Performance

Assessment for

California

Teachers

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What Is PACT? PACT (Performance Assessment for California Teachers)

is a consortium of teacher preparation programs at a number of California Universities.  These institutions have joined together to develop a teacher performance assessment.  Successful completion of the teaching performance assessment will be required to earn a California Preliminary Multiple Subject or Single Subject Teaching Credential.

The teaching performance assessments consists of Embedded Signature Assignments (ESAs) and the Teaching Event.  Together, the Embedded Assessments and the Teaching Event measure all thirteen Teacher Performance Expectations (TPEs)

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Purpose of this PowerPoint

To provide an interactive walk-through of the PACT Teaching Event

To guide you in the planning and design of the Teaching Event

To connect you to the necessary resources for completion of the Teaching Event

The “Teaching Event” ProcessThe “Teaching Event” ProcessPart A

Planning Curriculum,Assessment & Instruction

Part APlanning Curriculum,

Assessment & Instruction

Part CAssessing Student Learning

Part CAssessing Student Learning

Videotape Clips

Teaching Commentary

Reflective Commentary

2. Goals/Concepts/Skills/Language Development

Part BImplementing

Instruction

Part BImplementing

Instruction

1. Instructional Context•School/Program/Class Data•Implications for Teaching

Part DAnalyzing &

Reflecting

Part DAnalyzing &

Reflecting

5. Daily Lesson Plans

Press arrow

to advance through this slide

3. Assessments (Formal/Inform.)

4. Instructional Activities

6. Planning Commentary

Individual Student Learning Commentary

Whole Class Learning Commentary

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Overview of the PACT Teaching Event

Focus on student learning In this Teaching Event, you will show the strategies

you use to make content accessible to your students, and how you support students in learning to read, write, and use academic language.

You will explain the thinking underlying your teaching decisions and analyze the strategies you use to connect students with the content you are teaching.

You will examine the effects of your instructional design and teaching practices on student learning, with particular attention to students with diverse cultural, language, and socio-economic backgrounds and learning needs.

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Overview of the PACT Teaching Event (continued)Select a learning segment A learning segment is a set of lessons that build upon one

another toward a central focus/big idea that reflects key concepts and skills, with a clearly defined beginning and end. It may be part of a larger instructional unit that includes multiple learning segments. If you teach to more than one class of students, focus on only one class.

For the Teaching Event, you will plan a learning segment of about one week (approximately 3-5 hours of instruction) that is centered around key concepts and skills that underlie specific student content standards.

The learning segment should also develop students’ content knowledge and should include learning objectives for both the curriculum content and the development of academic language related to that content.

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Overview of the PACT Teaching Event (continued)Submit teaching artifacts and analysis You will submit an overview of your instruction and

assessment plan, copies of instructional and assessment materials, two video clips of your teaching, a summary of whole class learning, and an analysis of student work samples.

You will also write commentaries describing your teaching context, analyzing your teaching practices, and reflecting on what you learned about your teaching practice and your students’ learning. The instructions in the handbook will guide you in putting together the instructional materials, video selection, student work samples, and commentaries required in this Teaching Event.

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Overview of the PACT Teaching Event (continued)

Assessment of your Teaching Event Your Teaching Event should clearly

demonstrate how your practice meets the California Teaching Performance Expectations (TPEs).

Scoring rubrics have been developed to align with these professional expectations for classroom teachers.

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To get started …

Make sure you have internet access, then click on this Teaching Event Handbook link. When you get to the site, identify the correct Teaching Event, then save the document onto your computer’s hard drive. Also save the document called “Making Good Choices”

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Next . . .

Click on this Teaching Event Rubric link, then save the correct rubric onto your computer’s hard drive.

These Rubrics identify the criteria used to evaluate your Teaching Event

TEACHING EVENT TASKS TEMPLATE

1. Context for Learning

2. Planning Instruction & Assessment

3. Instructing Students & Supporting Learning

4. Assessing Student Learning

5. Reflecting on Teaching & Learning

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1. Context For Learning

What to Do Provide relevant

information about your instructional context and your students as learners within the learning segment.

What to Submit Context Form Context Commentary

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Purpose and Overview of Task 1

Purpose The Context for Learning task is a brief overview of important features

of your classroom context that influence your instructional decisions during the learning segment. It provides evidence of: 1) your knowledge of your students; and 2) your ability to identify and summarize important factors related to your students’ learning and the school environment.

Overview of Task Select a central focus/big idea for your learning segment and reflect on

the relevant features of your classroom context that will impact your planning, instruction, and assessment. The focus of your learning segment should provide opportunities to develop students’ abilities to use scientific concepts to make sense of one or more real world phenomena by using key scientific inquiry skills.

Provide descriptive information about your instructional context and instructional resources.

Describe important features of your class that will affect your instructional decisions.

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Task 1 (part 1). Context for Learning Form

What Do I Need to Do? Complete the Context for Learning Form. The key features of this form are about:

1. the course you are teaching,

2. the students in your class, and

3. the school curriculum and resources The complete form is located in your

Teaching Event Handbook.

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Task 1 (part 2). Context for Learning Commentary Respond to each of the prompts in the

Context Commentary. Write a commentary of about three single-

spaced pages that addresses the prompts. You can address each prompt separately, through a holistic essay, or a combination of both, as long as all prompts are addressed.

You will find the complete prompts in your Teaching Event Handbook.

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2. Planning Instruction & Assessment

What to Do Select a learning segment of 3-5

hours of instruction that is centered around key concepts, skills and knowledge that underlie specific student content standards.

Create an instruction and assessment plan for the learning segment.

Write a commentary that explains your thinking in writing the plans.

Record daily reflections, to submit in the reflection section of the Teaching Event.

What to Submit Overview of Plans for Learning

Segment Form Instructional Materials Planning Commentary

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Purpose and Overview of Task 2

Purpose The Planning Instruction & Assessment task describes and explains your

plans for the learning segment. It demonstrates your ability to organize curriculum, instruction, and assessment to help your students meet the standards for the curriculum content and to develop academic language related to that content. It provides evidence of your ability to select, adapt, or design learning tasks and materials that offer your students equitable access to curriculum content.

Overview of Task Identify the central focus/big idea, student academic content standards,

English Language Development (ELD) standards (if applicable), and learning objectives for the learning segment. The 3-5 hours of instruction in the learning segment should develop students’ use appropriate concepts skills to the content area you are teaching.

Identify objectives for developing academic language, taking into account your students’ prior language development and the language demands of the learning tasks and assessments.

Select/adapt/design and organize instructional strategies, learning tasks, and assessments to promote your students’ learning during the learning segment.

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Task 2 (part 1). Overview of Plans for Learning Segment FormWhat Do I Need to Do? Complete the Overview of Plans for Learning Segment form to describe

your instruction and assessment plans. The form is located in the handbook.

When responding to the following prompts, provide enough detail so that an educator reading your overview understands what you and your students will be doing and how you will be assessing student learning, both formally and informally. This form is designed to be completed electronically, so the blank space does not represent the space needed. Use as much space as you need.

1. What is the central focus/big idea of the learning segment? (TPE 1A)2. What student standards are addressed?

Include both state-adopted academic content standards and English Language Development (ELD) standards, as appropriate. Please list the standard number, followed by the text of the standard. If only a portion of a standard is being addressed, then only list the relevant part(s).

Complete the table provided with the Overview of Plans for Learning Segment Form in your handbook

NOTE: As you list learning objectives in the table, include objectives for both content and for academic language.

Lesson

Learning Objectives

and Related Student

Standards(TPE 1A)

Attention to Students’

Background,Interests,

and Needs

(TPE 4,6A/B,7,8,9)

Formal and Informal

Assessments(TPE 2)

Instructional Strategies

and Learning Tasks to Support Student

Learning(TPE

1A,4,5,6A/B,9,10)

Resources and

Materials(TPE 4,9c)

Lesson 1

Lesson 2

Lesson 3

Lesson 4

Lesson 5

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Task 2 (part 2) Instructional Materials

What Do I Need to Do? Submit copies of all instructional materials, including class handouts, overheads,

assessments (including homework), and informal and formal assessment tools (including evaluation criteria) used during the learning segment. If any of these are included from a textbook, please provide a copy of the appropriate pages. If longer than four pages, provide a summary of relevant features in lieu of a photocopy. (TPE 1A, 2,4,7,9)

Label each document or group of documents with a corresponding lesson number.

Provide appropriate citations for all materials whose sources are from published text, the Internet, or other educators.

Record a daily reflection after teaching each lesson by responding to the following prompts: (TPE 12, 13)

1. What is working? What is not? For whom? Why? (Consider teaching and student learning with respect to both content and academic language development.)

2. How does this reflection inform what you plan to do in the next lesson?Daily reflections will be submitted with Task 5. Reflecting on Teaching & Learning.

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Task 2 (part 3). Planning Commentary

What Do I Need to Do? Write a commentary of about five single-

spaced pages that addresses the prompts identified on the next slide. These prompts are also provided in your handbook.

You can address each prompt separately, through a holistic essay, or a combination of both, as long as all prompts are addressed.

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Planning Commentary Prompts1. Apart from being present in the school curriculum, student academic content

standards, or ELD standards, why is the content of the learning segment important for your particular students to learn? (TPE 1A)

2. How do key learning tasks in your plan build on each other to support student learning of the curriculum content and the development of academic language related to that content? Describe specific strategies that help build student learning across the learning segment. Reference the instructional materials you have included, as needed. (TPE 1A, 4, 9)

3. For this learning segment, identify students’ possible common sense understandings or misconceptions that contrast with accepted understandings. How will you detect and attempt to change these common sense understandings or misconceptions?

4. What language demands of the learning and assessment tasks are likely to be challenging for your students? Explain how specific features of your learning and assessment tasks in your plan support students in meeting these language demands.[1] (TPE 7)

5. Explain how the collection of assessments from your plan allows you to evaluate your students’ learning of specific student standards/objectives. (TPE 2, 3)

6. Describe any teaching strategies you have planned for your students who have identified educational needs (e.g., English learners, GATE students, students with IEPs). Explain how these features of your learning and assessment tasks will provide students access to the curriculum and allow them to demonstrate their learning. (TPE 9. 12)

[1] Language demands include such things as grammatical structures, vocabulary, language conventions within a genre such as lab reports, or scientific and mathematical notation.

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3. Instructing Students & Supporting Learning

What to Do Review your plans and prepare to

videotape your class. Identify opportunities for student learning.

Videotape the lesson(s) you have identified.

Review the videotape to identify two video clips portraying the required features of your teaching. The total running time should not exceed 20 minutes.

Provide a copy of the plan for the lesson(s) from which the clips were taken.

Write a commentary that analyzes your teaching and your students’ learning in the video clips.

What to Submit Video Clips Video Label Form Lesson Plan Instruction Commentary

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Purpose and Overview of Task 3

Purpose The Instructing Students & Supporting Learning task illustrates

how you work with your students to improve their skills and strategies and knowledge of concepts. It provides evidence of your ability to engage students in meaningful tasks and monitor their understanding.

Overview of Task Examine your plans for the learning segment and identify

learning tasks in which students are actively engaged in learning activities.

Videotape one or more of these tasks. View the video(s) to check the quality of the video, analyze your

teaching, and select the most appropriate video clips to submit.

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Task 3(part 1). Video Clips

What Do I Need to Do? Videotape your classroom teaching Provide two video clips of no more than twenty minutes total. The

first clip should illustrate how you facilitated your students’ engagement in meaningful scientific thinking while they are conducting a scientific inquiry. The second clip should illustrate how you actively engaged students in analyzing, interpreting, and synthesizing the results of that investigation. The clips should include interactions among you and your students and your responses to student comments, questions, and needs. (TPEs 1A, 2, 4, 5, 6A/B, 11)

Videotape Guidelines A video clip should be continuous and unedited, with no interruption in the

events. The two clips can come from the same lesson or from different lessons. The clips can feature either the whole class or a small group of students. Both you and your students should be visible and clearly heard on video

submitted. Provide a copy of any relevant writing on the board, overhead, or walls if it is not

clearly visible on the video. Attach documents to the Instruction Commentary. PACT Videotaping Policies PACT Videotaping Procedures

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Task 3(part 2). Video Label Form

What Do I Need to Do? Complete the Video Label Form and either attach it to

the videotape or put it in a folder with the video files. The form below is also located in your handbook.

Task 3. Video Label Form

Candidate ID # ___________________________________

Clip # 1

Lesson from which clip came: Lesson # _____

Clip # 2

Lesson from which clip came: Lesson # _____

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Task 3(part 3). Lesson Plan

What Do I Need to Do? Provide a complete lesson plan for each lesson from which a

video clip came. Lesson Plan Guidelines

Each lesson plan should detail what you and your students will be doing during the lessons to achieve the learning objectives. Use the lesson plan format preferred in your teacher education program.

If a lesson plan changed prior to the instruction seen in the clips (e.g., in response to student learning in previous days), you may either note the changes on the original or revise it to reflect the changes and submit the revised plan.

Label each lesson plans as Lesson 1, 2, etc. to correspond with the lesson described in the document Overview of Plans for Learning Segment.

Record the lesson plan number(s) on the Video Label form.

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Task 3(part 4). Instruction Commentary

What Do I Need to Do? Write a commentary of about four single-

spaced pages that addresses the prompts on the following slide.

You can address each prompt separately, through a holistic essay, or a combination of both, as long as all prompts are addressed.

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Instruction Commentary Prompts1. Other than what is stated in the lesson plan(s), what occurred immediately prior to

and after each video clip that is important to know in order to understand and interpret the interactions between and among you and your students? Please provide any other information needed to interpret the events and interactions in the video clips.

2. Describe any routines or working structures of the class (e.g., group work roles, class discussion norms) that were operating in the learning tasks seen on the video clips. If specific routines or working structures are new to the students, how did you prepare students for them? (TPE 10)

3. How did you further the students’ knowledge and skills and engage them intellectually conducting a scientific inquiry or analyzing and interpreting data? Provide examples of both general strategies to address the needs of all of your students and strategies to address specific individual needs. (TPE 1A, 2, 4, 5, 7, 11)

4. Describe any language supports used to help your students (including English learners as well as other students struggling with language) understand the content and/or academic language central to the lesson. If possible, give one or two examples from the video clip(s) of how you implemented these supports. (TPE 4, 7)

5. Describe the strategies you used to monitor student learning during the learning task shown on the video clips. Cite one or two examples of what students said and/or did in the video clips or in assessments related to the lessons that indicated their progress toward accomplishing the lessons’ learning objectives.

6. Reflect on the learning that resulted from the experiences featured in the video clips. Explain how, in your subsequent planning and teaching, successes were built upon and missed opportunities were addressed.

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4. Assessing Student Learning

What to Do Select one student assessment

from the learning segment and analyze student work.

Identify three student work samples that illustrate class trends in what students did and did not understand.

Write a commentary that analyzes the extent to which the class met the standards/objectives, analyzes the individual learning of two students represented in the work samples, and identifies next steps in instruction.

What to Submit Student Work Samples Evaluative Criteria or Rubric Assessment Commentary

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Purpose and Overview of Task 4

Purpose The Assessment of Student Learning task illustrates how you diagnose

student learning needs through your analysis of student work samples. It provides evidence of your ability to 1) select an assessment tool and criteria that are aligned with your central focus/big idea, student standards, and learning objectives; 2) analyze student performance on an assessment in relation to student needs and the identified learning objectives; and 3) use this analysis to identify next steps in instruction for the whole class and individual students.

Overview of Task Summarize and analyze meaningful patterns in whole class

performance on a selected student assessment from the learning segment.

Demonstrate a variety of student performances for the assessment using three student work samples.

Analyze the performance of two individual students and diagnose individual learning needs.

Click here for additional Assessment guidelines.

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Task 4 (part 1). Student Work Samples

What Do I Need to Do? Provide a copy of the directions/prompt for

the assessment, if these are not apparent from the student work samples.

Collect student work from your entire class. Analyze the student work to identify patterns in understanding across the class.

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Task 4 (part 2). Evaluative Criteria or RubricWhat Do I Need to Do? Provide any evaluative criteria (or rubric) that you used to

assess the student work. Evaluative criteria are categories that you use to assess student learning.

Select three student work samples which together represent what students generally understood and what a number of students were still struggling to understand. At least one of these students should be an English Learner[1]. If multiple drafts of the assessment were collected, you may include all drafts as the work sample.

Label these work samples as “Work Sample A”, “Work Sample B”, and “Work Sample C”.

[1] If you do not have any English language learners, select a student who is challenged by academic English. Examples may include students who speak varieties of English or special needs learners with receptive or expressive language difficulties.

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Task 4 (part 3). Assessment Commentary

What Do I Need to Do? Write a commentary of about five single-

spaced pages that addresses the prompts. You can address each prompt separately,

through a holistic essay, or a combination of

both, as long as all prompts are addressed.

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Assessment Commentary Prompts1. Identify the specific standards/objectives for this student assessment. You may just cite the

appropriate lesson(s) in the Overview of Plans for the Learning Segment if you are assessing all of the standards/objectives listed for the lesson(s).

2. How do the evaluative criteria (or rubric) measure student proficiency for your standards/objectives? Evaluative criteria are categories that you use to assess student learning. Examples of evaluative criteria include understanding of a particular science concept, the relationship between two concepts, or the fit between evidence and conclusions.

3. Create a summary of student learning across the whole class relative to your evaluative criteria (or rubric). Summarize the results in narrative and/or graphic form (e.g., table or chart). (You may use the optional chart provided following the Assessment Commentary prompts to provide the evaluative criteria and descriptions of student performance.)

4. Discuss what most students appear to understand well, and, if relevant, any misconceptions, confusions, or needs (including a need for greater challenge) that were apparent for some or most students. Cite evidence to support your analysis from the three student work samples you selected.

5. From the three students whose work samples were selected, choose one English Learner and one other student. For these two students, describe their prior knowledge of the content and their individual learning strengths and challenges (e.g., academic development, language proficiency, special needs). What did you conclude about their learning during the learning segment? Cite specific evidence from the work samples. You may also cite specific evidence from the work samples or from other classroom assessments relevant to the same evaluative criteria (or rubric).

6. Based on the student performance on this assessment, describe the next steps for instruction for the class. If different, describe any individualized next steps for the two students whose individual learning you analyzed. These next steps may include feedback to students, a specific instructional activity, or other forms of re-teaching to support or extend continued learning of objectives, standards and/or central focus/big idea for the learning segment. In your description, be sure to explain how these next steps follow from your analysis of the class or individual student performances. (TPEs 2, 3, 13)

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5. Reflecting on Teaching & Learning

What to Do Provide your daily

reflections. Write a commentary

about what you learned from teaching this learning segment.

What to Submit Daily Reflections Reflective Commentary

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Purpose and Overview of Task 5

Purpose The Reflecting on Teaching & Learning Task describes what you

learned from teaching the learning segment. It provides evidence of your ability to analyze your teaching and your students’ learning to improve your teaching practice.

Overview of Task Record your reflections after teaching each lesson, discussing how the

lesson went in general terms as well as for specific students. (See instructions in the daily reflection box in Part 1. Planning Instruction and Assessment.)

Review your daily reflections and your analyses of the effectiveness of instructional and assessment strategies in previous tasks. Use these specific analyses and reflections to identify more general patterns within your planning, instruction, and assessment practices across the learning segment.

Reflect on your experience teaching the learning segment in light of 1) your observations of the effectiveness of your teaching practice in helping your students learn; and 2) the theoretical perspectives and research principles that you learned during teacher preparation.

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Task 5 (part 1). Daily Reflections

What Do I Need to Do? Submit the daily reflections completed

as part of Task 2. Planning Instruction & Assessment.

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Task 5 (part 2). Reflective CommentaryWhat Do I Need to Do? Write a commentary of about three single-spaced pages that

addresses the following prompts. You can address each prompt separately, through a holistic essay, or a combination of both, as long as all prompts are addressed.

When you consider the content learning of your students and the development of their academic language, what do you think explains the learning or differences in learning that you observed during the learning segment? Cite relevant research or theory that explains what you observed.

Based on your experience teaching this learning segment, what did you learn about your students as science learners (e.g., easy/difficult concepts and skills, easy/difficult learning tasks, common misconceptions)? Please cite specific evidence from previous Teaching Event tasks as well as specific research and theories that inform your analysis. (TPE 13)

If you could go back and teach this learning segment again to the same group of students, what would you do differently in relation to planning, instruction, and assessment? How would the changes improve the learning of students with different needs and characteristics? (TPE 13)

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Required Format for the Teaching Event

The following guidelines should be used to prepare all parts of your Teaching Event. This format will allow faculty/supervisors to efficiently review and score all Teaching Events.

Commentaries Submitted on Paper Commentaries are your written descriptive, analytic, and reflective

responses to specific prompts in the Teaching Event directions. Commentaries should be in the following format.

Typed or word processed on 8.5" by 11" white paper in black ink Single spaced, with a blank line between paragraphs, and 1" margins Font size should be at least 12 point size and Times, Times New

Roman, or Arial Length kept within specified page limits, which are based on previous

experience with Teaching Event submissions Individual pages should not be enclosed in plastic page protectors.

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Required Format for the Teaching Event (continued)

Video Clips Video clip(s) are submitted as part of Task 3. Instructing Students &

Supporting Learning. Video should be submitted in the following format.

Video formats will be specified by your program based on the formats that it can accept. Select appropriate equipment based on your program’s requirements.

The time length of the video to be submitted is specified in the Teaching Event directions.

The teacher and students should be clearly visible and audible. Individual video clips should be continuous and unedited, with no

interruption in events. If possible, use a tripod to avoid wobbling. Further recommendations for videotaping your class are available in

Procedures for Classroom Videotaping, located on the PACT website, www.pacttpa.org.

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Required Format for the Teaching Event (continued)

Student Work Samples Student work samples will be submitted in Task 4. Assessing

Student Learning. Student work samples should be submitted in the following format.

Select samples to meet the criteria indicated by the Teaching Event directions.

Work samples should be written by the students. Names of students, yourself, and the school should be removed

with correcting fluid, tape, or marker prior to copying/scanning. Your written feedback to the students should be included with

the work samples. If feedback was oral, provide a summary of the oral feedback.

Label work samples as Student A, B, or C.

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Required Format for the Teaching Event (continued)

Documentation of Lessons Documentation of lessons such as lesson plans, handouts,

assessments, rubrics, overhead transparencies, or other instructional materials will be submitted with various Teaching Event tasks to demonstrate the events that occurred in the learning segment. Documentation should be submitted in the following format.

Label all documents with a corresponding lesson number from the Overview of Plans for Learning Segment if applicable.

Page Numbering Number every page of the paper copy of your Teaching Event

sequentially from beginning to end, including pages of student work and documentation of lessons. Page numbers may be handwritten on paper copies.

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Required Format for the Teaching Event (continued)

Candidate Identification Number Label all pages of the paper copy of your Teaching Event (commentaries,

student work samples, and lesson documentation) with your Candidate ID number. This consists of your campus student ID, unless it is your Social Security Number, in which case your program will give you instructions about a new ID. If you use a word processor, include your Candidate ID number as a running header or footer on every page. You may find it saves time to print a sheet of labels containing your Candidate ID number and apply the labels in the top or bottom margin of student work samples and lesson documentation.

Electronic Format for Teaching Events Each program using an electronic submission format may provide additional

guidelines for completing the Teaching Event that are specific to its electronic format. However, if you use a mixed format (i.e., part electronic and part paper), submit two copies of any paper portions (e.g., student work samples).

Use of Submitted Materials Your Teaching Event and related materials may be used for training scorers,

faculty, or cooperating teachers, or for purposes of research for validating the assessment. Your name, school, and students’ names will be kept confidential. If your Teaching Event is to be used for any other purpose, your written permission will be requested.

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Checklist for Assembling Your Teaching Event

For the paper copy of your Teaching Event, place the following materials in the order listed. If you are constructing an electronic Teaching Event, make sure that all of the following are included. The Teaching Event Authenticity Sign-Off Form should be submitted as a paper copy with both paper and electronic formatted Teaching Events.

Required Forms (these can be downloaded from www.pacttpa.org) Teaching Event Authenticity Sign-Off Form Checklist for Assembling Your Teaching Event (Available in your

Handbook) Task 1. Context for Learning

Context for Learning Form Commentary on your instructional context

Task 2. Planning for Instruction & Assessment Overview of Plans for Learning Segment Form Instructional materials, e.g., class handouts, overheads, assessments,

and formal assessments (including evaluation criteria) labeled by the lesson number(s) (e.g., Lesson 1, Lessons 2-3) for which each document will be used

Commentary explaining your thinking behind your instruction and assessment plans

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Checklist for Assembling Your Teaching Event (continued) Task 3. Instructing Students & Supporting Learning

Video clips Video Label Form Lesson plan(s) from video clips Commentary explaining and analyzing the teaching and learning portrayed

in the video Task 4. Assessing Student Learning

Work samples from three students to illustrate what students generally understood and what a number of students were still struggling to understand

Evaluative criteria or rubrics used to assess student performance on the assessment

Commentary analyzing student learning and identifying next steps in instruction

Task 5. Reflecting on Teaching & Learning Daily reflections for each lesson taught within your learning segment Commentary analyzing what you learned about your students and your

teaching practice from teaching the learning segment and identifying changes you might make in your teaching practice based on this analysis

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Submitting Your Teaching EventSubmit Two Copies to Your Program To enable validation of the assessment process across multiple campuses, you need to submit

TWO copies of all text submitted as a paper copy (e.g., student work, instructional materials) and all video. If your Teaching Event is submitted via electronic files on a CD, submit two copies of the CD. You need not submit multiple copies of electronic Teaching Event materials that are stored electronically on a common platform.

Follow the instructions from your program as to when and where your Teaching Event should be submitted.

Organizing your Teaching Event for Submission Organize the commentaries and paper documentation in the order shown in the Checklist for

Assembling Your Teaching Event. Fasten all pages together in order. Do not submit pages in plastic protectors. Place all materials (Teaching Event documentation, video, and/or CD) into a large envelope. Write your candidate ID number on the outside of the envelope. Retain for your own records a complete copy of your Teaching Event, including: 1) Computer file copies of all commentaries and other materials created by you 2) Paper copies of materials from other sources (e.g., student work, assessment

instruments) 3) A copy of the videotape or file(s) with the video clip(s)Electronic Teaching Events Follow the directions provided by your program for format specifications. Provide two sets of paper copies of all documents if you are submitting a mixed format Teaching

Event. A paper copy of the Teaching Event Authenticity Sign-Off Form should be submitted with

electronic formatted Teaching Events.

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Teaching Performance Expectations (TPEs) A. Making subject matter comprehensible to students

TPE 1. Specific Pedagogical Skills for Subject Matter InstructionB. Assessing student learning

TPE 2. Monitoring Student Learning During InstructionTPE 3. Interpretation and Use of Assessments

C. Engaging and supporting student learningTPE 4. Making Content AccessibleTPE 5. Student EngagementTPE 6. Developmentally Appropriate Teaching PracticesTPE 7. Teaching English Learners

D. Planning instruction and designing learning experiences for studentsTPE 8. Learning about StudentsTPE 9. Instructional Planning

E. Creating and maintaining effective environments for student learningTPE 10. Instructional TimeTPE 11. Social Environment

F. Developing as a professional educatorTPE 12. Professional, Legal, and Ethical ObligationsTPE 13. Professional Growth

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Language Demands & Special Needs -- online resources

English Learner Initiative:http://csmp.ucop.edu/csp/initiative.html

SDAIE Handbook: Techniques, Strategies, and Suggestions for Teachers of LEP and Former LEP Studentshttp://www.csupomona.edu/~tassi/sdaie.htm

Disabilities, Teaching Strategies & Resourceshttp://www.as.wvu.edu/~scidis/sitemap.html

Planning Programs for High Ability Learnershttp://ericec.org/digests/e546.html

Back toPlanning

Commentary

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A big idea…(from Grant Wiggins, Understanding by Design)

Is a focusing lens Provides great breadth, connections Lies at the heart of expert understanding of

the subject Requires uncoverage because its

meaning/value – not obvious, is counter-intuitive, prone to misunderstanding

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Big Ideas Typically appear as:(from Grant Wiggins, Understanding by Design)

Concept (migration, function, quantum) Theme (“Coming of Age,” “Go West…” Debate (“nature vs. nurture”, conservatives vs.

liberals) Point of view (deconstruction, vegetarianism) Paradox (Freedom must have limits, imaginary

numbers) Theory (evolution, Manifest Destiny) Principle (“All men are created equal”, F=ma) Underlying assumption (fair play, texts have meaning) Question (Why leave home? Can we prove it?)

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Some questions for identifying “big ideas”(from Grant Wiggins, Understanding by Design)

Does it have many layers and nuances, not obvious to the naïve or inexperienced person?

Do you have to dig deep to really understand its meanings and implications – beyond a surface grasp?

Is it prone to misunderstanding and/or disagreement? Are you likely to change your mind about its meaning and

importance over a lifetime? Does it yield optimal depth and breadth of insight into the

subject? Does it reflect the core ideas as judged by experts?

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Essential Questions help identify Big Ideas

Essential Questions (from Grant Wiggins, Understanding by Design)

Have no simple “right” answer – they are arguable, intended to lead to more questions or to unobvious understandings

Raise other important questions Often address philosophical or conceptual

foundations of a discipline Naturally and appropriately recur to highlight big

ideas and issues Can effectively provoke and sustain student inquiry,

while also focusing learning and final performance(s) Can be overarching and topical, guiding or provoking

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Sample Essential Questions(from Grant Wiggins, Understanding by Design)

1. Can we look but not see?

2. Are insects strong since they are survivors?

3. What is “clean” water?

4. How do we come to know the natural world and our place in it?

5. “No Pain, No Gain” – A useful tip about fitness or harmful advice?

6. When is it “bending” the rules and when is it “breaking” the rules in sports?

7. What makes a great book great?

8. Does food that is good for you have to taste bad?

9. Is global warming real?

10. Is it due more to bad habits or lack of knowledge that we do not eat right?

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Planning Assessment:

Involves asking “what evidence will indicate whether or not students have achieved the goals & outcomes identified for the teaching event?”

Three categories of Assessment: Diagnostic Formative Summative

Includes multiple methods collected over timeReturn to Planning Segment

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Diagnostic Assessments:

Measure existing knowledge & skills Measure mastery of preceding sets of

content standards Serve as a diagnostic tool to help plan

instruction Provide “pre-test” data to be compared to

“post-test” data at the end of the unit Should be administered under same

conditions for all students

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Formative (Progress Monitoring) Assessments: Monitor student progress on an ongoing basis

throughout the unit Inform the teacher about what is working,

what isn’t and what adjustments to the plan are needed

Identify struggling students who need direct interventions

Provide quick feedback to students with opportunities to improve

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Summative quizzes, tests, prompts, and/or other assessments:

End-of-unit measurement of students’ ability to apply the science knowledge and skills they have acquired.

Require students to demonstrate the extent they have met the goals and objectives identified in Stage 2

Provide a “post-test” comparison to the “pre-test” conducted before the unit began

Return to Planning

Assessment

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Authentic

Essays/PromptsTraditional

Informal Checks for Understanding

Multiple Assessment Methods

Click on the link for more details or the button below to return to planning assessment

Return to Planning

Assessment

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Informal Checks for Understanding Hand Signals (thumbs up, thumbs down, wave hand) Index Card Summaries (“Summarize a big idea you got from

this lesson”) Index Card Questions (“State one thing you don’t understand

about...”) Question Box (a place to leave questions about concepts &

processes) Misconception Checks (State a common misconception & ask if

they agree/disagree—why or why not?) Observations Interviews, Dialogues, Open-Ended Questions Daily journal entries

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Traditional Assessment

Multiple Choice – potentially useful for baseline measurement of content knowledge & vocabulary

True-False – More useful to assess attitudes & applications of ideas versus content/vocabulary

Matching – More responses that list items increases likelihood of higher level thinking

Completion/Short Answers – Reduces guesswork but need careful wording to avoid ambiguous answers

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Essays/Prompts

Useful in the assessment of problem-solving skills and complex interrelationships between concepts and processes

Provides opportunities for students to develop written communication skills

Shortcomings include the subjective nature of essay questions (no single right/wrong answer) and English Language learner variabilities

Important to provide expectations and use some kind of grading rubric

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Authentic Assessment Performance-based

may be used to assess correct answers and the processes used to get there

usually involves use of concrete materials may include models, scientific illustrations & diagrams,

experiments, and other contextualized demonstrations Projects – students investigate authentic questions and use

processes of investigation & experimentation to find solutions Interviews & Student Journals – a good way to identify thinking &

problem-solving abilities, misconceptions, and communication skills Portfolios – a collection of student work over time that provides

evidence and reflections demonstrating knowledge, abilities & understanding

Graphic Organizers – such as concept maps & Venn diagrams – help assess students’ grasp of the interrelationship among concepts

Direct Instruction

Concept Teaching

Problem-Based

CooperativeLearning

Classroom Discussion

Presentation

Strategies

Models of Instruction

Click on any model for more details. Return to Planning Segment

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Presentation Model of Instruction

A tightly structured teacher-centered model designed to help students acquire & assimilate information expected to be learned

4 phases:1. Presenting objectives

2. Use of advanced organizers to scaffold new information

3. Presenting information to be learned

4. Helping students extend and strengthen their thinking

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Using Presentation Lessons in the Classroom Connect content and advance organizers to

student’s prior knowledge Be sure lesson delivery is clear by explaining

links of information, providing examples with rules, and carefully planned verbal transitions

Help students extend and discipline their thinking by using higher order questioning and discussions

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Web Links for the Presentation Model Increasing Comprehension by Activating Prior

Knowledge. ERIC Digest

Critical Presentation Skills–Research to Practice, ERIC Digest #449

Advance Organizers Increasing Comprehension by Activating Prior

Knowledge. ERIC Digest

Schema Activation, Construction, and Application. ERIC Digest.

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Direct Instruction Model

Designed to help students master well structured academic content and acquire specified skills in step-by-step fashion

5 phases1. Establish rationale/goals of the lesson

2. Explain and/or demonstrate knowledge or skill

3. Guided practice

4. Debrief/feedback/check for understanding

5. Extended practice

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Using Direct Instruction Lessons in the Classroom Prepare specific learning objectives that

address student behavior, testing situation, and performance criteria (STP)

Break tasks/skills into logical steps Proceed through the 5 phases (goals,

demonstrate, guided practice, debrief, extended practice)

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Web Links to Direct Instruction

The Madeline Hunter Direct Instruction Model Association for Direct Instruction Direct Instruction “really works” What direct instruction is & is not, with more li

nks Observational (Social) Learning Praise in the Classroom

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Concept Teaching Involves the learning of specific concepts, the

nature of concepts, and the development of logical reasoning & critical thinking

May be deductive (rule to example) or inductive (example to rule)

Proceeds through 4 primary phases:1. Clarify goals & conditions2. Illustrate examples & nonexamples3. Students provide examples & nonexamples to

demonstrate attainment of concept4. Guide students to think about their own thinking

(examine their decisions, consequences of choices, how concept fits in with bigger picture)

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Using Concept Teaching in the Classroom

Select Big Idea concepts and determine the best approach: inductive through direct presentation of the concept first, or Deductive (Concept Attainment) through

examples/nonexamples & guided discovery Clarify aims/establish a “hook” to draw students in Proceed through the selected inductive or deductive

approach using examples & nonexamples Get students to demonstrate their understanding Employ higher-level questioning & discussion strategies --

help students analyze their own thinking processes

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Web Links to Concept Teaching

Concept Teaching strategies with additional links Concept Mapping Homepage Overview of Concept Attainment Teaching Concept Attainment Concept Formation Discovery Learning Concept Teaching through Inquiry Inductive Approach Inductive/Deductive links

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Problem-Based Learning

A problem situation is presented to students who then investigate & problem solve to find solutions.

5 major phases:1. Orientation to the problem & lesson objectives

2. Review logistical details to tackle the problem

3. Oversee student activities such as data collection, experimenting & finding solutions

4. Extend the findings by preparing appropriate presentations, models, reports, etc.

5. Reflective analysis on the processes & results student results

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Using Problem-Based Learning in the Classroom Careful planning is paramount – in particular:

clearly defined goals & objectives, puzzling & ill-defined problems to spark interest, & logistical organization of resources & tools.

Work through the 5 phases of PBL instruction, bearing in mind that the teacher facilitates and the students investigate & problem-solve.

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Web Links to Problem-Based Learning

Problem-Based Learning Tutorial & Resource Guide Project-Based Learning with Multimedia Projects-L Listserv Center For Problem-Based Learning Project Approach in Early and Elementary Education Problem-Based Learning Overview & Resources PBL Checklist for Science (& other subjects)

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Cooperative Learning

Students work together in small groups and learn through interaction with each other while the teacher coaches the process

5 major phases:1. Teacher clarifies goals, provides a hook and

introductory information2. Organize student teams with clearly defined roles3. Facilitate team activities, including academic learning,

social skills & cooperative behavior4. Assess student knowledge throughout the process

and/or by team presentations5. Recognize both group & individual efforts such as

active participation and taking responsibility for learning

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Using Cooperative Learning in the Classroom Organize materials, learning experiences and small

group activities by paying attention to 4 key features:

1. Form heterogeneous teams

2. How students will work together in small groups

3. How behavior and results will be recognized or rewarded

4. Realistic time estimate Decide on type of cooperative learning experience

(STAD, Jigsaw, Group Investigation, Structural Approach)

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Web Links to Cooperative Learning A guide to Cooperative Learning Essential Elements of Cooperative Learning in the Classroom, E

RIC Digest

Cooperative Learning Overview of Cooperative Learning Strategies Jigsaw Group Investigation Methods of Cooperative Learning Cooperative Learning Strategies and Children, ERIC Digest Cooperative Learning in the ESL classroom The Collaborative Classroom

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Classroom Discussion

An enhanced form of everyday class discussions, characterized by explicit attention to improved conceptual understanding, thinking processes, communication and social skills.

5 phases:1. Establish aims & ground rules of the discussion2. Ask a leading question or provide discrepant

event/discussion topic3. Keep the flow going with questioning, responses, wait

times, paraphrasing, summarizing, and so on4. Summarize the discussion5. Students self-evaluate the discussion and thinking

processes

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Using Classroom Discussion in the Classroom Recognize that good discussions require planning just like any

other lesson. Look at the different kinds of discussions & choose the one that fits your purposes.

In preparation, take into account the purpose of the discussion and students’ prior knowledge & communication/discussion skills.

Remember the use of physical space – seating in a U-shape or circle is more conducive to engaging discussions that straight rows.

Work through the 5 phases with attention to convergent & divergent questions (many prepared ahead of time), slowing the pace to broaden participation, use of wait time, refocusing the discussion as needed, and so on.

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Web Links to Classroom Discussion Leading Classroom Discussions Teaching Science with Classroom Discussions The Socratic Method: Teaching by Asking Instead of by Telling Asking the Essential Questions Convergent, Divergent, Memory & Evaluative Questions Using "Think-Time" and "Wait-Time" Skillfully in the Classroom,

ERIC Digest

Classroom Questions, ERIC/AE Digest Questioning Techniques for Gifted Students Communication Apprehension: The Quiet Student in Your Classr

oom

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Instructional Strategies

The web links to the strategies that follow represent some, but not all, of research-based strategies that work.

You should pick and choose those strategies that best support your lesson’s success.

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Web Links to Instructional Strategies

Assigned Questions Author's Chair Balanced LiteracyBloom’s Taxonomy QuestioningBook TalksBrain-Based Artistic ApproachesBrainstorming Case StudiesCategorizing Cloze ProcedureConcept AttainmentConcept Formation Concept MapsCooperative LearningDebatesDidactic QuestionsDiscussionDrill & Practice Focused Imaging Graphic OrganizersGuided & Assisted ReadingGuided Reading & Thinking

Interactive JournalingInquiryIntegrating the ArtsInterdisciplinary ApproachJigsawJournal Writing K-W-L Learning ContractsLearning LogsLectureLiterature CirclesMind MappingOratory, Public Speaking and Speech Writing Picture Books and Illustrator Studies

Picture Word Inductive Model (PWIM)Quick WritesRAFTRead AloudReading for MeaningReaders' Theater

Reciprocal TeachingReflective DiscussionResearch ProjectsResponse JournalRole PlayingScaffoldingScience FairsScience OlympicsSimulationsStory MappingStorytellingStructured ControversySynetics Think AloudsThink, Pair, Share Visual Imaging WebbingWebQuestsWord WallsWriting to Inform

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