

incorrect responses as ‘distractors’ to assess if they learned the information.

Use the following information to answer

the questions: H = hairy knuckles, h = no

hair

1. What is the Homozygous Dominant Genotype?__________

  Reason:____________________________

2. What is the Heterozygous Genotype? _____________

  Reason:____________________________

3. What is the Heterozygous Phenotype? ____________

  Reason:____________________________

4. What is the Homozygous Recessive Phenotype?__________

Reason:____________________________

MULTIPLE CHOICE EXAMPLES

Match answer options to the right distractor descriptions

What is a right angle?

Graphic Organizers as Clarifiers

Possible Answer

Description

a. 60 degrees 1. Wrong – it is an obtuse angle

b. 90 degrees 2. Wrong – it is an acute angle

c. 150 degrees

3. Right- two straight perpendicular lines intersect

Julius Caesar: Came to power in time of civil war

Adolf Hitler: Came to power during Great Depression

Conclusion: Dictators come to power in time of emergencyMussolini: Came

to power in Italy when economy bad and poor leadership

Saddam Hussein: Came to power in Iraq by a coup

MULTIPLE CHOICE EXAMPLES

PERFORMANCE ASSESSMENT TASKS

Math: Use short focused problems to teach how to solve.

1.) Demonstrate one problem-solving strategy

2.) Demonstrate a second problem-solving strategy

3.) Give a new problem that both strategies can answer and ask student to choose one strategy and write an explanation why they chose the strategy and then discuss with a partner

Essay Writing: Model ways in which to generate ideas, then give students short, focused tasks practicing the modeled ways.

Example: Thesis writing Provide examples of well

written thesis statements and poorly written thesis statements.

Have students identify the well/poorly written statements and write a reason for their identification and then discuss with a partner

For multistep lessons such as multiple step math problems, essay writing, primary/secondary source analysis, etc., break down the tasks that you know will be difficult for students

MAKING STRATEGY 5 AND 6 WORK TOGETHER

Strategy 5 : Focused Instruction

Identify Common Misunderstanding Interpreting the prompt

Provide Instruction Define prompts as

directives (rather than questions)

Use cultural references as examples

Define all possible verbs that appear in a prompt

Strategy 6: Focused Practice

Provided Practice Provide students with a

series of prompts. For each prompt the student determines: 1. How many things

they are being asked to

do 2. what they are being asked to do 3. re-write the task in their own words

Example: Identify Common Misunderstanding - Interpreting a Prompt

LINKING STRATEGIES 5 AND 6 TO DIFFERENTIATED INSTRUCTION

Question:

What do I do for the students who mastered the learning target and do not need intervention?

Answer:

Differentiate Instruction! Remember this is a short

mini lesson Differentiate by readiness

Example: Foreign Language: French

language/culture throughout the world provide readings on the French

language throughout world students pick a country, read

about the French influence in society and turn to partner and explain in French the influence of the French in that country.

Math: Right Angles Provide students with pictures

of the school and community Have students identify the

right angles in the pictures Then have students explain

why right angles need to be used.

how to use Strategy 5

how to design lessons to focus on one learning target or aspect of quality

how Strategy 5 and 6 work together to close the gap

OBJECTIVESI Understand:

ACTIVITY 2: REFLECTION

Identify a typical misconception that students have for an upcoming unit of study.

Look through the packet of Focused Instruction examples and either choose a template from the example packet or create your own template to help students correct the misconception.

Individually or with a partner, identify the components necessary for the focused instruction.

Source:Chappuis, Jan. Seven Strategies for Learning. Boston: Pearson, 2009.

Pictures:Inventionmachine.com . Accessed 11/18/13

Irfocus.co.uk. Accessed 11/18/13

paperthin.com. Accessed 11/18/13

Closing the Gap Report. jcpsramp.wikispaces.com. Accessed 11/18/13

New Hope Christian Fellowship – Small Groups. newhopecf.netCommonSpot Partners. Accessed 11/18/13

Vector-Arrow-Bullseye-Target-Prev1-by-DragonArt. Marketingforhippies.com. Accessed 11/18/13

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