Your Facilitators for Today

Carole Mullins Regional Network Content Specialist, English/LA

Mary McCloud KVEC Literacy Consultant

Linda Holbrook KDE Literacy Consultant

Jennifer Carroll Instructional Supervisor, Wolfe County Schools

AGENDA• Today’s Learning Targets• Plan-Do-Review Reflection• Descriptive Feedback• CHETL: Classroom Assessment & Reflection

• LDC Scoring Rubric for Argumentative Deconstructing the Rubric and Scoring Student Work Providing Descriptive Feedback

• Grade Level Groups: Evaluate Student Work and Teaching Task Through the Lens of

the Scored Student Work Debrief “Rigor on Trial” Resources

• Explore 21st Century Learning Skills• Connections: Standards-CHETL-Assessment-Leadership

• Leadership: Personal Goal Setting

• Assessment Updates• Extended Learning and Closing

Today’s Learning Targets• I can identify and practice the 5 characteristics of

descriptive feedback and their connection to CHETL.• I can evaluate student work and provide descriptive

feedback using the opinion/ argumentative rubric.• I can evaluate my teaching task 2 and instructional plan

through the lens of the scored student work.• I can engage in productive struggle.• I can explore 21st century learning and communications

through print and non-print examples. • I can set personal goals and make an action plan to

advance the vision of 21st century learning.

PLAN DO REVIEW

Share your Plan Do Review work since our last meeting.

Guiding Questions

1.What information did you share?

2.How did you share the information?

3.What worked?

4.What concerns do you still have?

Descriptive Feedback

What is the Goal of Descriptive Feedback with Students?

Misconceptions About Feedback

• Feedback is criticism

• Feedback is a personal attack

• Questioning equals judgment

• Asking for clarification means it isn’t good

• Making you feel good is the goal

• Honesty is bad

• All feedback requires a response

One Model of Feedback

• Watch video

• Take 2 minutes and discuss– What was the partial understanding Simon was trying

to correct?– Was there still time to correct that misunderstanding?– Did he point out strengths and then offer specific

information to guide improvement?– Why was this effective/not effective?– What growth evoking feedback would you give to

Simon Cowell?

Another Model of Feedback• Watch Video

• Take 2 minutes and discuss– What was the partial understanding the football coach

was trying to correct?– Was there still time to correct that misunderstanding?– Did he point out strengths and then offer specific

information to guide improvement?– Why was this effective/not effective?– What growth evoking feedback would you give to the

football coach?

Characteristics of Effective Feedback

• Directs attention to the intended learning, pointing out strengths and offering specific information to guide improvement

• Occurs during learning, while there is still time to act• Addresses partial understanding• Does not do the thinking for the student• Limits corrective information to the amount of advice

in which a student can act• Above all, it must be growth evoking

Feedback Goals

FrequentTimelyHelpfulNon-intrusive

Teacher Level Feedback• How is the design of the lesson working from the

learner’s perspective? Consider asking– What worked for you this week? Why?– What didn’t work? Why?

At Your Table…

• Read the grade level student work. (Choose the work that corresponds closest to your grade level.)

• Assuming that the student work is the result of an LDC based on opinion/argumentative, provide feedback.

• Share your feedback with others at your table.

Remember, Feedback Should:

• Direct attention to the intended learning, pointing out strengths and offering specific information to guide improvement

• Occur during learning, while there is still time to act• Address partial understanding• Not do the thinking for the student• Limit corrective information to the amount of advice in

which a student can act• Be growth evoking

Chapter 3Where Am I Now? Effective Feedback

CHETL CONNECTION ACTIVITYClassroom Assessment and Reflection

What does Classroom Assessment and Reflection

“look like” in action when implemented in a classroom?

Reflection of CHETL Activity

• What characteristics of Classroom Assessment and Reflection are directly related to effective feedback for both teachers and students?

• What characteristics “embed” criteria of effective feedback?

Plan-Do-Review Take a moment and add notes to your P-D-R

Guiding Questions1. What information will

you share?2. How will you share the

information?3. What concerns do you

still have?

TEACHER TAKE-AWAY 1

COUNTDOWN TIMERWWW.CLASSTOOLS.NET

LET’S TAKE A BREAK!

10:45 – 10:55 a.m.

Deconstructing the LDC Scoring Rubric for Argumentative

Number 1-7 at your table. Each number will review a different scoring element,

noting the different expectations at each performance level.› 1 – Focus› 2 – Controlling Ideas› 3 – Reading/Research› 4 – Development› 5 – Organization› 6 – Conventions› 7 – Content Understanding

Be prepared to share with your group.

Scoring A Student Work Sample

• Read the student response “Video Games” • Using the front side of the Scoring Rubric for

Argumentative, score each element of the student response.

• Table Discussion: Review each element together. • Come to consensus on a score for each element

and an overall score for the student’s response.

Providing Effective Feedback

• Descriptive Feedback:Using the back of the Scoring Rubric for

Argumentative, provide descriptive feedback to this student by noting it in the appropriate place on the sheet.

• 3 Minute Conference

• “Video Games” Sample Feedback

Plan-Do-Review Take a moment and add notes to your P-D-R

Guiding Questions1. What information will

you share?2. How will you share the

information?3. What concerns do you

still have?

LUNCH TIME12:00 – 12:45 p.m.

Grade Level Groups

Scoring Your Student’s Work

Connections to the ELA Standards

Self-Evaluating Teaching Task 2 and Instructional Plan

Now that some student work has been scored:Which elements seem strongest? What might explain

that pattern?Which elements seem weakest? What might explain that

pattern?How will you respond to difficulties that affected

students?What “next steps” will you take?

*Productive Struggle*

“I have not failed. I’ve just found 10,000 ways that

won’t work.”Thomas A. Edison

COMMENTARY

“Rigor on Trial”by Tony Wagner

At Your Table:•Using your completed reading guide, discuss the points you identified.•Discuss the rigor in your teaching task 2 and instructional plan as it now stands.

– Was enough rigor embedded into your instructional plan? – Was the content rigorous enough?– Refer back to the student work just scored and determine where there

might be a lack of rigor.

Plan-Do-Review Take a moment and add notes to your P-D-R

Guiding Questions1. What information will

you share?2. How will you share the

information?3. What concerns do you

still have?

BREAK!

2:25 – 2:35 p.m.

TEACHER TAKE-AWAY 2

RANDOM WORD PICKERWWW.CLASSTOOLS.NET

Vision of K-12 Students Today

English/LA Kentucky Core Academic StandardsAnchor Standards

Reading Literature and Informational Standard 7Integration of Knowledge and Ideas:

#7 - Integrate and evaluate content presented in diverse media and

formats, including visually and quantitatively, as well as in words.*

Writing Standard 8

Research to Build and Present Knowledge:

#8 - Gather relevant information from multiple print and digital sources,

assess the credibility and accuracy of each source, and integrate the

information while avoiding plagiarism.

Reading a Visual Image

Staring is NOT necessarily thinking!

Recent studies show the average AmericanTeenager now devotes almost seven hours a day to “screen time,”marinating in visual images.

Reading Non-Print Texts

• A picture is really worth a thousand words

• Exposing kids “in this generation” to connect with text via pictures 

• We are about to view a picture in another way

Reading Non-Print Texts

• Make Observations

• Make Inferences

• Make a Claim

• Problem-Solving: “Yesterday's answers won’t solve tomorrow’s problems."

United States: The Revis family of North CarolinaFood expenditure for one week: $341.98

Favorite foods: spaghetti, potatoes, sesame chicken

Read more: http://www.time.com/time/photogallery/0,29307,1626519,00.html#ixzz1ckVgjk91

Steps to Viewing Comprehension

• Step 1: Prepare an image in advance• Step 2: Have students form pairs• Step 3: Help students set up note-taking forms• Step 4: Project the full image• Step 5: View by quadrants• Step 6: Monitor note-taking• Step 7: Display the full image a second time• Step 8: Pairs discuss• Step 9: Share with the whole class

Second Viewing: Drawing Conclusions about the Visual Image

• What are the three most important details you and your partner noticed?

• What conclusions about the images can you draw from these details?

• If you were to give the image a title, what would it be?

Multiple Text Types for Reading and Writing

PROMPT/TASK to guide instruction for informational/explanatory writing

As part of our study of various cultures from around the world. Examine 2 photographs from the series “What the World Eats” and read 2 entries of text about 2 families. Write to inform our class blog readers about what you learn as you compare and contrast what the 2 families eat.

Make a claim about tomorrow’s problems of the

American family.

Resources for Teachers!!

K-5 6-12

Addressing 3 Modes of WritingKCAS in the 21st Century

Tips for understanding standards, instruction & assessment

Winter 2012Office of Next Generation Learners

The guidebook:• includes information about the standards,

instruction to support the teaching of the standards, and assessment.

• focuses on the 3 modes of writing and serves as a starting point for planning writing instruction.

• emphasizes information about the formative assessment process.

• embeds details that assist teachers to address how the new KCAS English/LA standards have impacted ODW.

On-Demand Writing Info.

• Student writing will be scored based on a holistic 4 point scoring rubric. Form is NOT part of the rubric.

• Although forms will not be scored in ODW, they will be mentioned in the prompt to provide context for writing.

On-Demand Writing Info.

• Students will be evaluated on their ability to communicate effectively with an audience by supporting complex ideas in a coherent structure (using the requested mode).

• All student writing for the assessment will be scored with the understanding that they are FIRST DRAFTS (because of time and space).

On-Demand Writing Info.

All pre-writing will happen within the student test booklet:

– Students will have 1 page to brainstorm and pre-write (teachers will NOT provide scrap paper).

– For the 30/40 minute situational prompt, students will have 2 pages to write their response.

– For the 90 minute passage-based prompt, students will have 4 pages to write their response.

– Pre-writing will NOT be scored.

Kentucky Writer’s Reference Sheet

New KY writer’s reference sheet to be released soon

Grades 5 & 6

Grades 8, 10, & 11

Extended Learning for February

• Complete scoring of student work.• Bring 2 samples of scored student work aligned

to each of the argumentative rubric performance levels.

• Read Chapter 3: “Seven Strategies of Assessment for Learning”.

• Read article “Rigor Redefined” and complete the 3-2-1 reading guide.

Logs should be submitted to

Carole Mullins in hard copy or via e-mail at the end of each month.

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Impact Logs

Making Connections

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Inclement Weather Procedure• If Perry County Schools are closed for inclement

weather, the KVEC ELA Network will not meet. • Please check WYMT or the Lexington TV stations

and/or websites for school closing information.• Meetings will be rescheduled ASAP and you will

be contacted via email with the new meeting date.

OUR NEXT MEETING

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