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Foundation of Essential Beliefs
OverarchingObjectives
CurriculumDesign
Objectives
Assessment LearningExperiences
Personal Relationship
BuildingClass Climate
Expectations
Clarity Principles ofLearning
Models of Teaching
Space Time Routines
Attention Momentum Discipline
Planning
Management
Instruction Strategies
Motivation
Curriculum Planning
AStudying Skillful Teaching: Using Data Day to Day
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Essential Question
What do skillful teachers believe, know, and do—individually and collaboratively—to promote the learning and achievement of each and every student?
Foundation of Essential Beliefs
OverarchingObjectives
CurriculumDesign
Objectives
Assessment LearningExperiences
Personal Relationship
BuildingClass Climate
Expectations
Clarity Principles ofLearning
Models of Teaching
Space Time Routines
Attention Momentum Discipline
Planning
Areas of Performance
Assessment
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Objectives for Today
By the end of today, you will be able to…
Use pre-assessment tools to learn about the cultural, academic, metacognitive, and personal traits of your learners
Framing the Day
Community Builder: It’s All About Me
Sharing Experiment #7
Pre-assessment What? Why? How? When? Study and Sharing of Tools
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Itinerary
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B-245
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Descriptive Graphic Organizer
Name
B-245
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Causes/Influences Graphic Organizer
Name
B-245
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Descriptive Graphic Organizer
White
Father Husband
Middle ClassMale
CollegeEducated
Liberal
Teacher
Peter
B-245
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Causes/Influences Graphic Organizer
Peter
Catholic School
Mentors
Students
ETHS
Family
B-245
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It’s All About Me
Directions1. Take 5 minutes to fill out both GOs. Be sure to include
details about cultures with which you identify.
Processing Talk together at your tables about how you might use this pre-assessment/ community builder with your students.
2. Take two minutes each to introduce yourselves, using whatever information from your GOs you wish.
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Group 1 Group 2 Group 3 Group 4 Jerry EvelynNichole Sunny
Margi Mina Alex MikeAndy Grace Ganae SachinAdie Levy Corey Matt
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Please take out these materials:
The student self-assessment tool you created
The record of student performance before and after academic feedback (criteria #6 and #9)
Reflections on your learning from this experiment (criterion #12)
Experiment #7: Materials Needed
B-55-56
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B-29-30
1. The self-assessment tools you developed
2. The data displays
3. Reflections on student achievement and motivation that you have drawn from the data and observations
Experiment #7: Directions for Sharing
Please share the following…
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1. Criteria for Success Worksheet (B-56), with Self-Assessment marked
2. Data Display and Analysis Tool (B-56a)
3. Reflections on your learning
Experiment #7: What to Submit
Please turn in the following typed pages, paper-clipped or stapled, starting with the top page:
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Animal School
• You are the parent of the animal from the clip “Animal School”. What would you say?
• “ It just seems that you didn’t take time to find out __________ about my child and now ___________”
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Who are our learners?Who are our learners?
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My Students
Who are my students?
- Their learning styles?
- Their personal interests?
- Their cultural backgrounds?
- Their first languages?
- Their current knowledge and skills related to what I am about to teach?
How can I find out about them? How can I use the data I gather to
inform my teaching so all of them will be successful?
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Type of Data Pre-Assessment
What?
Learning about your students…C – Cultural and linguistic backgroundA – Academic readinessM – Metacognitive skillsP – Personal interests, learning styles, intelligences
Why?
• To design instruction that meets students’ needs • To determine students’ entry points into the curriculum• To strengthen cultural proficiency in our teaching• To build personal relationships• To motivate students
How?
• Surveys (interests, cultural background, metacognitive skills)• Language assessments• Quizzes, probes, observations• Academic achievement data
When?C, P – beginning of school yearA – before or early into a unit/lessonM – periodically
Inquiry Question Who are my students?
Pre-assessment: What? Why? How? When? B-144
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C.A.M.P.
Type of Pre-Assessment Definition
Cultural/Linguistic Cultural traditions, perspectives, home and community languages, perception of worth or potential within the school, home, community, society at large
Academic Content-specific prerequisite concepts and skills, reading and writing skills, achievement data (MCAS and local assessments)
Metacognitive Goal-setting,self-monitoring, study habits, time management, effective effort strategies
Personal Interests, aspirations, learning styles, multiple intelligences
B-231
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Sharing Pre-assessment Tools: Directions
• Think of a pre-assessment tool that you have used
and determine which domain it represents.
• Share at least one tool each with your table groups.
B-232-246
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Dipsticking Pre-assessment
The science teacher administers a
background probe to uncover students’
misconceptions about force and motion.
The data are used to address the
misconceptions.
1 Academic
Cultural/LinguisticCultural/LinguisticAcademicAcademicMetacognitiveMetacognitivePersonalPersonal
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Dipsticking Pre-assessment
Students take a survey about their
multiple intelligence. The teacher
uses the surveys to make sure that
she designs lessons that build on
students’ strengths and stretch them
into other areas.
2 Personal
Cultural/LinguisticCultural/LinguisticAcademicAcademicMetacognitiveMetacognitivePersonalPersonal
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Dipsticking Pre-assessment
Each week students self-assess their progress
relative to the goals they are working on in the
course. The teacher reviews their self-
assessments to determine the students’ level of
self-assessment skill. She then provides individual
feedback to students on how well they are doing
with the skill of self-assessment.
3 Metacognitive
Cultural/LinguisticCultural/LinguisticAcademicAcademicMetacognitiveMetacognitivePersonalPersonal
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Dipsticking Pre-assessment
The teacher interviews students to find out
about the languages spoken at home, their
interests and out-of-school activities, and
their perceptions about the school and
community.
4Cultural/Linguistic
Personal
Cultural/LinguisticCultural/LinguisticAcademicAcademicMetacognitiveMetacognitivePersonalPersonal
Who are our learners?Who are our learners?
Cultural/linguistic
Academic
Metacognitive
Personal
C.A.M.P. Pre-assessment
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B-29-30
Homework
