the essential questions 2010-11 pl how does applying start characteristics from icc increase...
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The Essential Questions 2010-11 PL How does applying START
characteristics from ICC increase student achievement? (Specific To Prairie Crest)
What are the essential elements in AFL that make success for all possible?
(All CCSD Schools)
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AM Agenda Make connections AFL -Part I Where am I going?oClear learning targetsoUse examples and non-examples
of strong and weak work Demo Guided practice Structure for Implementation
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Learning Targets for TodayWe are learning to… Formulate clear learning targets in
every teacher’s mind and in his/her lessons/units
Design quality criteria using a rubric Generate ways to communicate clear
learning targets and quality criteria to students.
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Today’s Essential questionHow can we help STUDENTS answer the question , “Where am I going?”
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Relate to SMART goals
100% of teachers will design and use quality instructional units that meet the proficiency criteria for Assessment For Learning (AFL)
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WHY Learn AFL right now?
Characteristics of Effective Instruction (ICC)
Research Base and Effect Size
Foundation from previous PL*
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SMART Goal # 2-Gap
“Hypothetically, if assessment for learning became standard practice only in classrooms of low-achieving, low-socioeconomic-status students, the achievement gaps would be erased. No other school improvement innovation can claim effects of this nature or size.”
Richard J. Stiggins
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How do I help students answer the question: Where am I going?
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Student’s Current
Learning Status
Learning Goal
Formative Assessment
Gap ZPD
Scaffolding/ Instruction
Instructional Adjustments
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Read Seven Strategies of Assessment for Learning (AFL)
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Grouping
Count off by 10’s Move to your number Summarize 2-3 key
concepts from the Research Article you read
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2-3 Key Concepts From Reading6 minutesChoose Group Roles- Last names in
ABC order
Facilitator- get started and finish task
Recorder- write on chart Sharer - share with others All around supporter!!
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Team Brainstorm-non examplesGroup 1 – Performance as learning targets
Some examples: Finish 10 extra math problems for 10 extra
minutes of computer time, finish 5 extra problems for 5 extra minutes.
In my high school World History class, my teacher gave us the following on the first day of school as our learning targets:
1.Syllabus – point out the chapters and units2.Mid term and end of year projects with
due dates3.Points for grades (A=95 +….B=…..)
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Team Brainstorm-non examplesGroup II – Task completion as target Solve addition problems 1-30 (odd only)
Make a diorama for Little House on the Prairie
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T
•Clear•Manageable•Communicated with students•Aligned with success criteria
Learning Targets
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Three ways to make learning targets clear to students…(Seven Strategies p22) Share the learning targets with students Announce it and CFU Generally used when the target is simple
Use the language students understand Translate to student friendly terms Have students translate into friendly terms
Introduce students to the language and concept of a rubric (descriptive scoring guide) Usually for more complex learning Requires best practice strategies such as
think aloud and use examples and non-examples
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Why use rubric in today’s PL? Complex learning is commonly
assessed through certain types of rubrics
We could have chosen other assessment tools, but some might be too specific or used by only a small group of teachers (i.e. Portfolio). Rubrics, however, can be used to create a common understanding among all teachers across all content areas.
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If our goal is to improve student learning among all learners…..
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Caution
Rubrics are not for summative assessment only. In AFL, rubrics can be used throughout the learning process
Not all rubrics can be used for assessment for learning
If a rubric is to provide feedback to improve performance, it needs to share certain characteristics
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Nature of the RubricsThat Supports AFL General vs. Task Specific
Can be used to judge quality across similar tasks so that students can transfer learning
Descriptive vs. Evaluative Can be used to provide feedback or to
guide self assessment Analytical vs. Holistic
Can be used to diagnose specific learning needs
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This Not This
General- can be used to judge quality across similar tasks. You can use the same rubric for different assignments.
Task Specific- can only be used on one task. You need a different rubric for each assignment.
Descriptive- includes language that explains characteristics of work or performance at increasing levels of quality
Evaluative – uses language that repeats the judgment of the particular score pointQuantitative – uses language that counts or measures number of instances
Analytic- the performance or task is considered as individual pieces of a whole. Specific success criteria for each part is identified to diagnose strengths and weaknesses
Holistic- the performance is considered as a whole and the overall effectiveness of the performance or task is rated
Rubrics as Assessment For Learning Tools
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Guided PracticeClear Learning Target in a Rubric Use a rubric other than the writing rubric Work in pairs Use the “This; Not This” chart as a guide Analyze and revise your rubric to the
qualities listed under the “This” column We will randomly draw some samples to
share in the end
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How might a rubric help you reach your learning target – to help your students understand “Where am I going?” in complex learning?
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Digital Literacy Survey
http://www.zoomerang.com/Survey/WEB22ASCJGVXDY
Or, you can open up this meeting in the Shared Calendar and click on the web address
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Lunch TimeWe’ll begin 60 minutes from now.
For the afternoon, please bring materials to work on an a lesson or series of lessons
incorporating learning targets, success criteria, and examples/nonexamples.
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Who’s Who – AK, K and First Grade Shelley Schulte Alicia Hayes Beth Mehmen Brenda Powell Becky Kunde Alison West Amanda Carson Carrie Davis Elana Liu
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Ask a Practitioner How did you go about designing the
rubric? How did you structure the lesson to
really emphasize the learning target? How did you go about selecting places
in the text to stop and model some examples and nonexamples of quality responses during your think aloud?
What are some subsequent lessons that you are planning for your students, based on the formative assessment data that you’ve collected so far?
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Take notes as you observe the lesson….
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Table Talk
How did this lesson demonstrate:oClear learning targetsoUse examples and non-examples
of strong and weak work
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Teacher Practice Profile
Where are WE going to improve our own practice? Self Reflection Common understanding of
success criteria Guides our thinking in lesson
design
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Criteria for SuccessAFL Part I: Practice Profile Highlight key concepts
(Descriptors) Proficient Level = Master Use the tools:
While designing the lesson During and after instruction for
reflection
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Guided Practice use examples and non-examples to help students understand a complex learning target
Task: Work in pairs or individually, develop the following in a lesson:
1.Clear learning target2.Success criteria (descriptive scoring guide)3.Teaching focus (from the scoring guide)4.Use examples and non-examples to design
a teaching/learning experience for your students
This lesson or lesson series should be uploaded to your curriculum map by October.
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Write down key ideas from your learning today. Choose one to share.
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Take a break, get materials…
For the afternoon, please bring materials to work on an a lesson or series of lessons
incorporating learning targets, success criteria, and examples/non-examples.
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Thank you for your work today! In the last few minutes, clarify with
your team: When will this lesson be taught? When will we revisit to discuss results? Have we uploaded/when will we upload
the lesson to our curriculum maps?