SPU Institute- Day 2

July 21, 2009

Session Overview

• Team Project• Essential Conditions• Thinking about

implementation– Structures– Norms

• Formative Assessment• Team Project

Connecting to Prior LearningTurn to a neighbor and share one thing you recall from our last session…

Concerns from last time…

• Reluctant staff• Finding time/resources• Role of leadership• Topics for PLC

Stages of concern

Awareness - I am not concerned.

Management - I’m spending all my time preparing.

Information Seeking - I’d like to know more.

Personal - How will using it affect me?

Consequence - Is this making a difference?

Collaboration - How are others doing this?Refocusing - I have ideas to make this better.

Adapted from National Staff Development Council - “Tools

For Schools” February/March 2003

Norms for the Day

• Review Team Norms:

6

1. Review team norms worksheet2. Discuss norms within your group3. Identify 3-5 norms you agree on for today

Team Projects

1. Who are you?2. What is your school/school system’s “really

big deal”?3. How do PLCs fit in?4. What actions steps are you suggesting?5. How do you represent your understanding?6. How did this course influence your

thinking/planning?

WWW.PLCWashington.orgTime to Explore:

Are you Ready for a PLC?

1,2,3, Shoot

1, 2, 3, Shoot

Reflective Dialogue • Faculty/staff members talk with each other about their situations

and the specific challenges they face.

Not at all Somewhat 50% To a large degree

To a great extent

1 2 3 4 5

Discussion:

1, 2, 3, Shoot

De-Privatization of Practice• Teachers share, observe, and discuss each others’

teaching methods and philosophies.

Not at all Somewhat 50% To a large degree

To a great extent

1 2 3 4 5

Discussion:

Finish “Shooting” 15 - 20 Minutes

PLC Survey

What barriers exist in your school?

• Based upon your discussion or your experience…– What barriers exist for

PLCs in your school?– What are your highest

priority concerns?– How will you engage

others in this conversation?

Initial Thoughts

Time for Learning & CollaborationRemoving Barriers

Establishing Group Procedures

Working as a team/Teacher IsolationResources

Facilitation

Physical Proximity

Entry Points

Entry Points1. Identify your priority

areas of concern2. Select guiding questions

that best match your priority concerns:

– Select Facilitator, timekeeper and scribe

– Discuss and record responses to questions

– Summarize your action plans

Ah…Grades…That’s what he’s talking about…

Why do we do what we do?

A Brief History of Time…

• Prior to mid 1700’s students did not get grades, they received written narrative feedback

• 1780- Yale University quantified feedback on a 4 point scale (4.0 system)

• 1877- Harvard created “Divisions”– Division 1: 90 to 100– Division 2: 75 to 90– Division 3: 60 to 74– Division 4: 50 to 59– Division 5: 40 to 49– Division 6: below 40

Why Change the Current Grading System?

1. We Consider Factors Other Than Academic Achievement when Assigning Grades

2. We Weight Assessments Differently3. We Misrepresent Single Scores on Classroom

Assessments4. We compare students against each other instead of

what they need to learn (standards)

(Source: Transforming Classroom Gradingby Robert Marzano)

Student 1 Same Teacher Student 2

Same Course

Same Homework Scores

Same Tests Scores

Same Quiz Scores

Same Project Scores

Same Presentation Scores

Factors Other Than Academic Achievement

Grade “A” Grade “B-”

Percentage of Teachers Reporting Use of Effort, Behavior, Cooperation, and Attendance in Determining Grades

Grade Level Effort Behavior Cooperation Attendance

K 31% 7% 4% 8%

1-3 29% 8% 4% 8%

4-6 30% 8% 8% 10%

7-0 36% 10% 8% 18%

10-12 36% 14% 9% 24%

Factors Other Than Academic Achievement

Teachers Weight Assessments Differently

Teacher 1 Teacher 2

Team Teaching Same Class

Same Students

Same Homework Scores

Same Quiz Scores

Same Test Scores

Grading Based on Achievement Factors (No effort, behavior, etc)

Exactly the same Assessment Information to Construct Grades

Agreement 57.7% of the Time

Misrepresentation of Single Scores

Student 1 Student 2 Student 3

All 3 students do the same class assignment

Assignment has two parts

Part I – Multiplication

Part II – Deductive Reasoning, Problem solving, Communicating Mathematically

Each part is worth 10 points

Part 1 Directions: Fill in the answer for each multiplication problem.1. 7 x 6 = 2. 12 x 11 =

3. 9 x 7 = 4. 7 x 32 =

5. 6 x 6 = 6. 13 x 5 =

7. 42 x 7 = 8. 5 x 5 =

9. 14 x 3 = 10. 6 x 9 =

Part II

Directions: Write your answer and show all your work on a separate piece of paper.

Treena won a seven-day scholarship worth $1,000 to the Pro Shot Basketball Camp. Round-trip travel expenses to the camp are $335 by air or $125 by train. At the camp she must choose between a week of individual instruction at $60 per day or a week of group instruction at $40 per day. Treena’s food and other expenses are fixed at $45 per day. If she does not plan to spend any money other than the scholarship, what are all the choices of travel and instruction plans that she could afford to make? Explain your reasoning.

Mathematics Assignment

Misinterpretation of Single Scores

Student 1 Student 2 Student 3

All 3 students do the same class assignment

All 3 students receive the same percent score

All 3 students receive the same grade

All 3 students have demonstrated different understandings

Misrepresentation of Single Score – Single Score represents a wide array of Skills

and Abilities

Students Computation Problem Solving Score

Karen 10 4 14

Mike 4 10 14

Sue 7 7 14

Think Time

• What do you think about the four problems with grading?

• Are there other issues related to grading practices that concern you?

You can’t rely on the 100-point scale.

C. Item 15–16

Two items that asks for application in novel situations that go beyond what was explicitly taught

Total for section =

Total for section =

Total for section =

A. Items 1–10

Ten items that require recall of important but simpler content that was explicitly taught

B. Items 11–14

Four items that ask for application of complex content that was explicitly taught AND in situations similar to what was taught.

Total /100

Total /100

Total for section=

Total for section=

Total for section=

/40

/20

/40

A. Items 1–10

Ten items that require recall of important but simpler content that was explicitly taught

B. Items 11–14

Four items that ask for application of complex content that was explicitly taught AND in situations similar to what was taught.

C. Item 15–16

Two items that asks for application in novel situations that go beyond what was explicitly taught

+

+

Total for section =

Total for section =

Total for section =

All correct

Two correct

None correct

A. Items 1–10

Ten items that require recall of important but simpler content that was explicitly taught

B. Items 11–14

Four items that ask for application of complex content that was explicitly taught AND in situations similar to what was taught.

C. Item 15–16

Two items that asks for application in novel situations that go beyond what was explicitly taught

Total /100

/40

/20

/40

Total

+

+

Total for section =

Total for section =

Total for section =

40/40

20/40

0/20

All correct

Two correct

None correct

A. Items 1–10

Ten items that require recall of important but simpler content that was explicitly taught

B. Items 11–14

Four items that ask for application of complex content that was explicitly taught AND in situations similar to what was taught.

C. Item 15–16

Two items that asks for application in novel situations that go beyond what was explicitly taught

Another Jigsaw

• Formative Assessment Article

• Use the “Save the last word for me” protocol

• What are the big ideas in formative assessment?

• How do they apply to your school setting?

Preparing for Next Steps (Exit Task)

Please complete the Exit Task sheet• What did you take away from today’s session?• What support do you feel you need?• What questions are still rolling around in your

head?

Team Time• Prepare for Wednesday’s

Presentation---• Who are you?• What is your really big

deal?• How do PLCs fit in?• What are your next steps?• How do you represent

your understanding?