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Enabling Student Learning One Bite at a Time

Enabling Student Learning One Bite at a Time. Katrina.slone@education.ky.gov. Seven Strategies of Assessment for Learning. Where am I going? Provide students with a clear and understandable statement of the learning target. Use examples and models of strong and weak work. Where am I now?

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Enabling Student Learning One Bite at a Time

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  1. Enabling Student Learning One Bite at a Time Katrina.slone@education.ky.gov

  2. Seven Strategies of Assessment for Learning Where am I going? Provide students with a clear and understandable statement of the learning target. Use examples and models of strong and weak work. Where am I now? 3. Offer regular descriptive feedback. 4. Teach students to self-assess and set goals. How can I close the gap? Design lessons to focus on one learning target or aspect of quality at a time. Teach students focused revision. 7.Engage students in self-reflection, and let them keep track of and share their learning.

  3. Learning Targets • I can describe how to design lessons to focus on one learning target or aspect of quality at a time. • I can describe ways to teach students focused revision.

  4. Are these in place? • Provide students with a clear and understandable statement of the learning target. • Use examples and models of strong and weak work. 3. Offer regular descriptive feedback.

  5. Use them to do these: • Design lessons to focus on one learning target or aspect of quality at a time. • Teach students focused revision. But how?

  6. Integration of Knowledge and Ideas 6th: Compare and contrast the experience of reading a story, drama, or poem to listening to or viewing and audio or live version of the text. Including contrasting what they “see” and “hear” when reading the text to what they perceive when they listen or watch. 7th: Compare and contrast a written story, drama, or poem to its audio, filmed, staged, or multimedia version, analyzing the effects of techniques unique to each medium (lighting, sound, color, camera focus, angles) 8th: Analyze the extent to which a filmed or live production of a story or drama stays faithful to or departs from the text or script, evaluating the choices made by the directors or actors.

  7. Some possible learning targets: • I can compare and contrast reading a story to viewing that story. • I can compare and contrast a written version of a story to a multimedia version by analyzing the effects of techniques unique to each medium. • I can analyze how faithful a multimedia version of a story stays to the text by evaluating the choices made by the directors or actors.

  8. http://video.search.yahoo.com/search/video;_ylt=A2KLqIPoVXNPingAcJD7w8QF?p=aesop%27s+fables&fr=yfp-t-701-s&fr2=piv-web&tnr=20&b=61http://video.search.yahoo.com/search/video;_ylt=A2KLqIPoVXNPingAcJD7w8QF?p=aesop%27s+fables&fr=yfp-t-701-s&fr2=piv-web&tnr=20&b=61 • http://video.search.yahoo.com/search/video;_ylt=A2KLqIPoVXNPingAcJD7w8QF?p=aesop%27s+fables&fr=yfp-t-701-s&fr2=piv-web&tnr=20&b=61

  9. Building an Understanding • Discuss with a partner or groups of three ways the examples were the same and different. • Sort your examples in some way. Give each group a title or label. • Share labels and some examples of each. Discuss similarities/differences. • Introduce labels of the “experts.” • Determine where our examples fit.

  10. Practice Using the Rubric • Focus on one aspect of quality at a time. • Model and have students use rubric to critique your example (emphasizing one aspect at a time). • Have students pair up, read and watch a video together and work together to write a comparison/analysis. • Have them match up with another pair to use the rubric to give one another feedback on one aspect of quality. • Have students discuss how they used rubric and language of rubric to help one another improve their comparisons/analyses. • Have students talk about one thing they would work on now to improve their comparisons/analyses.

  11. Does everything need a rubric? No!

  12. Reading: Key Ideas and Details Grade 6 1. Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. What are the likely answers students will give to this question? What issues/misconceptions would cause them to give those answers? What would my next steps be with students who have each of those issues/misconceptions?

  13. Big Ideas: • Mostly for reasoning, skill, or product targets. • Strategies 1-3 are part of and foundational to these activities/strategies. • When you do these, it is critical for students to be involved in making the rubrics. • Students need time to practice using what they have learned in various ways with models and with their own work.

  14. Learning Targets • I can describe how to design lessons to focus on one learning target or aspect of quality at a time. • I can describe ways to teach students focused revision.

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