BREVARD EFFECTIVE STRATEGIES FOR TEACHING (B.E.S.T.) Module IV

1. BREVARD EFFECTIVE STRATEGIES FOR TEACHING (B.E.S.T.)Module IV

2. B.E.S.T.

3. Review • What is B.E.S.T.? Why is it important? • What are the three goals of B.E.S.T.? • What are the first three modules of B.E.S.T., and one key concept from each?

4. SSNP Inclusion Differentiated Instruction RtI Differentiated Accountability Model National and State Standards Serving every student with excellence as the standard Student Engagement StudentAchievement ContinuousTeachingImprovement LearningMeasure-ment LearningSpark Learning Cycle LearningEnviron-ment LearningStrategies LearningPlan for All Module 1 Module 2 Module 3 Module 4 Module5 Module 6

5. BREVARD EFFECTIVE STRATEGIES FOR TEACHING (B.E.S.T.)Module IV

7. Module IVLEARNING MEASUREMENT:Using Assessment to Drive Learning How will I know if my students are learning/have learned?

8. “Effectiveness in teaching is not defined on the basis of what they do as teachers, rather, it is defined by what their students are able to do.” --Thomas Guskey 2007

9. Desired Outcomes • By the end of Module IV, we will have… • A foundation for using assessment as a critical component of the teaching/ learning experience for us and our students • Examples of formative assessments

10. Desired Outcomes • A means for using assessment data to track student progress, differentiate instruction, and celebrate success • A list of criteria for both traditional and standards-based grading systems • An awareness of assessment with RtI

11. Module IV Agenda

12. Agreements • Take responsibility for your learning • Listen as an ally • Everyone participates; no one dominates • Honor time limits • Silence cell phones • Have fun!

13. Assessments At your table: • Brainstorm different assessments you use • Write one per sticky note • Whole table places notes under pre-assessment, formative, and summative on chart paper • Three minutes

14. Why Assess? • Reflect on your current assessment practices. • Using the ‘speedy round robin’ technique, begin with the person whose birthday is closest to this day and move around the table for each person to share (5 seconds or less) a reason why we assess learning. • Continue until time is called.

15. Why Assess? • To determine student readiness. • To plan instruction. • To monitor student progress. • To modify instruction. • To determine mastery of content.

16. Q4 • Performing Type: • Spontaneous • Adventurous • Dramatic • Creative • Q1 • Feeling Type: • Empathetic • Reflective • Caring • Sensitive • Q3 • Doing Type: • Hands-on • Problem solver • Goal-oriented • Active • Q2 • Thinking/Analytic Type: • Conceptual • Factual • Analytical • Rational

17. Your Task • Select a Quadrant 2 learner (thinking/analytic type) to be your representative. • Draw on your paper a picture of the ideal school culture. • You have 4 minutes. • Designate a Quadrant 1 learner (feeling type).

18. Assessment is NOT… • Always a grade • Always pencil and paper • An ‘end-all’

19. What is Assessment? The word “assess” comes from the Latin verb ‘assidere’ meaning ‘to sit with’. In assessment one is supposed to sit with the learner. This implies it is something we do ‘with’ and ‘for’ students and not ‘to’ students. --Green 1999

20. “Assessment is today’s means of understanding how to modify tomorrow’s instruction.” “Assessment has more to do with helping students grow than with cataloging their mistakes.” --Carol Tomlinson

21. “Nature is like a radio band with infinite stations; the reality you are now experiencing is only one station on the band, completely convincing as long as you stay tuned to it, but masking the other choices that lie on either side.” --Deepak Chopra

22. A Shift in the Use of Assessments

23. A Shift in the Use of Assessments

24. Three General Types of Assessment • Assessment beFORe learning = Pre-assessment • Assessment FOR learning= Formative or Ongoing Assessment • Assessment OF learning = Summative evaluation

25. Sources of Assessment InformationWhat should I use to assess my students? Formative Conversations Student-teacher conferences, oral presentations, peer conferences, group work Observations Cooperative learning teams, working with manipulatives, role-plays, demonstrations, performances, experiments Products Journals (blogs/Vlogs), worksheets, quizzes, tests, projects, self-assessments, reports (multi-media), stories (digital) FDLRS/FIN training manual on Differentiated Instruction, Assessment

26. When assessment and instruction are interwoven, both the students and the teacher benefit.

27. On-going Assessment:A Diagnostic Continuum Pre-assessment Formative Summative (Finding out)(Keeping track (Making a & checking up) judgment) ScreeningChecking forUnit test or Diagnosticunderstandingsemester exam Pre-testGuided practice data FCAT SurveyProgress monitoring Final grade

28. PRE-ASSESSMENT Any method, strategy or process used to determine a student’s current level of readiness, prior knowledge, or interest in order to plan for appropriate instruction

29. PRE-ASSESSMENT • Assessment BeFORe Instruction • Allows teachers to understand • each student’s starting point • Guides initial planning • Drives differentiated instruction

30. Pre-Assessment

31. Pre-Assessment Examples Pre-assessment What Do You Know? Formative What Are You Learning? Summative What Have You Learned ? Screening Pre-test Diagnostic KWL Inventories Observation Anticipation Guide Concept Map Questioning Other

32. “The single most important thing to change in teachers’ practice is the minute to-minute and day-by-day use of assessment to adjust instruction.” --Wiliam 2007

33. Formative Assessment A processused by teachers andstudentsduring instruction that provides feedback to adjust ongoing teaching and learning to improve students’ achievement of intended instructional outcomes.

34. Formative AssessmentAssessment FOR learning • Uses data to inform and alter instruction along the way towards student mastery • Serves to promote student success • Helpsstudentsadvance their learning with enthusiasm (in control)

35. Formative Assessment • An ongoing process with both students and teachers where they: • Focus on learning goals • Take stock of current student work in relation to the learning goals using formal or informal assessment processes • Take action to move closer to the learning goals (i.e teachers may adjust teaching methods; students may adjust learning methods.)

36. Effective Formative Assessment Must… • Be used by both teacher and students • Be aligned with instruction • Measure what is important and not just what can be easily assessed • Be practiced frequently to provide direction for instruction • Reveal the students’ knowledge and cognitive strategies for solving problems

37. Formative Assessment

38. “…the frequency of (formative) assessments is related to student academic achievement.” --Bangert-Downs and Kulik 1991

40. “Providing two (formative) assessments per week resulted in a percentile gain of 30 points.” --Fuchs and Fuchs

41. The Teacher’s Paradigm • Clearly communicate learning expectations with students • Help students make connections between the learning expectations and the work they do • Get information from students about where they are and how they learn

42. The Teacher’s Paradigm • Give feedback to students or suggestions about how they might move closer to learning expectations • Facilitate students’ self-assessment and goal-setting • Use assessment information to fine-tune lessons in progress and plan further lessons

43. Benefits to Students • Understanding and articulation of • their individual learning targets • Monitoring and reflection on learning • Using feedback to make adjustments • for understanding

44. Benefits to Students • Increased achievement • Increased understanding of how they learn • Increased control over their own learning • Increased engagement and empowerment

45. “There is a diagnostic aspect to all formative assessment, and diagnostic information can inform both students’ studying and teachers’ teaching...

46. The key is having a concept of the goal or learning target, which originally is the teacher’s, but which ideally the student will internalize, eventually setting his or her own goals and monitoring progress toward them.” --Sadler 1989; Gipp 1994

47. “Students who could identify their learning scored 27 percentile points higher than those who could not.” --Marzano 2005

48. Three Essential Questions 2 3 1 How can we get there? Where are you now? Where do you need to go?

49. Where am I going? (what standard?) 1. Provide a clear statement of the learning goal, expectation Use examples and models Where is the student now? 3. Offer regular descriptive feedback Teach students to self-assess and set goals The Seven Strategies of Assessment for Learning

50. How can I close the gap? 5. Design targeted lessons 6. Teach students focused revision 7. Engage students in self-reflection; let them keep track of and share their learning The Seven Strategies of Assessment for Learning