The Essential Questions 2010-11 PL How does applying START

characteristics from ICC increase student achievement? (Specific To Prairie Crest)

What are the essential elements in AFL that make success for all possible?

(All CCSD Schools)

AM Agenda Make connections AFL -Part I Where am I going?oClear learning targetsoUse examples and non-examples

of strong and weak work Demo Guided practice Structure for Implementation

Learning Targets for TodayWe are learning to… Formulate clear learning targets in

every teacher’s mind and in his/her lessons/units

Design quality criteria using a rubric Generate ways to communicate clear

learning targets and quality criteria to students.

Today’s Essential questionHow can we help STUDENTS answer the question , “Where am I going?”

Relate to SMART goals

100% of teachers will design and use quality instructional units that meet the proficiency criteria for Assessment For Learning (AFL)

WHY Learn AFL right now?

Characteristics of Effective Instruction (ICC)

Research Base and Effect Size

Foundation from previous PL*

SMART Goal # 2-Gap

“Hypothetically, if assessment for learning became standard practice only in classrooms of low-achieving, low-socioeconomic-status students, the achievement gaps would be erased. No other school improvement innovation can claim effects of this nature or size.”

Richard J. Stiggins

How do I help students answer the question: Where am I going?

Student’s Current

Learning Status

Learning Goal

Formative Assessment

Gap ZPD

Scaffolding/ Instruction

Instructional Adjustments

Read Seven Strategies of Assessment for Learning (AFL)

Grouping

Count off by 10’s Move to your number Summarize 2-3 key

concepts from the Research Article you read

2-3 Key Concepts From Reading6 minutesChoose Group Roles- Last names in

ABC order

Facilitator- get started and finish task

Recorder- write on chart Sharer - share with others All around supporter!!

Team Brainstorm-non examplesGroup 1 – Performance as learning targets

Some examples: Finish 10 extra math problems for 10 extra

minutes of computer time, finish 5 extra problems for 5 extra minutes.

In my high school World History class, my teacher gave us the following on the first day of school as our learning targets:

1.Syllabus – point out the chapters and units2.Mid term and end of year projects with

due dates3.Points for grades (A=95 +….B=…..)

Team Brainstorm-non examplesGroup II – Task completion as target Solve addition problems 1-30 (odd only)

Make a diorama for Little House on the Prairie

T

•Clear•Manageable•Communicated with students•Aligned with success criteria

Learning Targets

Three ways to make learning targets clear to students…(Seven Strategies p22) Share the learning targets with students Announce it and CFU Generally used when the target is simple

Use the language students understand Translate to student friendly terms Have students translate into friendly terms

Introduce students to the language and concept of a rubric (descriptive scoring guide) Usually for more complex learning Requires best practice strategies such as

think aloud and use examples and non-examples

Why use rubric in today’s PL? Complex learning is commonly

assessed through certain types of rubrics

We could have chosen other assessment tools, but some might be too specific or used by only a small group of teachers (i.e. Portfolio). Rubrics, however, can be used to create a common understanding among all teachers across all content areas.

If our goal is to improve student learning among all learners…..

Caution

Rubrics are not for summative assessment only. In AFL, rubrics can be used throughout the learning process

Not all rubrics can be used for assessment for learning

If a rubric is to provide feedback to improve performance, it needs to share certain characteristics

Nature of the RubricsThat Supports AFL General vs. Task Specific

Can be used to judge quality across similar tasks so that students can transfer learning

Descriptive vs. Evaluative Can be used to provide feedback or to

guide self assessment Analytical vs. Holistic

Can be used to diagnose specific learning needs

This Not This

General- can be used to judge quality across similar tasks. You can use the same rubric for different assignments.

Task Specific- can only be used on one task. You need a different rubric for each assignment.

Descriptive- includes language that explains characteristics of work or performance at increasing levels of quality

Evaluative – uses language that repeats the judgment of the particular score pointQuantitative – uses language that counts or measures number of instances

Analytic- the performance or task is considered as individual pieces of a whole. Specific success criteria for each part is identified to diagnose strengths and weaknesses

Holistic- the performance is considered as a whole and the overall effectiveness of the performance or task is rated

Rubrics as Assessment For Learning Tools

Guided PracticeClear Learning Target in a Rubric Use a rubric other than the writing rubric Work in pairs Use the “This; Not This” chart as a guide Analyze and revise your rubric to the

qualities listed under the “This” column We will randomly draw some samples to

share in the end

How might a rubric help you reach your learning target – to help your students understand “Where am I going?” in complex learning?

Digital Literacy Survey

http://www.zoomerang.com/Survey/WEB22ASCJGVXDY

Or, you can open up this meeting in the Shared Calendar and click on the web address

Lunch TimeWe’ll begin 60 minutes from now.

For the afternoon, please bring materials to work on an a lesson or series of lessons

incorporating learning targets, success criteria, and examples/nonexamples.

Who’s Who – AK, K and First Grade Shelley Schulte Alicia Hayes Beth Mehmen Brenda Powell Becky Kunde Alison West Amanda Carson Carrie Davis Elana Liu

Ask a Practitioner How did you go about designing the

rubric? How did you structure the lesson to

really emphasize the learning target? How did you go about selecting places

in the text to stop and model some examples and nonexamples of quality responses during your think aloud?

What are some subsequent lessons that you are planning for your students, based on the formative assessment data that you’ve collected so far?

Take notes as you observe the lesson….

Table Talk

How did this lesson demonstrate:oClear learning targetsoUse examples and non-examples

of strong and weak work

Teacher Practice Profile

Where are WE going to improve our own practice? Self Reflection Common understanding of

success criteria Guides our thinking in lesson

design

Criteria for SuccessAFL Part I: Practice Profile Highlight key concepts

(Descriptors) Proficient Level = Master Use the tools:

While designing the lesson During and after instruction for

reflection

Guided Practice use examples and non-examples to help students understand a complex learning target

Task: Work in pairs or individually, develop the following in a lesson:

1.Clear learning target2.Success criteria (descriptive scoring guide)3.Teaching focus (from the scoring guide)4.Use examples and non-examples to design

a teaching/learning experience for your students

This lesson or lesson series should be uploaded to your curriculum map by October.

Write down key ideas from your learning today. Choose one to share.

Take a break, get materials…

For the afternoon, please bring materials to work on an a lesson or series of lessons

incorporating learning targets, success criteria, and examples/non-examples.

Thank you for your work today! In the last few minutes, clarify with

your team: When will this lesson be taught? When will we revisit to discuss results? Have we uploaded/when will we upload

the lesson to our curriculum maps?