what does firme action look like? - learning...

Coaching Teams to Use Formative Assessment for Results

Learning Forward Annual Conference December 7, 2015

31 ©2015 Research for Better Teaching, Inc. � One Acton Place, Acton, MA 01720 � 978-263-9449 � www.RBTeach.com [email protected] • [email protected] • [email protected]

91 © 2015 Research for Better Teaching, Inc. www.RBTeach.com

Take FIRME Action

Feedback

Investigation

Reteaching / Re-engaging / Regrouping

Moving on

Extension

F I RM

E


What Does FIRME Action Look Like?


How do we take FIRME action?

Make Strategic Choices Create a Plan

Put it into Action Reflect and Revise





How Do We Take FIRME Action?


FIRME Choice Points







Review & Do Task

Engage in Data-Driven Dialogue Prepare to take FIRME

action Phase 1: Predict

Phase 2: Go Visual

Phase 3: Observe

Phase 4: Infer

39%

What will be the focus of our FIRME action? What choices will our team make? What specific actions will we take?

Feedback Investigation Reteaching/re-engaging

Regrouping Extension

How will we assess impact?


Criteria Analysis Example

1 States main

idea

2 Covers all material

3 Has no extra

info

4 Is in

students’ words

Adi ü ü ü ü Cole ü - - ü Dante ü - ü ü Eitan ü ü ü - Simone ü - - ü Yve ü ü - ü Totals 6/6 met 3/6 met 3/6 met 5/6 met

Extension/Re-engaging

Reteaching/Re-engaging Invest igat ion

F e e d ba c k


Review & Do Task



Phase 2: Go Visual

Phase 3: Observe

Phase 4: Infer

39%

What will be the focus of our FIRME action? What choices will our team make? What specific actions will we take?

Feedback Investigation Reteaching/re-engaging Regrouping Extension

How will we assess impact?





Review & Do Task



Phase 2: Go Visual

Phase 3: Observe

Phase 4: Infer

39%

For your FIRME Focus, use the Choice Points Table to answer the following questions:

What choices will our team make? What specific actions will we take?

Feedback Investigation Reteaching/ Re-engaging Regrouping Extension/

Re-engaging

Choice Points Table Pages:

16 - 17 18 20-22 19 20-22

Record your notes on Data-Driven Dialogue: Note-Catcher



Reflect and Revise


Debrief and Apply •  What struck you

about the activity?

•  How might you adopt/adapt learning about taking FIRME action in your own practice?





Impact of Learning about Taking FIRME Action

IMPACT:

How will we know we have…

achieved purpose?

improved practice?

improved learning?

A FIRME plan has been developed and is ready to put into action.

IMPACT:


achieved purpose?

improved practice?

improved learning?

Teachers try and share more targeted instructional strategies.

IMPACT:


achieved purpose?

improved practice?

improved learning?

Student success on formative assessments improves.


Impact of Learning about Taking FIRME Action

IMPACT:


achieved purpose?

improved practice?

improved learning?

IMPACT:


achieved purpose?

improved practice?

improved learning?

IMPACT:


achieved purpose?

improved practice?

improved learning?

Assessing Impact: Tools for Monitoring Implementation and Outcomes

Look over the following rows: •  Teacher-learning outcomes •  Teacher-practice outcomes •  Student-learning outcomes

Identify tools that you could use to determine the impact of your FIRME plan.

Handout, p. 23


Framework for Coaching to Use Formative Assessment for Results

Unlocking the power of formative assessment to increase student achievement and motivation





Essential Question •  What do coaches

(team leaders, facilitators) do to unleash the power of teacher teams to use a formative assessment process to improve student learning?


Reflection

•  I discovered that I…

•  And I intend to…


Resources •  Black, P. J., & Wiliam, D. (2009). Developing the Theory of Formative Assessment. Education Assessment, Evaluation and

Accountability. 21(1), 5-31.

•  Chappuis, J. (2014, December). Assessment in Support of Learning. Presentation delivered at Learning Forward Annual Conference, Nashville, TN.

•  Hattie, J. (2009). Visible Learning: A Synthesis of Over 800 Meta-analyses Relating to Achievement. New York: Routledge.

•  Love, N. (Ed.). (2009). Using Data to Improve Learning for All: A Collaborative Inquiry Approach. Thousand Oaks, CA: Corwin.

•  Love, N. (2011). Data Literacy for Teachers. Port Chester, NY: National Professional Resources.

•  Love, N. (2012). The Skillful Inquiry/Data Team. Port Chester, NY: National Professional Resources.

•  Love, N., Smith, N., Whitacre, R., & Haley-Speca, M. A. (2015). Formative Assessment for Results: A Team Approach. Acton, MA: Research for Better Teaching.

•  Love, N., Stiles, K. E., Mundry, S., & DiRanna, K. (2008). The Data Coach’s Guide to Improving Learning for All Students: Unleashing the Power of Collaborative Inquiry. Thousand Oaks, CA: Corwin.

•  Saphier, J., Haley-Speca, M. A., & Gower, R. (2008). The Skillful Teacher: Building Your Teaching Skills. 6th ed. Acton, MA: Research for Better Teaching.

•  Shepard, L. (2006, June). Integrating Assessment with Instruction: What Will It Take to Make it Work? Presentation delivered at the National Large-Scale Assessment Conference sponsored by the Council of Chief State School Officers, San Francisco, CA

•  Wellman, B., & Lipton, L. (2004). Data-Driven Dialogue: A Facilitator’s Guide to Collaborative Inquiry. Sherman, CT: MiraVia.

•  Wiliam, D. (2011). Embedded Formative Assessment. Bloomington, IN: Solution Tree Press.

•  Wiliam, D., & Leahy, S. (2014). Sustaining Formative Assessment with Teacher Learning Communities. West Palm Beach, FL: Learning Sciences Dylan Wiliam Center.





Materials •  RBTeach.com/lf2015_love

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what does firme action look like? - learning...

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