strategy 5: making it work logistically
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Strategy 5: Making It Work
Logistically
Jennifer Bigenwald and Jessica DrogosPLT Formative Assessment Team
I will be able to understand how to use Strategy 5
I will be able to design lessons to focus on one learning target or aspect of quality
I will understand how Strategy 5 and 6 work together to close the gap
OBJECTIVES
AGENDA Review PLC Cycle
Activity 1: Multiple Choice Question/Discuss
Review 7 Student-Centered Strategies for Formative Assessment
Strategy 5: Focused Instruction
Examples for Identifying and correcting typical misconceptions
Reflection of Making Strategy 5 Logistically Work
Read the question and answer it on your answer sheet.
Which of the following strategies is meant to close the gap in student learning?
A. Descriptive Feedback B. Modeling strong and weak work C. Designing lessons to focus on one learning target at a time D. Clear Target E. Self-Assessment
After answering the question:
On your answer sheet, explain why you chose your answer.
Then, explain why choice C is the correct answer.
Turn to your neighbor and discuss
ACTIVITY 1DIRECTIONS:
THE SEVEN STUDENT-CENTERED STRATEGIES OF FORMATIVE
ASSESSMENT Strategy 1: Provide students with a clear and understandable
vision of the learning target.
Strategy 2: Use examples and models of strong and weak work.
Strategy 3: Offer regular descriptive feedback.
Strategy 4:
Teach students to self-assess and set goals.
Design lessons to focus on one learning target or aspect of quality at a time.
Strategy 6: Teach students focused revision.
Strategy 7: Engage students in self-reflection, and let them keep track of and share their learning.
Strategy 5:
Where Am I Going?
Where Am I Now?
How do I Close the Gap?
“Strategy 5 suggests that you select and design lessons to teach students how to recognize and avoid the particular problems they predictably demonstrate.”
(Chappuis132)
WAYS TO FOCUS INSTRUCTION
•Identify the misconceptions & record the correction
•Determine whether a variety of statements is true or false
Include common conceptual misunderstandings in the list
•Create distractors to a Multiple Choice Question by having students complete fill-in-the- blank
“THE OPERATIVE QUESTION:WHEN STUDENTS GO SIDEWAYS ON THIS LEARNING
TARGET, WHAT ARE THE TYPICAL PROBLEMS?”
Strategy 5 addresses the aspect of the learning gap that is typically misunderstood or confused
Targets instruction to the learning gaps Incomplete
understanding Misconceptions Partially developed
skills
STRATEGY 5DESIGN LESSONS TO FOCUS ON ONE LEARNING
TARGET OR ASPECT OF QUALITY AT A TIME
How do I close the gap?
Key: “Create short practice assignments to
make learning more manageable especially for struggling students
who may be facing multiple gaps in
need of bridging” (Chappuis 131).
STRATEGY 5 DESIGN LESSONS TO FOCUS ON ONE LEARNING
TARGET OR ASPECT OF QUALITY AT A TIME
Create a list of common misconceptions for a unit or a list of major conceptual understandings (essential outcomes/targets)
Have students identify the how or why it is a misconception
Create a graphic organizer so students
can have the misconception and then correct it as they learn it.
STRATEGIES FOR IDENTIFYING TYPICAL MISCONCEPTIONS
Misconception Date Correction
1. Feudalism is the economic system of
the Middle Ages
1/6/14 Feudalism is the political system and Manorialism is the economic system of the M.A.
2.
3.
(Chappuis 133)
MISCONCEPTION CHART EXAMPLES
MISCONCEPTION CHART EXAMPLES
Name_____________________ Period_____
Before Reading Statement After Reading True False Tale of Two Cities takes place in France. True False
True False Tale of Two Cities is about the rise of two cities. True False
True False Tale of Two Cities is centered around a revolution. True False
(Chappuis 133)
Key: Use student
reasoning for their answers to find their gap in learning and then provide guidelines for the correct answer.
Use students’
incorrect responses as ‘distractors’ to assess if they learned the information.
Use the following information to answer
the questions: H = hairy knuckles, h = no
hair
1. What is the Homozygous Dominant Genotype?__________
Reason:____________________________
2. What is the Heterozygous Genotype? _____________
Reason:____________________________
3. What is the Heterozygous Phenotype? ____________
Reason:____________________________
4. What is the Homozygous Recessive Phenotype?__________
Reason:____________________________
MULTIPLE CHOICE EXAMPLES
Match answer options to the right distractor descriptions
What is a right angle?
Graphic Organizers as Clarifiers
Possible Answer
Description
a. 60 degrees 1. Wrong – it is an obtuse angle
b. 90 degrees 2. Wrong – it is an acute angle
c. 150 degrees
3. Right- two straight perpendicular lines intersect
Julius Caesar: Came to power in time of civil war
Adolf Hitler: Came to power during Great Depression
Conclusion: Dictators come to power in time of emergencyMussolini: Came
to power in Italy when economy bad and poor leadership
Saddam Hussein: Came to power in Iraq by a coup
MULTIPLE CHOICE EXAMPLES
PERFORMANCE ASSESSMENT TASKS
Math: Use short focused problems to teach how to solve.
1.) Demonstrate one problem-solving strategy
2.) Demonstrate a second problem-solving strategy
3.) Give a new problem that both strategies can answer and ask student to choose one strategy and write an explanation why they chose the strategy and then discuss with a partner
Essay Writing: Model ways in which to generate ideas, then give students short, focused tasks practicing the modeled ways.
Example: Thesis writing Provide examples of well
written thesis statements and poorly written thesis statements.
Have students identify the well/poorly written statements and write a reason for their identification and then discuss with a partner
For multistep lessons such as multiple step math problems, essay writing, primary/secondary source analysis, etc., break down the tasks that you know will be difficult for students
MAKING STRATEGY 5 AND 6 WORK TOGETHER
Strategy 5 : Focused Instruction
Identify Common Misunderstanding Interpreting the prompt
Provide Instruction Define prompts as
directives (rather than questions)
Use cultural references as examples
Define all possible verbs that appear in a prompt
Strategy 6: Focused Practice
Provided Practice Provide students with a
series of prompts. For each prompt the student determines: 1. How many things
they are being asked to
do 2. what they are being asked to do 3. re-write the task in their own words
Example: Identify Common Misunderstanding - Interpreting a Prompt
LINKING STRATEGIES 5 AND 6 TO DIFFERENTIATED INSTRUCTION
Question:
What do I do for the students who mastered the learning target and do not need intervention?
Answer:
Differentiate Instruction! Remember this is a short
mini lesson Differentiate by readiness
Example: Foreign Language: French
language/culture throughout the world provide readings on the French
language throughout world students pick a country, read
about the French influence in society and turn to partner and explain in French the influence of the French in that country.
Math: Right Angles Provide students with pictures
of the school and community Have students identify the
right angles in the pictures Then have students explain
why right angles need to be used.
how to use Strategy 5
how to design lessons to focus on one learning target or aspect of quality
how Strategy 5 and 6 work together to close the gap
OBJECTIVESI Understand:
ACTIVITY 2: REFLECTION
Identify a typical misconception that students have for an upcoming unit of study.
Look through the packet of Focused Instruction examples and either choose a template from the example packet or create your own template to help students correct the misconception.
Individually or with a partner, identify the components necessary for the focused instruction.
Source:Chappuis, Jan. Seven Strategies for Learning. Boston: Pearson, 2009.
Pictures:Inventionmachine.com . Accessed 11/18/13
Irfocus.co.uk. Accessed 11/18/13
paperthin.com. Accessed 11/18/13
Closing the Gap Report. jcpsramp.wikispaces.com. Accessed 11/18/13
New Hope Christian Fellowship – Small Groups. newhopecf.netCommonSpot Partners. Accessed 11/18/13
Vector-Arrow-Bullseye-Target-Prev1-by-DragonArt. Marketingforhippies.com. Accessed 11/18/13
BIBLIOGRAPHY
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