Download - Inclusive education plc secondary strand
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INCLUSIVE EDUCATION PLCSECONDARY STRAND
May 6, 2014Facilitated by Jennifer GondekInstructional Specialist for Inclusive Education, TST BOCES
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OPENING ACTIVITY:
Using all the words in the stack, create a 3-5 sentence paragraph on the index card at your table.
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1. Sharing Criteria (the clear learning target)
2. Questioning3. Feedback4. Peer Assessment5. Self-assessment
5 Research-Based Strategies that Significantly Improve
Student Learning
Karen Kidwell
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Where am I going? Provide a clear and understandable vision of the learning target. Use examples and models of strong and weak work.
Where am I now? Offer regular descriptive feedback. Teach students to self-assess and set goals.
How can I close the gap? Design lessons to focus on one aspect of quality at a time. Teach students focused revision. Engage students in self-reflection, and let them keep track of
and share their learning.
Stiggin’s 7 Practices of Assessment FOR Learning
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RESEARCH IN SPECIAL EDUCATION1. Clear expectations about what is to be
learned.2. Clarity of presentation3. Multiple opportunities for student responses4. Active teacher monitoring of these responses5. Frequent evaluation and feedback.
Christensen et al. (1989)Instruction for students with mild learning disabilities
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RESEARCH IN SPECIAL EDUCATION1. Explicit teaching of critical steps in the writing
process, including models and prompts.2. Explicit instruction in writing conventions
across multiple genres.3. Guided feedback to students via teacher/peer
feedback.
Vaughn, et al. (2000); 13 studies with large effect sizesWriting instruction for students with learning disabilities*Similar results for reading comprehension study
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RESEARCH IN SPECIAL EDUCATION“Kroesebergen and Van Luit (2003) concluded, based on their meta-analysis of over 50 studies of students with math disabilities, that explicit teaching methods were more effective than less direct instructional methods such as discovery learning.”
Archer & Hughes (2011)
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“It is important to point out that none of these reports stated that explicit instruction was the only way to teach. However, the conclusions were clear: Explicit instruction should be a consistent mainstay of working with students both with and without learning difficulties.”
Archer & Hughes (2011)
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MISCONCEPTION #1: Informing the students of the
learning target by telling them what it is or by writing it on the board is sufficient.
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MISCONCEPTION #2: Sharing a rubric with students will
ensure they understand the criteria for success.
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FINAL WORD PROTOCOL
“Knowing Your Learning Target”
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3 TARGETS FOR EACH LESSON:
Content Literacy Character
“I can explain how
miners collected gold by making
inferences from
pictures and text.”
“I can organize the supporting details by order of
importance in my
paragraph about
bears.”
“I cooperate with other
group members.”
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LEARNING TARGETS
Knowledge Reasoning Performance/ skills
Products
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KNOWLEDGE TARGETS
Mastery of substantive subject
content where mastery includes
both knowing and understanding it.
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KNOWLEDGE EXAMPLES Identify metaphors and similes Read and write quadratic equations Describe the function of a cell membrane
Know the multiplication tables Explain the effects of an acid on a base
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REASONING TARGETS
The ability to use knowledge and understanding to figure things out and to solve problems.
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REASONING EXAMPLES Use statistical methods to describe,
analyze, evaluate, and make decisions. Make a prediction based on evidence. Examine data/results and propose a
meaningful interpretation. Distinguish between historical fact and
opinion.
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PERFORMANCE/SKILL TARGETS
The development of proficiency in doing something where the process is most important.
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PERFORMANCE/SKILL EXAMPLES Measure mass in metric and SI units Use simple equipment and tools to
gather data Read aloud with fluency and expression Participates in civic discussions with
the aim of solving current problems Dribbles to keep the ball away from an
opponent
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PRODUCT TARGETS
The ability to create tangible products that meet certain standards of quality and present concrete evidence of academic proficiency. www.jennyray.
net
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PRODUCT EXAMPLES Construct a bar graph Develop a personal health-related
fitness plan Construct a physical model of an object Write a term paper to support a thesis
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CLEAR TARGETSClear targets help us: Recognize if the formative assessment
adequately covers and samples what we taught.
Correctly identify what students know/don’t know, and their level of achievement.
Plan the next steps in instruction. Give meaningful descriptive feedback
to students.
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1. Create 3 student friendly learning targets for an upcoming lesson. (Content, Literacy, Character)
2. When completed, post in your class.
3. Refer to it at the beginning of the lesson.
4. Review it at the end of the lesson.
5. Assess it & Reflect.
Try it Out!
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CAROUSEL
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VIDEOS: CHECKING FOR UNDERSTANDING
“My Favorite No” U-P-S Strategy Daily Tiered Exit Cards
See page 15 of your packet.
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FEEDBACK“Effective feedback more strongly and consistently raises student achievement than any other teaching behavior (Hattie, 2009)
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Feedback that Feeds Forward
Focuses on success
criteria from the learning
target for today’s lesson.
Describes exactly
where the student is in relation to
the criteria.
Provides a next-step
strategy to improve or learn more.
Arrives when the student
has an opportunity
to use it.
Delivered in just the right
amount.
Brookhart & Moss
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FEEDBACK: THE MIRROR AND THE MAGNET
Brookhart & Moss
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SHARING STUDENT WORK
1. Work with partners at your table.2. Share a piece of student work. Discuss
the learning target and the task. 3. Collaboratively discuss where the student
is in regards to the learning target.4. Using the “Mirror and Magnet” page,
determine what feedback you would give to this student.
5. When finished, share the next piece of student work.