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Universal Design for LearningUniversal Design for LearningStrategiesStrategies::CHAMPSCHAMPS

Formative AssessmentFormative AssessmentVocabularyVocabulary

By Myssi TurnerBy Myssi Turner

Beginning July 29, 2009Beginning July 29, 2009

Learning Targets• I can develop group norms that will enable my PLC to work

efficiently and effectively to improve student success.• I can describe my life through nonlinguistic and linguistic

representations. Activity: All About Me Book.• I can use Universal Design for Learning strategies that enable

every learner to become proficient and beyond.• I can implement vocabulary strategies and formative

assessment into unit plans to ensure my students are totally engaged.

• I can use CHAMPS to design a school wide discipline plan to ensure my students are totally engaged.

We will begin this journey today and finish what time does not permit during PLC times.

A Universal Design for Learning Approach

One size fits most, does not apply in education!

What is Universal Design for Learning?

• In today's schools, the mix of students is more diverse than ever. Educators are challenged to teach all kinds of learners to high standards, yet a single classroom may include students who struggle to learn for any number of reasons. (Please read the article.)

http://montgomeryschoolsmd.org/departments/hiat/udl/UDL_intro.pdfvideo

The goal of education in the 21st century is not simply the mastery of knowledge. It is the mastery of learning. Education should help turn novice learners into expert learners—individuals who know how to learn, who want to learn, and who, in their own highly individual ways, are well prepared for a lifetime of learning.

Universal Design for Learning helps meet the challenge of diversity by suggesting flexible instructional materials, techniques, and strategies that empower educators to meet these varied needs. A universally designed curriculum is designed from the outset to meet the needs of the greatest number of users, making costly, time-consuming, and after-the-fact changes to curriculum unnecessary.

http://www.cast.org/publications/UDLguidelines/version1.htmlVideo

Three primary principles guide UDL—and provide structure for these Guidelines:Principle I: Provide Multiple Means of Representation (the “what” of learning).

Visual presentations like www.unitedstreaming.com, enlarged print, audio text support, movie maker, PowerPoint, internet links, access to sound clips, definitions, or pictures

Principle II: Provide Multiple Means of Expression (the “how” of learning).

Graphic outlining tools, keyboarding with spelling support, multimedia books, product models, drawing, video or photos, collages, graphs

Principle III: Provide Multiple Means of Engagement (the “why” of learning).

Provide learning choices:

Audio, visual, hands-on

Webquests

Project based inquiry

Cooperative learning projects

Multimedia projects; Teachertube.com

http://lessonbuilder.cast.org/window.php?src=videos

With Compass Learning we will be able to design skills to students based on their RIT band scores: G/T, Spec. Ed.

CHAMPS CHAMPS ReviewReview

CHAMPS CHAMPS ReviewReview

Greatness is not something to strive

for, rather it is something to look for

in others.Find something positive about every student in your

classroom on a daily basis!

What is C.H.A.M.P.s??

• CHAMPs is a decision-making template to assist educators in developing a classroom management plan and implementing it successfully.

• CHAMPs provides a common vocabulary for all to use in the promotion of a positive, learning centered culture.

The CHAMPs approach is centered around proactive, positive steps taken by teachers in the classroom. It preserves individual preferences and respects teacher competence.

Guidelines for Success – The 5 P’s

• Prompt – Be on time.• Prepared – Have your materials and

completed assignments out and ready at the start of class.

• Productive - On task and actively involved in the learning process.

• Polite - Show respect to self, others and property.

• Positive – Be optimistic about learning.

The goal of positive behavior support is not “perfect”

children. Rather, the goal should be the perfect

environment for enhancing their growth.

-John Marzano

Motivation

“Motivating is like bathing – if you only do it once, it

isn’t that effective.”-Golom

The Big Picture An effective classroom managementplan is similar to space travel in thatboth must address: Vision and high expectations Structure and organization Procedures to energize and reinforce Procedures for course corrections

The Big Picture Our students are with us on thisjourney. The students who are motivated andresponsible are like crew members. The students who are responsible, but not terribly motivated are like passengers.

BEGIN WITH THE END IN MIND….Vision: When you know where you areheaded, you can guide students towardtheir own success.

Organization: When you have well organizedroutines and procedures for yourclassroom, you model and promptorganized behavior from your students.

Expectations: When your expectations areclear, students never have to guess howyou expect them to behave.

Learning Target:•I can use CHAMPS to design a school wide discipline plan to ensure my students are totally engaged.

Correction Procedures: When you treat studentmisbehavior as an instructional opportunity, yougive students the chance to learn from theirmistakes.

The behavior you attend to the most will be the one that you will see more of in the future.

Classwide Motivation Systems: When youimplement class wide systems appropriate to thecollective needs of your students, you can enhancestudent motivation to behave responsibly and strivefor success.

http://www.paec.org/fec/details.asp?ID=1714

The CHAMPs Acronym Conversation: Can students talk to each other duringthis activity/transition? Help: How can students ask questions during thisactivity/transition? How do they get your attention? Activity: What is the task/objective of thisactivity/transition? What is the expected endproduct? Movement: Can students move about during thisactivity/transition? Can they sharpen their pencil? Participation: What does appropriate student workbehavior for this activity/transition look/sound like?

Expectations It is noted that clearly defined behavior

expectations are not enough. Expectations must also be communicated and

taught in a 3-step process:1 Teach your

expectations beforethe activity or

transition begins.2 Monitor student

behavior bycirculating and

visually scanning.3 Provide feedbackduring and at theconclusion of the

activity.Begin the cycle again for the

next activity

The 1st Month: When you teach students how tobehave during the 1st month of school, youdramatically increase their chances of having aproductive year. See 4th grade presentation

Motivation: When you implement effectiveinstruction and positive feedback, you motivatestudents to demonstrate their best behavior.

Monitor & Revise: When you monitor what isactually going on in your classroom, you are able tomake adjustments to your Classroom ManagementPlan that will increase student success.

The following slides are examples of how to begin the year.

Welcome to Fourth Grade… Where the

Stars Shine!

Procedures for a FABUOLOUS Emmy Winning Year!

What Are The Morning Procedures? (CRUSH)

• Check in (Move lunch card)

• Restroom Break

• Unpack

• Sharpen Pencil(Choose a sharp pencil out of container)

• Homework (Turned into correct basket)

What is CHAMPS?C = Conversation (Can students talk to each other during this

activity/transition?)

H = Help (How can students get questions answered during this activity/transition? How do they get your attention?)

A = Activity (What is the task/objective of this activity/transition? What is the expected end product?)

M = Movement (Can students move about during this activity/transition? e.g., Are they allowed to get up to sharpen a pencil?)

P = Participation (What does appropriate student behavior for this activity/transition look/sound like? How do students show that they are fully participating?)

VOICE LEVELS1 - Whisper2 - Partner3 - Small Group4 - Presentation5 - Outdoor / Recess

Lining Up Procedures• Conversation:

– Voice Level 0• Help:

– Raise your hand• Activity:

– Lining Up for Transitions

• Movement:– Walk quietly

• Participation:– Line Leader will line up first.– Clear your desk.– Your teacher will call one table at a time to line up.

The caboose will go to the end of the line at all times.

Hallway Procedures• Conversation:

– Voice Level 0

• Help:– Raise your hand

• Activity:– Hallway Behavior

• Movement:– Walk quietly at all times

• Participation:– Walk single file on the right side of the hall– Hands at your sides– Do not skip steps– Be courteous to others– Step quietly– No GAPS– If you are the line leader, you must stop at each of the

assigned stop areas within the school (I will go over with you)

Restroom Procedures• Conversation:

– Voice Level 0

• Help:– Find the closest teacher/staff member

• Activity:– Restroom Use

• Movement:– Walking quietly at all times

• Participation:– Enter and exit quietly– Keep hands and feet to yourself– Remember to flush– Wash hands using one or two squirts of soap– Dry hands using one paper towel or the air dryer– Clean up after yourself

Water Fountain Procedures• Conversation:

– Voice Level 0

• Help:– Find the closest teacher/staff member

• Activity:– Quietly get a drink

• Movement:– Walking, waiting or drinking quietly

• Participation:– Keep hands and feet to yourself– Wait patiently and quietly for your turn– Quickly get a drink

Lunch Room Line Procedures• Conversation:

– Voice Level 0

• Help:– Raise your hand

• Activity:– Lunch line behavior

• Movement:– Walking quietly

• Participation:– Walk through the line in a single file, facing forward– Be attentive to adults– Make choices in cafeteria line– Pick up napkins, straws, silverware, etc… from the table– Walk to seat

Lunch Room Procedures• Conversation:

– Voice Level 2

• Help:– Raise your hand

• Activity:– Lunch room behavior

• Movement:– Walking, eating, talking, sitting

• Participation:– Walk to your table and sit down– Stay in seat– No seat saving– No reminders– Use your manners– Eat your OWN lunch

Lunch Room Dismissal Procedures

• Conversation:– Voice Level 0

• Help:– Raise your hand

• Activity:– Dismissal from the lunchroom

• Movement:– Walking quietly

• Participation:– Walk in a single file line, facing forward– Keep your hands at your sides or behind your back– Quietly put your tray away– Leave no mess– Line up quietly using lining up procedures

Assembly Procedures• Conversation:

– Voice Level 0• Help:

– Raise your hand• Activity:

– Assembly Behavior• Movement:

– Sitting quietly• Participation:

– Enter and exit quietly– Keep hands and feet to yourself– Face forward– Keep your legs crossed– Stay on your bottom– Eyes on speaker– Ears listening– Stay seated until dismissed

Playground Procedures• Conversation:

– Voice Level 5• Help:

– Find the closest teacher/staff member• Activity:

– Playground behavior• Movement:

– Running, walking, playing• Participation

– Keep hands and feet to yourself– Ask if you can join a group that is already playing a game– Ask others to join you to play– Take care of playground equipment– Bring in equipment that you take out– Be kind and respectful– Play responsibly– No arguing or fighting

Planner Procedures• Conversation:

– Voice Level 0• Help:

– Raise your hand• Activity:

– Planner Procedures• Movement:

– Writing quietly• Participation

– Copy assignments from the chart to the planner.– Keep your planner open and raise your hand. – Your teacher will check and initial your planner.– Take your planner and a pencil to your parent.

Show them your assignments and have him/her sign or initial your planner.

– In the morning, open your planner and leave it open on your desk. – Your teacher will check it during morning work.– If planner is not signed, the student will need to erase their number for

the day.

Afternoon Procedures• Conversation:

– Voice Level 0

• Help:– Raise your hand

• Activity:– Afternoon procedures

• Movement:– Writing, walking, packing, checking mailbox

• Participation– At 3:00 there is a voice level of 0.– Complete your planner and lay it open on your desk.– Raise your hand and wait quietly until your teacher signs your planner. – Once your planner has been signed, go to your mailbox and place

papers on your desk. Then, proceed to your locker and pack to go home.

– Sit quietly and work on your homework or read a book until you are called to leave.

Class Expectations

• Respect your teachers and

classmates• Enjoy learning• Do your best• Cooperate with others• Ask questions• Remember we are a family• Participate in class• Excel at everything you do!• Try your hardest and never give up!

What happens if I don’t make good choices?

Consequences:

1st time: Warning, erase number

2nd time: Move number to the sad face

3rd time: Check mark on number, phone call home

4th time: Another check mark, detention

What happens if I do make good choices?

If you make good choices, you will be given tickets. You will need to collect these in a ziploc bag that will be stapled to your planner. Once you have collected 20 tickets, you will get to pick a reward from the chance board! There are all kinds of fun things hidden on the board! Good luck! Remember it is YOUR responsibility to keep track of your tickets.

Expectations Outside of the Classroom

Behave

like

shining

stars!!!

Final Thoughts!• The kind of year we have is up to you!• If you need ANYTHING, please ask!• If you don’t understand or have a question,

ALWAYS ask. Someone else is probably wondering the same thing.

• Remember, I am here to help you learn! That is my job. We are a classroom community of learners.

• Treat others as you would like to be treated.• We will always be respectful to each other. You

will probably spend more time with your “school family” than you will spend at home with your family during the school week.

• I have high expectations and will always expect your best. In return, I will always give you my best.

CHAMPS• Long-Range Classroom Goals• Guidelines for Success• Positive Expectations• Family Contacts• Professionalism• Behavior Management Practices• Level of Classroom Structure

• Organization• Daily Schedule• Physical Space• Attention Signal- Give me five!

Clapping• Beginning and Ending Routines• Classroom Rules• Student Work• Classroom Management Plan

Learning Target:•I can use CHAMPS to design a school wide discipline plan to ensure my students are totally engaged.

• Organization: Classroom RulesExample rules:• Arrive on time with all of your

materials.• Keep hands, feet, and objects to

yourself.• Work during all work times.• Follow directions immediately.

Your Role…• Work with your PLC to come up with

rules and consequences that we will use school wide in every classroom. One person needs to record ideas to share out on the poster paper.

• Next, we will work to have one classroom management method. For example: everyone’s name/number placed on the side daily. Then erased for breaking rule. See handout.

Guide Lines:• No more than 5- 6 simply stated

rules and consequences• Must be proactive- state the

positive, like please walk in the classroom, hallway, etc.

• Consequences cannot include recess

• Detentions can be used, think about your grade level taking turns

• K/1 can have a separate behavior plan than 2-5

Formative Formative AssessmentAssessmentFormative Formative

AssessmentAssessment

Assessment for learningAssessment for learning

Formative Assessment--any practice which provides information to

pupils about what to do to improve--any practice which takes the ‘what to improve’

into ‘how to improve’--is part of effective planning--focuses on how pupils learn--is central to classroom practice--is a key professional skill--fosters motivation

What are summative and formative assessment?

If we think of our children as plants …

Summative assessment of the plants is the process of

simply measuring them. These do not affect the growth

of the plants. Formative assessment, on the other hand,

is the equivalent of feeding and watering the plants

appropriate to their needs - directly affecting their growth.

The garden analogy

http://www.authorstream.com/Presentation/Dionigi-50451-Formative-Assessment-Secondary-Classroom-Sh-Slide-2-3-4-5-6-asses-Entertainment-ppt-powerpoint/Key Strategies of Formative

AssessmentSharing Learning GoalsEffective QuestioningEffective Feedback

Pupil- self evaluation

The Active Involvement of Students in their own Learning

The Black Box: findings

1. Providing effective feedback to students.

2. Students’ active involvement in their own learning.

3. Adjusting teaching to take account of the results of assessment.

4. Recognizing the profound influence of assessment on students’ motivation and self-esteem - both crucial influences on learning.

5. Ensuring pupils assess themselves and understand how to improve.

Black and Wiliam’s research indicates that improving learning through assessment depends on five deceptively simple factors:

Types of Formative Assessment

Flashbacks• About constant review• Can take many formats• Should be quick- 5 or less• About what you did- not what you are

currently teaching• Scored quickly• Can contain frequently missed

questions from last unit assessment

See example

Pre-AssessmentsUse data to differentiate curriculum for

students

Students can self assess based on pre-assessments to see what they need to concentrate/study

Exit Slips• About what you did today• 3-5 questions that reflect outcomes• If students can’t pass exit slips, they cannot

pass unit assessment• Scored on the spot, individually remediated

with students (next day)• Give daily for five points a piece• You must be willing to allow students to

correct them for full credit

Journals• Boost ORQ scores• Teaches students to communicate

content knowledge in writing• Review and provide specific

feedback

One Minute Papers• Give students one to three minutes to

answer a question• Questions: What is the most important

thing you learned about this concept? What was the most confusing concept that was presented today?

• Photocopy or use document camera to show student responses. Discuss them, fix misconceptions, etc.

Talk a Mile a Minute• Give student an index card with a

concept on it. Have student work with partner to talk a mile a minute with everything they know about the concept.

ORQs, Short Answer, Multiple choice,

Questioning,Inside/Outside Circle

All can be used when helping the student instructionally with specific feedback

What we know about feedback and formative

assessment• Focus on learning target• Aim to close the gap• Indicate successes• Give specific improvement suggestions• Allow time for improvements to be

made• Model the processes

Example Feedback..• Higher students- Say more about…

Explain why you think…• Useful for Most students- scaffolded

approachQuestion- Can you explain why the army was

tired?Describe some of the preparations made by

William that show…..William showed that he was a skillful leader when

he….

Why did William win the battle of the Hastings?

(Student Response) William won the Battle of Hastings because he was better prepared and he waited for the right time. First Harold’s army was attacked by Hardrada. Then Godsinson came back for more and killed Hardrada. Then he went to Hastings with no rest to fight the Normans. The Norman army were ready for war and Harold came to the top of the hill. William ran up the hill with all of his might but he was pushed down. He used the retreat trick. He ran away and the English chased him and surrounded him. He turned and shot Godwinson in the eye and he died.

Feedback (from teacher)Jason- A big point to start off your answer clearly focusing

on the question. Yes, this was very important in helping William win the battle. The retreat was a clever tactic in battle- well identified.

TARGET- Jason, it would be really useful to add a conclusion to this answer. Which of these two examples do you prefer… (write the examples on their paper) or you can write your own.

Be specific with feedback

We want formative assessment to be an instructional learning experience that helps students reach proficiency. Coach them with formative assessment. The more modeling and coaching, the more apt you are to have students reach proficiency and beyond!

Success Criteria• Give students what a sample 4

looks like… post teacher written 4s on bulletin board

• Provide a teacher or student model for students to use as a guide

Vocabulary StrategiesVocabulary StrategiesVocabulary StrategiesVocabulary Strategies

How do we improve test scores fast? In your folder there are many vocabulary strategies. Pick one and do the strategy with a partner. Then we will discuss the different ones.