Creating Learning through Objectives and Formative …...federalism, separation of powers, popular sovereignty, and individual rights. ... unrecognized word. Studies have shown that

Creating Learning through Objectives and Formative Assessment

Lin’s email: [email protected]

Website: www.KuzmichConsulting.com Office: 970-669-2290

Kuzmich Consulting Services, Inc.

With Lin Kuzmich

Franklin Community School Corporation January 7, 2013

Morning Second Session: Grades 5-12

mailto:[email protected]

http://www.kuzmichconsulting.com/

Learning Objectives and Formative Assessments

Kuzmich, 2013

Lin KuzmichJanuary 7, 2013

Morning Session Grades K-4 8:00-10:00 am

Grades 5-12 10:15 am-12:15 pm

Suffering is Optional Participation is Most

Appreciated Electronics on Vibrate Please Getting Your Questions

Answered - Notes to Me, Raise Hand, Processing Breaks

Computer use for note taking is fine, however please check your email or do other things only during our break or at lunch

Listen with the Intent to Understand and Transfer Learning to your Planning, Schools, and Classrooms

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I. IntroductionII. Creating Learning

through ObjectivesIII. Understanding

Formative AssessmentIV. Formative Assessment

Design: Checks for Understanding

V. Formative Assessment Design: Quizzes

VI. Next Steps

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Tip: After each section highlight, circle, flag, or write a next step for implementing this learning in your school or classroom.

What does optimal learning look like for students?

How do you plan for optimal learning?

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Modern Learning Plans (use learning plan instead of lesson plan to target real results) The first step in planning is to select the

standards for learning (not the next chapter or steps in published materials)

The second step is to write objectives (you can design your closing for a lesson first and then write your objective to match the standard and the closing)

The third step is to plan out checks for understanding or assessments

The fourth step is to plan the sequence of learning, materials or resources (including digital) needed, and the research based strategies you will use to further learning and increase memory

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What do you want students to know?

What thinking level will demonstrate proficiency?

What will students doto demonstrate they can think about and use what they know?

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Know, Think, Do = Learning Plan

Describe the destination and how students will show you what they know and can do at what thinking level

Great objectives that get results have three parts, what will students know, to what thinking level and what will they do to show you they get content or skills at that rigor level

Tip: Start your objectives with a great critical thinking verb

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Great learning objectives help students avoid confusion and reach clear targets more easily.

1. Starts with or has a critical thinking verb at the analysis, evaluation or creativity level (where possible) or DOK levels 2 through 4

2. Has a research-based active learning strategy so that students can show you what they know about the content or can do with the content, like a great cross content literacy strategy

3. Uses content or academic language from your curriculum scope and sequence (Tier Three Vocabulary)

Note that some objectives, especially at the secondary level might take a couple of days.

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Did you know?Using objectives in planning,

delivery of instruction, and the evaluation of learning results in more students being successful than in classrooms where objectives are not used –McREL, 2003

Using Objectives correctly gives students the opportunity to increase assessment performance significantly (more than 2 stanines)

Tip: Try SUDSS = Student language plus content

vocabulary

U = Use it as you explain the learning and tasks

D = Demonstration – what is the student demonstration of learning for this objective

S = Self-Evaluation - what is the criteria for the demonstration of learning and students use it to self-evaluate their work

Kuzmich, 1995, rev. 2009

U.S. History, 8th grade

8.15D analyze how the U.S. Constitution reflects the principles of limited government, republicanism, checks and balances, federalism, separation of powers, popular sovereignty, and individual rights.

Three Part Objective:

Analyze how the U.S. Constitution reflects the principle of separation of powers using a three column chart.

Adapted From Del Valle, ISD, TX Model Classroom Project 11

Align the thinking verbs, double check if you use a synonym

Use the academic language in your standards or curriculum scope and sequence. You can teach it as part of your lesson.

Make certain the student demonstration of learning is congruent not only with the content or knowledge, but also with the critical thinking level.

Match the written words with your verbal instructions to students. Put such instructions on the board or in your PowerPoint or Flipchart to avoid confusion and insure congruence.

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What we see…

1. Identify, write, read fractions for parts of a whole

2. Identify types of energy, compare potential and kinetic energy

What we need…

1. Compare fractions to real world examples and justify which portions you would like to have with a partner.

2. Compare real world examples of energy, classify them on an attribute chart, and justify whether the examples are potential or kinetic energy.

3. Justify why energy is important in our community and ways your family deals with increased fuel prices by interviewing your parents.

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What we see…

1. Analyze the impact of force on motion.

2. Describe what people do in severe weather in Texas.

What we need…

1. Create a balloon car that demonstrations how force impacts motion and relate this to car safety standards. (QD)

2. Describe the impact of severe weather on the people of Texas in our region, including environmental impact, social impact, economic impact, and personal impact. (QD)

What we saw

1. Describe the relationship between sets of data tables.

2. Select and use appropriate units to measure length and perimeter.

3. Calculate the perimeter of regular shapes.

How it should be…

1. Create problem situations involving sets of data about population and use a graphic organizer to generate a description of their relationships.

2. Debate the selection of customary or metric units in the Unites States and summarize a recommendation to the government.

3. Find the perimeter of given figures and with a partner develop a set of rules for finding the perimeter of regular shapes.

What we see…

1. Evaluate, simplify, and solve algebraic expressions.

2. Explore different wavelengths of the electromagnetic spectrum.

What we need…

1. Create and solve linear algebraic expressions by creating a stain glass window with a partner.

2. Compare the wavelengths of the electromagnetic spectrum for specific real world applications in a chart, using the information that this data gives us or the actions we could take.

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Goal Difficulty and SpecificityTo begin, two characteristics affect the effectiveness of goals: goal specificity and goal difficulty. Goals can be more specific (“Students will be able to list the Great Lakes”) or broader (“Students will be able to write a well-formed essay”). Goals also can range in their level of difficulty. Research strongly implies that goals are more effective when they are specific, and when students perceive them as difficult, but not too difficult. For example, one study found an effect size of .70 for goal specificity , which translates into a 26 percentile point gain and a study on goal difficulty found an average effect size of .82 for difficult versus easy goals (a 29 percentile point gain).

Mastery vs. Performance GoalsIn addition to their specificity and difficulty, research also tells us that the effectiveness of goals depends on their purpose. Goals that require students achieve a certain score are performance goals. Goals that ask students to master content are called mastery goals.Below is an example of each:Performance goal: Students will be determined proficient or higher in reading by the end of the school year.Mastery goal: Students will be able to use word segmentation and syllables to decode an unrecognized word. Studies have shown that mastery goals (at the lesson level) are more often associated with higher order learning and better performance. One study found an average effect size of .53 (a 20 percentile point gain) for mastery versus performance goals.

Cooperative Learning and Non-cognitive GoalsWhile most of the research focuses on academic goals, there has been more attention to non-cognitive goals recently. This research has shown that non-cognitive goals – such as motivation, affect, behavior, self-concept and social skills -- also have an impact on student achievement and can be a viable instructional focus. Cooperative learning, one type of non-cognitive goal, has a thorough body of research. One set of impressive findings show an effect size of .78 in favor of cooperative learning over individual student tasks. While cooperative structures may focus on non-cognitive goals, these cooperative goals are not established in lieu of academic or individual goals. Rather, cooperative goal structures help students accomplish their individual academic goals.

Designing & Teaching Learning Goals & Objectives, R. Marzano (2009) Research Laboratory 10

Subject Learning Goals Activities/AssignmentsMathematics Justify the process

used for solving at least one real world problem that require the use of one variable equations.

Practice solving 10 one variable equations in cooperative groups or by yourself.

Social Studies Analyze the defining characteristics of a barter system and evaluate the applicability today.

Describe what a barter system is on a chart with your group.

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= correct objective examples

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Curriculum Objectives in Teacher Language

1. ELA: Summarize the main ideas an supporting details in text in ways that maintain meaning and logical order.

2. Soc. St.: Describe and compare the cultures of countries through political concerns, economics, resources, arts, communication, and other features of culture.

Student Objectives for a Multi-Day Integrated Lesson

1. Review two news articles from newspapers in two countries and summarize each one.

2. Analyze the differences in sequence or emphasis in each article and tell how it impacted the meaning for the reader.

3. Select a third country and review the newspapers or news sites, list the political concerns of that country with a partner.

4. Pretend you are a reporter in the third country you analyzed and write a version of the news article for a third country using details and order of the news to show the major political concerns of that country.

1. Create a visual representation of a tone/mood word in cooperative groups.

2. Predict the decision our main character will make using an inference/proof chart.

3. Integrate an example of dialog into a short narrative that uses one or more literary devices.

4. With a partner decide if you would be friends with the main character and why?

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With a partner analyze the similarities and differences between the three estates in pre-revolutionary France to complete a comparison graphic organizer.

Create Mini-Mind Map using key vocabulary and events to summarize the women’s right to vote.

In a short essay, justify why the invention of the cotton gin was a good thing or bad thing for slaves.

With a partner analyze the causes of war and select the one that is most important, be ready to justify your answer.

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Make predictions for two more data points from a graph or table in a quick write that justifies your predication using y-intercept, range, and domain.

Compare and contrast the effects of changing dimensions of a figure by completing a graphic organizer with a partner.

Develop two complex real problems using slope-intercept equations and suggest ways to solve the problems.

Write 3 equation questions that can be answered by looking at a data table or graph.

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Linear Regression

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Compare and contrast with your partner the formulas of speed and acceleration in a T-chart.

Create your own speed problem taking a situation from your daily life and have a team member attempt to solve it.

Together create a study tips list for solving these types of problems.

Distinguish the differences between physical and chemical changes by creating your own concept map to present your findings to the group.

Analyze the legal and health consequences of using illegal drugs by creating a cause and effect map. Write a short note to yourself on avoiding peer pressure regarding illegal drug use after discussing strategies with a partner.

Justify your conclusions using data from the experiment.

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Then on Day Two….Create examples of a simile, metaphor, irony, theme, imagery and personification regarding your views of friendship by completing a graphic organizer.

QA)

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Then on Day Two – try this:Use your chart from yesterday what do you predict will be the political, economic and social impact of the current Middle Eastern War on the United States when you are adults.

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What is the difference between formative and summative assessment?

Why do we need to design formative assessments prior to designing the rest of the learning process?

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Checks for

Understanding

Formative

Assessment

Summative

Assessment

Assessment as

Learning

Assessment for

Learning

Assessment of

Learning

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What type of responses to data does each level require?

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Formative Summative

Checks for Understanding –allow you to know what students can do and think with regard to the lesson’s content and/or language objective so that you can make on the spot changes

Formative Assessment –allows you to know which students are proficiently demonstrating a connected series of objectives in application, analysis, synthesis and/or evaluation level assessments so that you know what to do in the next day or so as the unit or skills progress

Summative Assessments – allow you to know what students can do proficiently with the complex integration required in a unit of study or across sets of connected objectives so that you can review and spiral skills in the next unit, create tutorial opportunities, or review and enrichment throughout the next unit

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Formative Assessment– Checks for Understanding Assessment or activity as Learning Adjust on the spot: resources, learning demonstrations, teacher

questions, student questions, scaffolding, relevance of examples, tools, coaching, dialogue, etc.

Formative Assessments Assessments for Learning Differentiated Learning opportunities for re-teach or re-learn Scaffolding, Tutoring, and other immediate intervention

Summative Assessments Assessments of Learning Alignment Resources adjustment Strategy adjustment Curriculum and pacing adjustment Credit or grade recovery options Formal Tutorial or Course selection options

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Help students to recognize clearly the desired goal(understand what is required)

Provide students with evidence about how well their work matters to that objective

Explain ways to close the gap between the objective and their current performance

Give students feedback and coaching as needed from evidence provided by the formative assessment

Make corrections in instruction and learning prior to students taking a summative assessment – failure prevention strategies employed

Sadler, D. R. (1989) Formative Assessment and Design of Instructional Systems and Kuzmich, L. and Gregory, G. (2004) Data Driven Instruction

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Scanning Constantly and Responding

Processing Pauses

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Closings

Openings

X

Opening, but no closing – students won’t remember much

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X X

Opening and closing– Students more likely to remember at least two things

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X X X X X X X X

Opening and closing along with processing breaks– Students more likely to remember more of the initial learning lessons!

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Greet students by name at the door or in the hall –smile or say a kind word or two

Have a warm-up or opening on the board, it can be talked about, written, drawn, calculated or entered digitally

When the bell rings or start of class Establish an emotional and social connection, use

your relationships State what was done last and describe learning for

the day (Use the Review-Preview Rule)

Kuzmich, 2012, updated 2013

Scan for these things constantly: Body Language Level of Independence with the Learning On Task and Initiating Tasks Easily

If the indications are not positive for the majority of students, the teacher must change what he/she is doing or what students are doing right away. This helps to avoid inattention, behavioral issues, re-teaching need, lack of desire to do homework or other motivation issues. Teachers must seek to prevent failure.

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Let students make meaning of learning to increase rigor, memory, and results every 7 to 10 minutesfrom late elementary through high school, less time between pauses for at risk or younger students

Increase the “sensory output” of the student through: Talking Highlighting Writing Drawing Modeling or constructing

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Review and preview learning Give any last feedback, thank or otherwise

connect with learners positively Prepare a short closing that includes talking,

drawing, writing, calculating, voting, modeling or constructing, or demonstrating

Closing must ALWAYS be at the analysis, evaluation or creativity level

Closing must reflect all or part of a demonstration of proficiency related to the objective

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1. End all lessons at a higher level of critical thinking – plan a 5 minute closing

Exit Tickets A Think-Write-Pair-Write Share For Young Students Quick Draw with a Quick Write Write Your Own Higher Level Question or Create Your Own Word

Problem and answer it2. Everyday students act upon or apply learning in a real

world context to improve memory, have students… Apply learning to student’s life Apply learning to family, friends, community, country, or global

connections Apply learning to current event Apply learning to careers, commerce or business, the world

around us

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Use Daily Shoulder partners, Clock Appointment Partners, dots

or cards on desks, set the pairs up in any way that makes sense

Steps:1. Set pairs up2. Give prompt3. Give partners some form of accountability for the pair or

individual by writing something down4. Share with rest of group, select randomly, don’t wait for

volunteers (use non-volunteers)5. Give feedback on the quality of thinking as well as the

content accuracy, demonstration, and/or understanding

48Kuzmich, 2010

1. List 4 most important words for _____________2. Tell why each is an important word3. Illustrate or draw something that helps you

understand the word 4. Use the word in a sentence5. Define each one in your own words – (if students

need an accurate definition such as in math and science – supply it or see if they remember it)

Vocabulary is almost always a formative level assessment item. Tip: Change number of words to 2 if time is short.

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I can do it in class, when the teacher is presentI can do it in other classes, on my

own, or for homeworkI can teach others to do or

understand this

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51From: Jacque Melin, downloaded Aug. 2011

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3Check with three other people to see what they learned today. Comparing this with your learning, put the most important thing here.

22 Tips to help me remember this for tomorrow or to use on my homework:

11 question I still have or can create from today’s learning. (Answer it for homework and get extra points)

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Students generate a question that promotes critical/further thinking related to the objective of the lesson.

At the end of the lesson, students generate questions and have them write their responses. You can use Bloom’s Stems to help them generate a higher level question

Collect the questions and responses and allow them to inform your instruction. Be sure to address any major problem areas in class during the next session. Or…Use some of the common questions for a opening discussion tomorrow with students helping peers create greater understanding.

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With a PartnerWho? Or What?Does what?To what or whom?When?Where?How?Why?

On Your OwnCreate your one sentence summary

Angelo, T.A. & Cross, P.K. (1993). Classroom Assessment Techniques (2nd ed.). San Francisco: Jossey-Bass.Boyd, Barry L. (2001). Formative Classroom Assessment: Learner Focused. The Agricultural Education Magazine, 73, 5. 54

Determine the number of rows you would like on the template. Create and enter in the sentence stems on the template. Examples of types of sentence stems Personal Statements

When I read this, I imagine that… I was most impacted by…

Explanatory Statements The angle changes because…

Prediction Statements Based on the data, I predict…

Confusion Declarations After today, I am still confused about…

Make and distribute enough copies for each student. Ask students to express their knowledge or opinions using the

stems. Discuss what students have discovered about their own opinions

or levels of knowledge.

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IMPLEMENTING THIS ACTIVITY After a lesson, ask students to provide a brief,

written identification of what topics or skills they consider to be confusing and not fully understood.

Read and synthesize the responses, allow them to inform your instruction, and address the main problems in class tomorrow.

Angelo, T. A. & Cross, P. K. (1993). Classroom Assessment Techniques (2nd ed.). San Francisco: Jossey-Bass. 56

Students generate a question that promotes critical/further thinking related to the topic of the lesson.

At the end of the lesson, students generate questions and have them write their responses. You can use the Q-Matirx or Bloom’s Stems to help them generate a higher level question

Collect the questions and responses and allow them to inform your instruction. Be sure to address any major problem areas in class during the next session.

You can use a couple of the questions for your opening tomorrow


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Finishing question or prompt for a graphic organizer A Quick Write An illustration of critical information that is comparative,

reflective or represents a point of view For math: make up a real world _____type of problem For science or social studies: what would the next data

point be What are questions that could by answered by looking at

this map, chart, graph, website, etc. Make up questions and answer with a partner to practice

for a quiz or just to end the day

Add to this list make certain you are at a high level of rigor, use your verb list from CCSS

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Methods of Monitoring Answers” Partner answers White Boards Interactive Devices Journal or notebook entries Sticky notes, note cards or small pieces of paper Placed sticky notes or examples on board, wall, cabinet Come up and demonstrate at board or interactive board

Make certain each student must answer the check for understanding prompt and then, collect, monitor with proximity (you can make notes or respond immediately) or use random calling on students or partner groups

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Make a checklist of readiness standards

Create an item or two for each one

Bring in any skills from supporting standards into your answer choices as a distractor or actual choice

Add an item from a supporting standard if it is often confused

Double check your verbs to match the readiness standards

Put the item in a new context that forces students to a higher level of application of learning

Apply process skills as detailed in your curriculum documents

Collect data that you can use to plan future lessons

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A few items done well work best Align to Standards or Curriculum Scope and

Sequence Make certain the items are congruent, match the

Standards, the format or context of assessed items, and the required thinking level.

On at least one item students must write: explain/describe, summarize, analyze, justify, or evaluate on that item to give them Common Core practice.


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Formative Quality Indicators or

Criteria: list of things the teacher is looking for if the student can demonstrate the emergence of skills, understanding or construction of meaning, or thinking about the objectives taught

Summative Compliance Checklist:

Required items that just must be done, anything with a number in the requirements, like 5 sources

Rubric: an analytic or holistic descriptor of proficiency levels based on concepts and skills essential to the integrated use of learning complex content demonstrations

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Research by Black and William in 1998 indicated that formative assessments without a written criteria list or set of quality indicators invalidates a formative assessment.

Students need to know what the teacher is looking at in terms of thinking, skill demonstration, problem solving methods, etc. for other than just the right answers.

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Examples of Quality Indicators or Criteria for Successful Learning Demonstration:

Self evaluate your work today using our chart Use of content vocabulary with accuracy or that

demonstrates understanding Accuracy demonstrated Editing evident Interpret quotes effectively given the prompt

question Use of correct paragraph formatting Use of analysis of data from experiment

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Quality indicators are different than compliance Compliance items often include: a number, like two paragraphs accuracy or editing which should always be required in ELA

courses, but might be Quality Indicators in other courses…you decide

Compliance with assignment directions Behavior items often include: Finish your work Do your own work Stay quiet Turn it in by…

Quality Indicators are always about the thinking and communication needed to demonstrate what you know and can do with the content in context (Use SE Driven Language)

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Use the Quality Indicators to give feedback to students and adjust strategies and materials

Create a set of “quality indicators” that you can use over and over again

The quality indicators should relate to the big themes of your content area and the critical thinking and communication skills needed

You can also create a compliance checklist for a formative assessment, like a quiz with reminders

Use models of good work wherever possible

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Align to standard content and context descriptions Align to thinking verbs in standard Use Quality Indicators or standard driven scoring

guides Use a variety over a couple of weeks Respond to the data you get rapidly by: Creating opportunities in openings, homework/in class

assignments, and closings for additional practice Offer flexible grouping Offer tutorials Offer web based practice Offer peer coaching

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Paper and pencil Scanned test, add written item… Creating a model Creating a chart paper alone or with a partner – just

make certain there is an individually answered question at the end

Orally Presenting Interactive Device Use Post to a class Blog or Shared Doc Create a Graphic Organizer or InfographicCan you think of other ways, let us add to the list…..

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For Formative Assessments

For Summative Assessments

Selected Response◦ Matching◦ Multiple Choice◦ True-False◦ Fill-in with word bank

Short Constructed Response◦ Fill-in without word bank◦ Sentence level◦ Paragraph – informational,

explanatory, descriptive, summary, analytic, narrative, persuasive, evaluative, reflective

◦ Make up a problem or hypothesis◦ Short digital creation like a blog

or wiki entry◦ One page essay◦ Short or mini lab report or write

up in science

Project, Problem, Inquiry Longer Constructed Response

– Save for Summative Assessments◦ Essay - several pages◦ Research Report◦ Argument Defense or Persuasion ◦ Digital creation – longer like a

web page, Glog, etc.◦ Analytic◦ Informative◦ Narrative◦ Longer more complex lab report

in science

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1. How?2. Why?3. Under what conditions would…?4. Is this justified? Why?5. Is this reasonable? Why?6. How would you judge…? Why?7. What if…?8. How did you arrive at that conclusion?9. How would you do this differently? Why?10. What would change your predication? Why?

44Kuzmich, L. (2011) Stretch Learning Handbook, ICLE

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Quality Indicators for Our Math Work Item, Concept, or Attribute Today we will focus on:

Uses content vocabulary accurately

Demonstrates analysis or interpretation of information

Re-words problem or prompt in own words

Justifies answer, solution, or conclusion with evidence

Summarizes

Notes logical generalization, pattern, or rules

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Quality Indicators for Our Math Work Item, Concept, or Attribute Rating – Teacher or Student

Uses content vocabulary accurately

1 2 3 4Demonstrates analysis, interpretation, or problem re-wording

1 2 3 4

Justifies answer, solution, or conclusion

1 2 3 4Notes logical generalization, pattern, or rules

1 2 3 4

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Avoids use of pronouns when critical vocabulary is essential to convey mastery of the concept standard

Accurately describes the collected and analyzed data and applies to the concept standard

Communicates a valid conclusion that supports the data

Uses data to predict a trend Accurately relates the content of the standard to

a real-world situation

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Uses literary terms and elements correctly Finds and interprets quotes and text to support

inference, point of view, or other prompts Edits writing in terms of correct capitalization, usage

and word choice, punctuation, spelling and grammar Addresses the prompt Shares thinking clearly Collaborates and contributes in a way that contributes

to the thinking of the group and the completion of the assignment

Uses comprehension connections and clues when reading

Codes text efficiently without over highlighting

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Addresses the written prompt Contributes to classroom group work, completing all

tasks Communicates and participates regularly and clearly

addresses or offers questions Reading is completed and coded as needed with

notes, so that other assignments and discussions can take place

Social Studies themes and other vocabulary are used accurately

Written work is error free or proof of editing is present

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Examples of Quizzes Aligned to the CCSS ELA Quiz Item

Write a poem that tells who you are. You can show what you look like, describing your hair, eyes, complexion, and so on. Or you can paint a picture of who you are inside. What do you care about? What makes you laugh? What makes you sad? Choose any format and structure that you wish for the poem. Discover a rhythm you like and develop it. Include sensory images and choose precise words that illustrate exactly what you mean. The poem can rhyme, but it doesn't have to.

What does good work look like or contain? (Quality Indicators)

Uses poetic form and structure Uses words that are precise, vivid, and not overused Uses strong imagery Show proof of editing or error free work including punctuation and capitals

appropriate to this poetic form.

CCSS Standards for this Quiz

Reading for Literature - Craft and Structure (ELA - Grades 11-12)

4. Determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings; analyze the impact of specific word choices on meaning and tone, including words with multiple meanings or language that is particularly fresh, engaging, or beautiful. (Include Shakespeare as well as other authors.)

Writing - Range of Writing (ELA - Grades 11-12)

10. Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of tasks, purposes, and audiences.

Language - Conventions of Standard English (ELA - Grades 11-12)

1. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.

Language - Knowledge of Language (ELA - Grades 11-12)

3. Apply knowledge of language to understand how language functions in different contexts, to make effective choices for meaning or style, and to comprehend more fully when reading or listening.

a. Vary syntax for effect, consulting references (e.g., Tufte’s Artful Sentences) for guidance as needed; apply an understanding of syntax to the study of complex texts when reading.

Language - Conventions of Standard English (ELA Anchor - Grades K-12)

2. Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.

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Algebra Quiz

1) At Karenna High School, 728 students take Mandarin, and this number has been increasing at a rate of 23 students per year. 188 students take Latin, and this number has been decreasing at a rate of 6 students per year. At the given rates, when will there be five times as many students taking Mandarin as taking Latin?

The problem can be modeled using the equation below:

728 + 23x = 5(188 – 6x) where x represents the number of years

Solve the equation step-by-step. Then write explanation for each step in the solution.

2) Using the equation above as an example, come up with your own rational equation. A rational equation is an equation that contains rational expressions. Solve the equation, and then write a summary explaining each step in the solution.

3) Using the equation above as an example, come up with your own radical equation. A radical equation is an equation that has a variable in a radicand or has a variable with a rational exponent. Solve the equation and check for extraneous solutions. Then write a summary explaining the most important step in the solution.

What does good work look like or contain? (Quality Indicators)

Student solves the equation step-by-step and writes a summary explaining each step. Student creates a rational equation, solves the equation step-by-step, and writes a

summary explaining each step. Student creates a radical equation, solves the equation step-by-step, checks for

extraneous solutions, and writes a summary explaining each step. Student’s written explanations are logical and thorough; math language and

representation is appropriate and meaningful.

Standards for this Quiz

Writing 2. Write informative/explanatory texts to examine and convey complex ideas, concepts, and information

clearly and accurately through the effective selection, organization, and analysis of content. 4. Produce clear and coherent writing in which the development, organization, and style are appropriate

to task, purpose, and audience. Standards for Mathematical Practice - (Math Practice - Grades K-12) 1. Make sense of problems and persevere in solving them. 2. Reason abstractly and quantitatively. 4. Model with mathematics. 6. Attend to precision. 7. Look for and make use of structure. Standards for Math: Algebra I D.6. Rewrite simple rational expressions in different forms; write a(x)/b(x) in the form q(x) + r(x)/b(x), where a(x),

b(x), q(x), and r(x) are polynomials with the degree of r(x) less than the degree of b(x), using inspection, long division, or, for the more complicated examples, a computer algebra system.

D.7 Understand that rational expressions form a system analogous to the rational numbers, closed under addition, subtraction, multiplication, and division by a nonzero rational expression; add, subtract, multiply, and divide rational expressions.

31


Kuzmich, 2013

What will you transfer first to your planning and classroom from this session?

What do you need to make this work for your students?

Kuzmich, 2013 46

32

Revised Bloom’s Taxonomy Rigor and Relevance Quadrant A or B Rigor and Relevance Quadrant C or D Remembering Understanding Applying Analyzing Evaluating Creating

Verb

s

Choose Describe Define Find Identify Label List Locate Match Memorize Name Omit recall Recite Recognize Reproduce Sequence-simple Select State Tell

Calculate Classify Demonstrate Distinguish Explain Extend Give example Illustrate Indicate Interrelate Interpret Infer Judge Match Paraphrase Represent Restate Rewrite Show Summarize

Apply Chose Dramatize Explain Generalize Judge Organize Paint Prepare Problem-calculation Produce Select Sequence-complex Show Sketch Solve Use

Analyze Categorize Cause/Effect Classify Compare Complex-Infer Contrast Deduce Differentiate Distinguish Identify Point out Organize Select Subdivide Survey

Appraise Argue Estimate Evaluate Determine- bias Judge Criticize Critique Debate Defend Justify Prioritize Pros and Cons Rate Value Verify Weigh

Add to Combine Compose Construct Create Design Develop Devise Forecast Formulate Predict Solution Formulate Hypothesize Invent Originate

Inst

ruct

iona

l Str

ateg

ies

Highlighting Rehearsal Memorizing Mnemonics Make a list of the main events Make a timeline of events Make a facts chart Write a list of any pieces of information you can remember List all the .. in the text or video

Key examples Emphasize connections Elaborate concepts Summarize - written Paraphrase – oral Students explain Students state the rule Why does this example…? Visual representations Concept maps Outlines- verbal Flow chars Graphic Organizers

Students modeling Sequencing Real World application opportunities Case studies Simulations Algorithms in problem form Construct a model, diorama, scrapbook, to explain ideas or information in context Organize a collection to make a point Make up a game Write an outline

Analogies Models of thinking Challenging assumptions Retrospective analysis Reflection through journaling Collaborative learning like jigsaws Design a questionnaire to gather information Construct a data chart Write a commercial to sell something Conduct an investigation to support a point of view or hypothesis

Challenging assumptions Evaluative journaling Debates Collaboration to evaluate point or view, worth or other specific aspect Decision-making Solution development Problem based learning Prepare a list of criteria to judge… Self evaluate and then correct your work Prioritize and rationale Justification in writing or verbally Critique art or music or theater – any art form

Design activities Inventions Creation of a model of a solution to a complex problem Devise a new way to solve a complex problem Compose music Create original art

Mod

el Q

uest

ions

Who? Where? Which one? What? How? What is the best one? How much? When? What does it mean?

State in your own words Which are facts? What does this mean? Is this the same as… Give an example Condense this paragraph or paraphrase it Explain what is happening What are they saying? What seems to be…? What seems likely? What is the main idea?

Predict what would happen if… Choose the best statements that apply What would result Tell what would happen Tell how, when, where and why Tell how much change there would be Identify the results of… What is the function of…?

Is this fact or opinion Why? What are the assumptions behind…? What is the relevance? What is the motive? What are the conclusions based upon? What does the author believe or assume? Make a distinction State the point of view, rule or pattern What is the relationship between..?

Is it valid that? Judge the effects What fallacies, consistencies, inconsistencies appear or exist? Which is more important, moral, better, logical, valid, or appropriate? Find the errors Defend your point of view or this viewpoint or answer Justify your answer or response or point of view Is bias, fairness, or ethics at issue?

How would you test…? Propose an alternative. Develop a creative solution for… Invent a new process, system, procedure or product that addresses…

Cos

ta

Level 1: Literal, right there, summarize or remember

Level 2: Search and think, infer, connect and relate, or associate

Level 3: Logical justification, derive, or on your own

Sources: Bloom (1954 and 1956) revised by Anderson and Krathwohl (2001), Dalton, J. and Smith, D. (1986), Kuzmich, L. (2011), Costa , A. and Kallick, B. (2000) and Daggett, W. ICLE Rigor and Relevance Model. Original chart created by Lead4Ward, Region XIII, TX

33

Level One Activities

Recall elements and details of story structure, such as sequence of events, character, plot and setting.

Conduct basic mathematicalcalculations.

Label locations on a map.

Represent in words or diagrams a scientific concept or relationship.

Perform routine procedures like measuring length or using punctuation marks correctly.

Describe the features of a place or people.

Level Two ActivitiesIdentify and summarize the major events in a narrative.

Use context cues to identify themeaning of unfamiliar words.

Solve routine multiple-step problems.

Describe the cause/effect of a particular event.

Identify patterns in events or behavior.

Formulate a routine problem given data and conditions.

Organize, represent and interpret data.

Level Three ActivitiesSupport ideas with details and examples.

Use voice appropriate to the purpose and audience.

Identify research questions and design investigations for a scientific problem.

Develop a scientific model for a complex situation.

Determine the author’s purpose and describe how it affects the interpretation of a reading selection.

Apply a concept in other contexts.

Level Four ActivitiesConduct a project that requires specifying a problem, designing and conducting an experiment, analyzing its data, and reporting results/solutions.

Apply mathematical model to illuminate a problem or situation.

Analyze and synthesize information from multiple sources.

Describe and illustrate how common themes are found across texts from different cultures.

Design a mathematical model to inform and solve a practical or abstract situation.

Level Two(Skill/Concept)

Level One

(Recall)

Level Three

(Strategic Thinking)

Level Four(ExtendedThinking)

Arrange

Calculate

DefineDraw Identify

Illustrate

LabelList

Match

Measure

Memorize

Name

QuoteRecall

ReciteRecognize

Repeat ReportState

TabulateTell Use

Who, What, When, Where, Why

DescribeExplain

Interpret

Categorize

Cause/Effect

Collect and Display

Classify

Compare

Construct

Distinguish

Estimate

GraphIdentify Patterns

Infer

Interpret

Make Observations

Modify

Organize

Predict

Relate

Separate

Show

Summarize

Use Context Cues

Apprise

Assess

Cite Evidence

Compare

Construct

Critique

Develop a Logical Argument

DifferentiateDraw Conclusions

Explain Phenomena in Terms of ConceptsFormulate

Hypothesize

Investigate

Revise

Use Concepts to Solve Non-Routine Problems

Apply Concepts

Design

Connect

Prove

Synthesize

Critique

Analyze

Create

Depth of Knowledge (DOK) Levels

Webb, Norman L. and others. “Web Alignment Tool” 24 July 2005. Wisconsin Center of Educational Research. University of Wisconsin-Madison. 2 Feb. 2006. <http://www.wcer.wisc.edu/WAT/index.aspx>.

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ABOUT LIN KUZMICH

Lin Kuzmich is an educational consultant, university instructor, and bestselling author from Loveland, Colorado. She served Thompson School District in several roles as the Deputy Superintendent, Executive Director of Secondary and Elementary Instruction, Director of Professional Development, and as a building principal for nine years. Her school was named a 2000 winner of the John R. Irwin Award for Academic Excellence and Improvement. In addition, for the past decade, Lin was involved in staff development through several universities and the Tointon Institute for Educational Change. She served as an Instructor at Colorado State University in the Principal Preparation Program and as Senior Consultant for the International Center for Leadership in Education. Lin also provides training and coaching to school districts around the country and presents at numerous national and international conferences.

Lin’s additional experience includes Assistant Director of Special Education (1988-1991); Vision Specialist and Reading Teacher for Thompson School District (1979-1988); high school reading, high school and middle school English/Language Arts, K-12 special education, and 4th - 6th grades for Denver Public Schools (1974-79). Lin earned the Teacher of the Year Award for Denver Public Schools in 1979 and was Northern Colorado Principal of the Year in 2000 for Colorado Association of School Executives.

Lin currently works with schools and districts across the country that are struggling to meet the needs of diverse learners, the requirements of AYP, and the changing educational practices needed for the future success of our students. She has worked extensively with districts trying to understand the new Common Core State Standards, update curriculum, and create appropriate assessment and instruction to address the increased rigor. Her latest publication specifically addresses methods of planning and instruction with the new standards. Lin’s work with schools improves achievement results for students and increases the capacity of staff, and she is passionate about helping educators prepare today’s students for a successful future.

Contact Information Office/Home: 970-669-2290 Cell: 970-203-4176 Email: [email protected] Website: www.KuzmichConsulting.com

Lin’s Publications: Stretch Learning Handbook With Units and Strategies Aligned to Common Core State Standards (2011) International

Center for Leadership in Education. “Manage the Molehill Before It Becomes a Mountain: Keeping Parent Interactions Productive for Students” in

Leadership for Family and Community Involvement Edited by Cole, Blankstein and Houston for the Soul of Leadership Series (2010) Corwin

“Instructional Leadership and Results-based Supervision” in SPN Network Monthly (2010) Successful Practices Network, NY. Stretch Learning: Rigor and Relevance for an Unpredictable World (2010) International Center for Leadership in Education. (Multi-

Media Kit) Student Team That Get Results: Teaching Tools for the Differentiated Classroom (2010) Corwin Press, co-author Gayle Gregory. “Test Preparation Strategies that Have High and Quick Payoff,” (March 2010) Successful Practices Network Monthly Online

Publication “Ensuring Access through Differentiated Instruction” in The Special EDge, Vol. 21, Num. 3 Summer 2008, co-authored with Dr.

Willard Daggett Redefining Literacy in Grades 7-12: Strategies for Document, Technological and Quantitative Literacy (May 2007) International

Center for Leadership in Education. (Multi-Media Kit) Teacher Teams that Get Results: 61 Strategies for Sustaining and renewing Professional Learning Communities (January 2007)

Corwin Press, co-author Gayle Gregory. (Bestseller) Applied Differentiation: Making It work in the Classroom (2006) School Improvement Network, Linton Productions, Inc. co-

authored with Gayle Gregory and Cindy Strickland (Multi-Media Kit and PD Package) “Redefining Literacy for the 21st Century,” (2006a) Successful Practices Network Monthly Online Publication “Tips for Credit Recovery Programs,” (December 2006b) Successful Practices Network Monthly Online Publication Differentiated Literacy Strategies for Student Growth Grades 7-12, (2005b), Corwin Press, co-author Gayle Gregory. (Bestseller) Differentiated Literacy Strategies for Student Growth Grades K-6, (2005a) Corwin Press, co-author Gayle Gregory. (Bestseller) Data Driven Differentiation in the Standards Based Classroom, (2004) Corwin Press, co-author Gayle Gregory. (Bestseller) “Taking Professional Care of New Teachers,” CSDC Network News, October 2001. Data Driven Instruction, (1998) Colorado: CBOCES. Facilitating Teacher Evaluation in a Standards-Based Classroom, (1996) Colorado: CBOCES, Co-authored with R. Zila, L. Gleckler

and P. Denzin. "Neurophysiological Development: A Review for Educators,” The Journal of Professional Studies, Vol. 5 No. 1, Feb. 1980.

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mailto:[email protected]

http://www.kuzmichconsulting.com/

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