Teaching: Modules 1, 2 PPT

Report
Coastal Plains RESA
Assessment Literacy: Formative Instructional
Practices
March 27, April 23, April 30, May 7
Session One: Modules 1 & 2
Session Two: Modules 3
Session Three: Modules 4
Session Four: Modules 5
Norms
 Be on time.
Place cell phones on silent.
Actively listen and participate.
Limit sidebar conversations (take notes to discuss later).
 Assume good will and positive intent.
 Observe the work time limit.
 Use electronic devices for group work only.
End on time.
Clean your work area.
Laugh often. Celebrate success!
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Leading Formative Instructional Practices
Learning Targets
 Understand what formative instructional practices are.
 Become familiar with key research findings related to the
effects of formative instructional practices on student
achievement.
 Understand the benefits of clear learning targets.
 Know how to ensure learning targets are clear to the teacher.
 Know how to ensure learning targets are clear to students.
Review each target. Underline, circle, and/or make
notes to set your personal learning targets.
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How do Formative Instructional
Practices connect to Leader Keys,
Teacher Keys, CCRPI, …?
Teacher Keys
Effectiveness System
Leader Keys
Effectiveness System
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FIP: Alignment to Leader Keys
1. Instructional Leadership
The leader fosters the success of by facilitating the development,
communication, implementation, and evaluation of a shared vision
of teaching and learning that leads to school improvement.
3. Planning and Assessment
The leader effectively gathers, analyzes, and uses a variety of
data to inform planning and decision-making consistent with
established guidelines, policies, and procedures.
6. Teacher/Staff Evaluation
The leader fairly and consistently evaluates school personnel in
accordance with state and district guidelines and provides them with
timely and constructive feedback focused on improved student
learning.
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Performance Standard 5: Assessment Strategies
The teacher systematically chooses a
variety of diagnostic, formative, and
summative assessment strategies and
instruments that are valid and
appropriate for the content and
student population.
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Performance Standard 6: Assessment Uses
The teacher systematically gathers,
analyzes, and uses relevant data to
measure student progress, to inform
instructional content and delivery
methods, and to provide timely and
constructive feedback to both students
and parents.
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Performance Standard 4: Differentiated
Instruction
The teacher challenges and supports each
student’s learning by providing appropriate
content and developing skills which address
individual learning differences.
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Is there anything that
you want to add from
the Teacher
Performance
Standards to your
personal Learning
Targets?
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Kristen’s Story
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M1: Introduction to Formative
Instructional Practices
LT: Understand what formative instructional practices are.
 Section 1 Activity 1: Misconceptions about Formative Instructional
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Practices (HO, p.3)
Work in pairs to discuss, select an answer, and record reasons.
Watch Adkins and Smith in M1, p. 32 and p. 38.
Compare and contrast formative and summative assessment.
Create double bubble to show similarities and differences. Refer to
misconceptions discussion, to Mr. Adkins and Mr. Smith, and to key
terms on page one of the Module Overview.
Complete Formative or Summative? What makes it formative or
summative? (Download B).
Coastal Plains RESA 2013-14
Researchers define…
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Formative or Summative?
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M1: Introduction to Formative
Instructional Practices
Key Terms:
 Formative Assessment: The formal and informal processes that teachers
and students use to gather evidence for the purpose of improving learning.
Formative assessment is also referred to as assessment for learning.
 Formative Instructional Practices: The term we use to refer to the
practice of formative assessment and assessment for learning. Formative
instructional practices are the formal and informal ways that teachers and
students gather and response to evidence of student learning.
 Summative Assessment: Assessments that provide evidence of student
achievement for the purpose of making a judgment about student
competence or program effectiveness.
 Learning Targets: Statements of intended learning—what students should
know and be able to do.
Module Overview, p. 1.
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Implementing Formative Instructional
Practices Learning Targets
Reflect and record
any evidence of your
progress toward the
learning targets you
set for this session.
What changes would you
like to see
• in teacher actions?
• in student actions?
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M1: Introduction to FIP
LT: Become familiar with key research findings related to the effects
of formative instructional practices on student achievement.
 Activity M1, p. 20.
 Choose the three (3) formative instructional
practices that have been identified as
particularly effective in improving student
achievement (high impact).
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Implementing Formative Instructional
Practices Learning Targets
Reflect and record
evidence of your
progress toward the
learning targets you
set for this session.
Consider the Top Ten Lessons Learned
(Download D).
What changes would you
like to see
• in teacher actions?
• in student actions?
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M2: Clear Learning Targets
Understand the benefits of clear learning targets.
Know how to ensure learning targets are clear to the teacher.
Know how to ensure learning targets are clear to students.
 Section 1 Activity 1: What Leaders, Teachers, Coaches, and Students Say
About Clear Learning Targets (HO, p.3).
 Work in pairs to discuss, select an answer, and record your reason for your choice.
 Review Learning Target Types (Download C).
 Learning Target Types Activity M2, p. 22.
 Section 1 Activity 2: Critiquing Deconstructed Standards (HO, p. 5)
 Discuss the deconstructed reading standard (Download D).
 Work with partner to deconstruct a standard. Record on Chart Paper
(Download E).
 Write student-friendly learning target(s) for the deconstructed standard.
See examples on Download G.
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Target Types
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Target Types
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Target Types
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Are the learning
targets made clear? How?
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Implementing Formative Instructional
Practices Learning Targets
Reflect and record
evidence of your
progress toward the
learning targets you
set for this session.
Consider Clear Learning Targets
Continua (Download A).
What changes would you
like to see
• in teacher actions?
• in student actions?
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M2: Clear Learning Targets
Understand the benefits of clear learning targets.
Know how to ensure learning targets are clear to the teacher.
Know how to ensure learning targets are clear to students.
 Review Benefits of Clear Learning Targets (Download B).
 Section 1 Activity 2: Sharing and Ensuring Students
Understand Learning Targets (HO, p. 6).
 Read scenario.
 Discuss how teacher or team ensures students understand the
learning target.
 What strategies to make learning targets clear to students have you
used in your classrooms?
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Implementing Formative Instructional
Practices Learning Targets
Reflect and record
evidence of your
progress toward the
learning targets you
set for this session.
What changes would
you like to see
• in teacher actions?
• in student actions?
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Resources at
http://www.gadoe.org/Curriculum-Instruction-andAssessment/Assessment/Pages/GeorgiaFIP.aspx
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Resources at FIP Portal
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Resources
Chappuis, Jan. Seven Strategies for Assessment for Learning.
Stiggins, Rick. Classroom Assessment for Student Learning.
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Reflect on your thinking about
formative instructional practices.
 I used to think…
 But now I think…
What are your goals for assessment literacy and implementation of
formative instructional practices in your classroom?
What support do you need to meet your goals?
What barriers/issues are in your way?
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Research Base
 Chappuis, Jan. Seven Strategies for Assessment for Learning.
 DuFour, Richard. Leaders of Learning.
 Marzano, Robert. School Leadership ThatWorks.
 Moss, Connie M. KnowingYour Learning Target.
 Schmoker, Mike. Results Now.
 Stiggins, Rick. Classroom Assessment for Student Learning.
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Coastal Plains RESA

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