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“Quality Producers” Independence Strong Content Knowledge Task, Purpose, Audience Comprehend and CritiqueEvidence Technology Cultural Perspectives
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Teacher’s InstituteSeptember 14, 2012
MES Mission Statement
“Dedicated to the education, support, and encouragement necessary for lifelong learning
in our Multicultural society”
“Quality Producers”
Independence
Strong Content Knowledge
Task, Purpose,
Audience
Comprehend and Critique Evidence
TechnologyCultural Perspectives
Presentation TargetsContent Objectivesa. Deconstruct content targets and identify student and
teacher progressionsb. Introduce the targeted assessment processc. Create performance descriptions and performance
rubricsd. Introduce the concept of student self reflection and goal
setting
Language Objectivesa. Desconstruct (Unwrap) content targetsb. Create a performance rubricc. Discuss the targeted assessment process
Norms Active listening to presenters and to
other staff members Please do not complete other work
during the presentation Participate in collaborative group
activities
Why Develop Comprehensive Units of
Study? Curriculum alignment is the most powerful
strategy for improving student performance NCLB-RTI State Standards and Measurement System Accountability for student performance –
Danielson model Curriculum articulation for teachers,
students, and parents Improve feedback and communication
What Feedback Did You Receive on Your Learning Today? John Hattie – 800+ Meta Analysis –A
synthesis of research studies on effective instructional practices
Effect Size 1.0 = an increase of one standard deviation on the outcome (improving student achievement)
One Standard Deviation = Two-Three Years Advancement of Student Learning, improving the learning rate by 50%
Effect Sizes When implementing a new program an
effect size of 1.0 would mean (on average) students receiving the treatment would exceed 84% of students not receiving the treatment
Highlights the magnitude of differences Visible Difference 5’3” to 6’0” d=1.0 Less Visible Difference 5’11” to 6’0
d=.29
Danielson Model Communicating with Students Engaging Students in Learning Using Assessment in Instruction
Research Based Teaching Practices with “Visible” Impact - Hattie Providing Formative Assessments .90 Teacher Clarity of Lessons .75 Comprehensive Interventions for IEP Students .77 Feedback .73 Meta-Cognitive Strategies .69 Vocabulary Programs .67 Problem Solving Teaching .61 Questioning .46
Curriculum-Assessment-Instruction1. What do we want each student to
learn?
2. How will we know when each student has learned?
3. How will we respond when a student has difficulty learning?
Interdisciplinary and Content TargetsOur goal is to begin the integration of the
CCSS literacy (reading and writing) targets into our non-English Language Arts courses.
Content Area Targets – Staff will reference their current curriculum maps and the targets that were established last year
Unwrapping (Deconstruction) of the Targets/Standards
Unwrapping the Targets/Standards Bloom’s Taxonomy
Student Progressions Teacher Progressions
Targeted Assessment Process
Creating Targeted Unit Assessments
Objective and Performance Based Assessments Formative based assessment tasks with
rigorous scaffolding Rubrics Student friendly performance
descriptions written in line with the assessments
Student Self Reflection, Goalsetting, Feedback
What’s Next?