march 11, 2015 sharon rivera, jim randall, julia alder
TRANSCRIPT
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March 11, 2015Sharon Rivera, Jim Randall, Julia Alder
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Warm-upTake a moment to describe your student
artifacts/ accessibility Assessment or lesson Planner form with someone at your table
In one sentence prepare to report to the whole group
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4 CornersChoose a statement that resonates with you
Discuss your reasons for choosing the statement
Prepare to share to with the whole group
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Carol Dweck - MindsetCarol S. Dweck, Ph.D., is one of the
world’s leading researchers in the field of motivation and is the Lewis and Virginia Eaton Professor of Psychology at Stanford University.
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Turn and Talk
What language can we use to encourage a growth mindset with students?
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Accessibility Strategies???What accessibility
strategies does the teacher try?
What skill/understanding is challenging the student?
How might you provide a different entry point?
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Why did we go through that?
Talk about something that was very difficult in your life that you overcome.
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Break ---
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Standards Sort • Move into grade level groups
• 6• 7• 8
• Materials Needed:• Standards (previous, current, next)• Glue Stick• Large Paper
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Standards Sort
• Sort the standard into the appropriate grades (15 min)
• Cross reference with key
• Glue standards in place
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Notice & WonderWhat is common between the
grade levels?
Is there an entry point for every student?
How can we ensure that there is?
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Identify 2 Standards…
Difficult to Assess
Anchor Standard
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Lunch
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Why are we looking at Trajectories?
Smarter balanced testing is assessing students along the trajectories suggested by the common core state standards
•Understand where students have been
•Understand where students are heading
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Focus Areas for AssessmentsBuild Opportunities
1. Problem Types2. Computer Skills3. Test Taking Skills
What is the Responsibility at your grade level?1. Unit & lesson planning?2. Adapt the lesson?3. Go back to previous content?
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Math Reasoning?
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Share Artifacts
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“If you believe that adults make a difference in student achievement, you are right.
If you believe that adults are helpless bystanders while demographic characteristics work their inexorable will on academic lives of students, you are right.
Both of these statements become self-fulfilling prophesies.”
--Douglas Reeves (2006)
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Wrap UP
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Marble Task (TTLP)Levels of Cognitive Demand Trajectories
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Course Feedback1. Pick an idea that came up today and
that you found particularly interesting.
1. What is your current thinking about this idea?
2. What questions do you still have?
2. What is your reaction to the work we did today?
3. What seems promising and/or challenging at this point?