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January 2010PASS Training
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Outcomes• To reconnect with colleagues.
• To extend knowledge of weak and strong student work.
• To extend knowledge of descriptive feedback.
• To increase knowledge of technology implementation.
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Survey Follow-up• Histogram Results• Each building has strengths and weaknesses• Student involvement was the lowest overall• Learning Targets was the strongest
• Technology Survey Monkey Results
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RememberBuilding Specific:
Elementary: Standards-Based Report Cards
Middle School: Differentiated Instruction
High School: Project-Based Learning
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Ice BreakerIce Breaker
Find a partner that you do not know very well.
You have 1 minute to tell your partner everything you can about yourself. Try to include something funny or something that most of the others won’t know. (Ideas: favorite color, hometown, pets, siblings – the craziest thing you ever did – the most embarrassing thing you ever did)
When ‘time’ is called, the listener has 30 seconds to write down everything they can remember that their partner said.
SWITCH!
The original listener has 60 seconds to give his or her life story.
The other person has 30 seconds to write down what they can remember.
60 Second Life Story
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Make a chain.
Introduce the person with something the group might not know.
AWARDS
Award time
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Involving Students in Looking at Strong & Weak
Work
Involving Students in Looking at Strong & Weak
Work
Protocol – Students
November 2006
Protocol – ClassroomMarch 2007
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Looking at Student Work
In what ways are you currently looking at student work?
How often do you look at student work in a formalized manner?
How are you using the information received from looking at student work?
How might you get started if you haven’t begun the process?
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Involving Students in Looking at Strong & Weak
WorkEssential Questions
How might you introduce the concepts of quality to students?
How will you make sure that students know which learning target(s) are addressed?
How will you engage students in analyzing samples?
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Performance Assessments
Tasks & Criteria
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Performance Assessment
Stiggins refers to performance tasks and performance criteria.
What are these?
How are they different?
How do they relate to performance
assessments?
What are some examples of each?
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2-4-8 Reflection
Pair (someone not in your school)
Define (in your own words)TasksCriteria
Give 2 examples (preferably not from the book)
Pages 192 – 194
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2-4-8 Reflection
Combine partners to make a team of 4 Share each partner’s definitions & examples
Come to “team” consensus on a definition and examples for each term
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2-4-8 Reflection
Combine the team of 4 to make a group of 8Share each team’s definitions & examples
Come to “group” consensus on a definition & examples for each term
Put your definitions on chart paper and postTask
Definition
Examples
Criteria
Definition
Examples
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Performance Criteria
Making clear decisions about your “criteria” before you begin will help make the scoring process quick, fair, and accurate.
By doing this, your students won’t feel like Sally…
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Performance Criteria
Three Kinds For Teacher and Student Use
1. Checklists
2. Scoring Guides 3. Rubrics
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1. Checklists1. Checklists
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Checklists – Defined
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Checklists: ExampleOral Presentations
What makes a good oral presentation?
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Checklist – Oral Presentation
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Checklists - Technology
Develop checklists on-lineWriting, science, oral presentations, multi-media
http://pblchecklist.4teachers.org/checklist.shtml
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2. Scoring Guides2. Scoring Guides
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Scoring Guide DefinedA scoring guide is nothing more than assigning points to items
Designed to rate papers on separate criteria
Doesn’t talk about the quality of the items
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Scoring Guide: Example
Oral Presentations
What makes a good oral presentation?
Assign points to the list of expectations.
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3. Rubrics3. Rubrics
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Rubrics – DefinedClear characteristics for each level of performance to be assessed.
Students know what is expected, how well they have done, and what they need to accomplish in the future.
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RubricsSadler (1989) identified that, in order for improvement to take place, the child must first know the purpose of the task, then how far this was achieved [criteria], and finally be given help in knowing how to move closer toward the desired goal or ‘in closing the gap’.
-Clarke, 1998, p. 68 as quoted in Seven Strategies for Student Learning, Chappuis
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Rubrics: ExampleOral Presentations
What makes a good oral presentation? Focus on one quality at a time…
Watch the videos and score the “Delivery” part of the rubric.
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Rubrics – Rubistar
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Involving Students - Steps
Pages 42-46
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Involving Students – Protocol
Page 46
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Performance Assessments
1. What are some advantages/disadvantages of using checklists, scoring guides, rubrics?
2. When might you use checklists, scoring guides, rubrics?
Recognize that children can express what they know and can do in many different ways.
Evaluate progress as well as performance.
Involve children in the process of assessing their own growth.
Contribute to meaningful curriculum planning and the design of appropriate interventions.
Give parents specific, direct, and understandable information about their child.
Performance Assessments
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Involving Students in Looking at Strong & Weak
WorkEssential Questions
How might you introduce the concepts of quality to students? (pp.30–40)
How will you make sure that students know which learning target(s) are addressed? (pp.41–42)
How will you engage students in analyzing samples? (pp.44–50)
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EmilyEmily
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Emily’s StoryGlance briefly through the two pieces of writing.
As you read the 2nd piece, think ‘What did this teacher do to enhance student motivation and learning?”
Emily’s Story
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Emily’s StoryWhat did this teacher do to enhance student motivation and learning?What can you do to improve student work?Focus particularly on the last two discussion points.
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Discuss
What key components are needed to be in place for a classroom such as Ms W’s?
What conditions already exist for you?
What can you change or add or add to your team’s vision of assessment FOR learning as a result of this story?
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Descriptive Feedback
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Seven Strategies for Assessment FOR
LearningWhere am I going?1. Provide a clear and understandable vision of the
learning target.2. Use examples and models of strong and weak work.
Where am I now?
3. Offer regular descriptive feedback.
4. Teach students to self-assess and set goals.
How can I close the gap?5. Design lessons to focus on one aspect of quality at a
time.6. Teach students focused revision.7. Engage students in self-reflection and let them
keep track of and share their learning.
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Chapter 3: JigsawAll: 55-56
#1:57-68 (Characteristic #1)
#2:68-74 (Characteristic #2, 3, 4)
#3:74-83 (Characteristic #5)
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A Summary
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Feedback, the Breakfast of
Champions Dr. Ed Porthan:Get serious about
feedback. Make it:
- Immediate- Specific- Cause/effect- Coaching for growth- Preserving dignity
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Feedback, the Breakfast of
Champions
Dr Robert Marzano:Powerful feedback
is CorrectiveTimelySpecificSelf monitoring
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Descriptive Feedback Stiggins
The giving of marks and the grading function are overemphasized, while the giving of useful advice and the learning function are underemphasized.
Always discuss what works and why and then give suggestions for fine-tuning and why.
Feedback is most effective when it points out success and is designed to stimulate correction of errors relevant to the task.
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Give it a try
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Let’s Look at Descriptive Feedback• Determine if statements are appropriate
descriptive feedback.
• Select at least three statements.
• Change statements to meet descriptive feedback criteria.
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Video ScenarioDescriptive Feedback
Make notes – descriptive feedback:• What they did well• Coaching for growth
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Replay SpeechesReplay Speeches
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After Viewing VideosPartner – Peer
feedbackPretend you are the students and are giving each speech student descriptive feedback on how to improve their speechPartner A gives descriptive feedback for the first speech.Discuss with partnerThen Partner B gives descriptive feedback for the next speech.Discuss
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Implementing Descriptive Feedback
in the ClassroomGoals for teacher.
Using peer feedback.
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Verizon Thinkfinity’s Awareness Session
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Click on myThinkfinity at the top of the page and enter your Login ID/Primary E-mail address and Password.
******
**
Login ID/E-mail
Roster into this Session
If you do not have a Login ID, please register with Verizon Thinkfinity by clicking “Not a user? Sign up now!”
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Complete page 1 of the form, then skip to page 4 and click on “Complete Profile.” Be sure to return later to revise.
If you need to create a profile…
Roster into this Session
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1. Once logged in to myThinkfinity, click on ‘Sign-in on Roster’ on the right-hand side of the screen.
2. Click on the hyperlinked location for this training
Roster into this Session
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3. Click the green ‘Register’ button. The roster process is now complete!
Roster into this Session
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1. From myThinkfinity, click on “Complete a Survey.”
2. Choose the appropriate survey from the list.
3. Respond to the questions and click on Submit to record your responses.
Training Survey
4. Wait to receive confirmation that your survey has been completed.
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PASS TrainingRecap
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Formative AssessmentWhere am I going?1. Provide a clear and understandable vision of
the learning target.2. Use examples and models of strong and weak
work.
Where am I now?3. Offer regular descriptive feedback.4. Teach students to self-assess and set goals.
How can I close the gap?5. Design lessons to focus on one aspect of quality at a
time.6. Teach students focused revision.7. Engage students in self-reflection and let them
keep track of and share their learning.
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Technology Resources• Emetrics Data Sorts• Achievement Series• Excel Sorting Features• netTrekker• Office 2007:
PowerPoint/Excel• Thinkfinity
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PASS/Staff Survey
http://www.surveymonkey.com/s/D55J9FY
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