I’m glad you’re here! Happy Tuesday!

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1. Get out a piece of paper and a writing utensil.2. Select the quote(s) below you agree or disagree with most

strongly.3. Explain why the quote means something to you.4. Also, respond to the question: How in control of your grades have

you felt in your kindergarten through 8th grade years of schooling?

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Learning Intentions Success Criteria

We are learning to…• use the Cornell note-taking system to prepare us for successful studying• understand how standards-based grading works at Reagan• analyze what has/hasn’t worked in education• evaluate how our education affects us• become empowered by the IB program & SBG at Reagan

We’ll know we’re successful when we can…• take Cornell notes on the SBG presentation today, using all of the parts of the process to record the main ideas and supporting details• analyze the TED talk by Ken Robinson• make connections to the TED talk and your own personal life and experiences in educationAgenda

Bell Work Reflection & Discussion

Mini-Lesson on Cornell Notes

Presentation on Standards-Based Grading

TED Talk – Think-Pair-Share & Discussion

Homework: Organization of Binder

2121stst Century Assessment Century Assessment at Reaganat Reagan

2121stst Century Assessment Century Assessment Reagan underwent a change in assessment Reagan underwent a change in assessment

(grading)in recent years(grading)in recent years

Old assessment methods do not serve the Old assessment methods do not serve the students wellstudents well

In the past, students could simply show up to In the past, students could simply show up to class, behave, turn in their work (even if the class, behave, turn in their work (even if the work was poor), do average on their tests and work was poor), do average on their tests and receive a good grade.receive a good grade.

Not anymore!!Not anymore!!

2121stst Century Assessment Century Assessment The The goalgoal for any class is to meet a set for any class is to meet a set

of learning objectivesof learning objectives

If a student If a student meets or exceeds the meets or exceeds the learning objectiveslearning objectives they should be they should be rewardedrewarded

Generally, teachers reward students Generally, teachers reward students based on their level of based on their level of compliancecompliance

2121stst Century Assessment Century Assessment

When these students went to college or When these students went to college or into the workforce, they were not able into the workforce, they were not able to have the same level of success…to have the same level of success…

Discuss:Discuss: Why? What do you think they were Why? What do you think they were

expected to do that they had not been expected to do that they had not been asked to do before???asked to do before???

2121stst Century Assessment Century Assessment

In your courses you will have two In your courses you will have two different types of assessment:different types of assessment:

1.1. PracticePractice

2.2. EvidenceEvidence

2121stst Century Assessment Century Assessment

Practice:Practice: Practice activities are those Practice activities are those done in and out of the classroom done in and out of the classroom throughout each unit to prepare throughout each unit to prepare you for mastery of the objectives. you for mastery of the objectives. There will be multiple opportunities There will be multiple opportunities for you to practice without penalty. for you to practice without penalty. smallsmall assignments. assignments.

PracticePractice

Examples: oral participation, paired and Examples: oral participation, paired and group activities, presentations, group activities, presentations, homework, in-class work, debates, homework, in-class work, debates, discussions discussions

Do you have to do the practice work? Do you have to do the practice work?

YES! YES! Discuss:Discuss: Why???Why???

PracticePractice

If you don’t, you will not master the If you don’t, you will not master the learning objectives, you may not learning objectives, you may not retake assessment, and you risk not retake assessment, and you risk not earning credit for the course. earning credit for the course.

Practice is very important!Practice is very important!

http://www.youtube.com/watch?v=mIOGPMJoB3o&feature=related

What happened to those teams What happened to those teams that practiced so hard?that practiced so hard?

PracticePractice Right now, most of you are here: Right now, most of you are here:

Discuss:Discuss: But you want to be here. How will you But you want to be here. How will you

get there?get there?

Homework Participation Discussion

Practice!!!!

EvidenceEvidence

Evidence:Evidence: Evidence are tasks that Evidence are tasks that are completed in and out of the are completed in and out of the classroom to demonstrate your classroom to demonstrate your mastery of the objectives. mastery of the objectives. BIGBIG assignments!assignments!

EvidenceEvidence is the way that is the way that YOUYOU proveprove you met the learn objective.you met the learn objective.

EvidenceEvidence

Evidence can be in any form but Evidence can be in any form but generally it will be:generally it will be:

Tests, quizzes, projects, presentations, Tests, quizzes, projects, presentations, debates, essays, research papersdebates, essays, research papers

EvidenceEvidence For your evidence, you will receive one of the For your evidence, you will receive one of the

following:following:ADAD-- Advanced: The student exhibits -- Advanced: The student exhibits exceptional exceptional

masterymastery of the course objective. of the course objective. PRPR-- Proficient: The student provides -- Proficient: The student provides good mastery good mastery

of the course objective.  of the course objective. 

BABA--- Basic: The student provides evidence of a - Basic: The student provides evidence of a beginning mastery beginning mastery of the course objective. of the course objective. 

MIMI--Minimal: The student attempts the task but --Minimal: The student attempts the task but

provides provides no evidence of mastery no evidence of mastery of the objective of the objective described.described.

OO---No Evidence: -No Evidence: No evidence No evidence was submitted. was submitted.

Conversion TableConversion TableCommon Common ScaleScale

Regular Regular Education Education

MeaningMeaning

Percentage Percentage Conversion Conversion (done by (done by

ESIS)ESIS)

Special Special Education Education MeaningMeaning

Classic Classic Report Card Report Card Grade Grade ConversionConversion(done by (done by

ESIS)ESIS) ADAD Advanced Advanced

or 4or 4100 (90-100 (90-100) 100)

Achieving Achieving beyond beyond IEP goalsIEP goals

AA

PRPR Proficient Proficient or 3or 3

85 (70-85 (70-89) 89)

Achieving Achieving IEP goalsIEP goals

80-89= B80-89= B

70-79= C 70-79= C

BABA Basic or 2Basic or 2 65 (51-65 (51-69) 69)

Achieving Achieving below IEP below IEP goalsgoals

DD

MIMI Minimal Minimal or 1or 1

50 (1-50) 50 (1-50) Present, Present, but no but no efforteffort

UU

No No evidenceevidence

00 N/AN/A OO

EvidenceEvidence

In the past if you had the following In the past if you had the following grades, what would your final grade grades, what would your final grade be?be?

48% Test 148% Test 1

64% Test 264% Test 2

88% Test 388% Test 3

66%(average)= D66%(average)= D

EvidenceEvidence

Under the new assessment system Under the new assessment system we are only interested in what your we are only interested in what your final level of mastery is.final level of mastery is.

48% Test 148% Test 1

64% Test 264% Test 2

88% Test 388% Test 3

88% = B88% = B

Final GradesFinal Grades

Each semester is 18 weeksEach semester is 18 weeks

Your grade will reflect everything done Your grade will reflect everything done during the 18 weeksduring the 18 weeks

You will receive an update at 9 weeks You will receive an update at 9 weeks but your grade will not start overbut your grade will not start over

Discuss:Discuss:

How will this new grading system How will this new grading system help you?help you?

Confused??Confused??

Questions???Questions??? CommentsComments ClarificationClarification

Howdy! Happy Thursday!Howdy! Happy Thursday!Learning Intentions

Success Criteria

We’re learning to…• analyze what has/hasn’t worked in education• evaluate how our education affects us• become empowered by the IB program & SBG at Reagan• explore the concept of multiple intelligences• use the Cornell note-taking system to prepare us for successful studying

We’ll know we’re successful when…•analyze the TED talk by Ken Robinson• make connections to the TED talk and your own personal life and experiences in education through a “Socratic Seminar”• take Cornell notes on the MI presentation today, using all of the parts of the process to record the main ideas and supporting details

Bell Work:

1.Get yourself a small whiteboard and a marker.2.Have a seat and be ready to start right away!

AgendaTED Talk

Think-Pair ShareSocratic Seminar-esque Discussion

Multiple Intelligences

TED Talk: TED Talk: http://www.ted.com/talks/ken_robinson_says_schhttp://www.ted.com/talks/ken_robinson_says_sch

ools_kill_creativity.htmlools_kill_creativity.html

Howdy! Happy Monday!Howdy! Happy Monday!

Bell Work:

1.Have a seat & read the handout at your desk.

2. Please be ready to start right away!

Learning Intentions

Success Criteria

We’re learning to…• explore the concept of intelligence

• learn about multiple intelligences and learning styles

• use the Cornell note-taking system to prepare us for successful studying

We’ll know we’re successful when…• we can complete the goal challenges in our small teams• discuss our observations and experiences from those challenges• take Cornell notes on the MI presentation today, using all of the parts of the process to record the main ideas and supporting details

AgendaGoal Challenges

MI-ghty strong you are! – Discussion & Cornell Notes

Homework – Many Investigations of MI & LS!

Good morning! Happy Good morning! Happy Wednesday!Wednesday!

Learning Intentions

Success Criteria

We’re learning to…• explore the concept of intelligence

• learn about multiple intelligences and learning styles

• evaluate our personal strengths and areas to improve

• discuss, design,& share learning strategies that match our MI & LS strengths in collaborative teams

We’ll know we’re successful when…• we can view & discuss two short videos on MI & LS

• complete the self-assessments and analyze the results

• work with our learning style groups to create a list of effective strategies in and out of the classroom to learn whatever it is we want or need to learn

Bell Work:

1.Get out a piece of paper, and respond to the following questions:

- Which goal challenge was the easiest for you to do last class? Why do you think so?

- Which goal challenge was the hardest for you to do? Why do you think so?

- Do you think it is important to get in the habit of setting personal goals & reflecting on our progress in achieving those goals? Why or why not?

Cornell Note-Taking Practice on…

The Theory of Multiple Intelligences

http://www.youtube.com/watch?v=cf6lqfNTmaM

and Learning Styles

http://www.youtube.com/watch?v=fQYW6vYSGXs

Auditory LearnersAuditory Learners

Suggestions for Auditory LearnersSuggestions for Auditory Learners Using word association to remember Using word association to remember

facts and lines.facts and lines. Recording lectures.Recording lectures. Watching videos.Watching videos. Repeating facts with eyes closed.Repeating facts with eyes closed. Participating in group discussions.Participating in group discussions. Using audiotapes for language practice.Using audiotapes for language practice. Taping notes after writing them. Taping notes after writing them.

Visual LearnersVisual Learners

Suggestions for Visual Learners:Suggestions for Visual Learners: Draw a map of events in history or draw scientific Draw a map of events in history or draw scientific

process.process. Make outlines of everything!Make outlines of everything! Copy what's on the board.Copy what's on the board. Ask the teacher to diagram.Ask the teacher to diagram. Take notes, make lists.Take notes, make lists. Watch videos.Watch videos. Color code words, research notes.Color code words, research notes. Use flashcards.Use flashcards. Use highlighters, circle words, underline. Use highlighters, circle words, underline.

Kinesthetic LearnersKinesthetic Learners

Suggestions for Kinesthetic LearnersSuggestions for Kinesthetic Learners Studying in short blocks.Studying in short blocks. Taking lab classes.Taking lab classes. Role playing.Role playing. Taking field trips, visiting museums.Taking field trips, visiting museums. Studying with others.Studying with others. Using memory games.Using memory games. Using flash cards to memorize Using flash cards to memorize