How Will You Get Them There if You Don’t K now W here T hey A re ?

1. How Will You Get ThemThere if You Don’t Know Where They Are? Galileo Leadership Conference August 8, 2012 Northville High School Mary Kline Walled Lake Consolidated Schools Galileo 2003 - 2005

2. Today’s Learning Targets You will be able to: • describe the formative assessment process • explain the importance of learning targets in the formative assessment process. • name three formative assessment strategies/tools.

3. stranger? • acquaintance? • friend? • BFF?

4. Why? “…formative assessment is an essential component of classroom work … We know of no other way of raising standards for which such a strong prima facie case can be made.” - Paul Black and Dylan White, Inside the Black Box: Raising Standards Through Classroom Assessment

5. “…simply raising standards in our schools, without giving students the means of reaching them, is a recipe for disaster.” (Dweck, p. 194)

6. Marzano

8. I TAUGHT STRIPE HOW TO WHISTLE A Focus on Learning vs. Teaching

9. I DON’T HEAR HIM WHISTLING

10. I SAID I TAUGHT HIM. I DIDN’T SAY HE LEARNED IT From Checking for Understanding, King Features Syndicate.

13. ANOTHER ANALOGY? When __________________, that’s formative. • When __________________, that’s summative.

14. Each PLAYS animportant role IN TEACHING AND LEARNING!

19. Three key differences between formative and summative assessment…

20. Formative assessment • SPECIFIC, CLEAR LEARNING TARGETS understood by students; • a PLAN FOR ASSESSESSING throughout the learning; • Students receive ACTIONABLE FEEDBACK; • INSTRUCTION is constantly MONITORED AND ADJUSTED based on assessment evidence.

21. Turn and TalkQuality formative assessment has…

22. “Teachers use formative assessment to inform instructional methods… at the very least, teachers should check for understanding every 15 minutes.” -Douglas Fisher Checking for Understanding

23. EXAMPLES • Exit slips • White boards • Thumbs up/down • Anticipation Guides • 3, 2, 1 • Surveys • Quick writes • Turn and talk • Strategic questioning • Red light/Yellow Light/Green Light

25. Students who can identify what they are learning significantly outscore those who cannot. - Marzano

27. “Students can hit any target they can see that holds still for them.” ~Rick Stiggins

28. BUT I POST THE OBJECTIVE EVERY DAY! STANDARD: What studentsshould know and be able to do at the end of a given time period . Examples: CCSS, GLCE, HSCE • LEARNING TARGET: The very next thing students need to know how to do to master the standard.

29. Effective learning Targets ARE: • a statement of the intended learning (NOT an activity); • written in clear, student-friendly language shared with students; • specific to a lesson; • assessable during the current learning session.

30. Do students know when they’ve learned it? Do they know what to do nextif they haven’t learned it?

31. FEEDBACK

32. ACKNOWLEDGE SUCCESS

33. GUIDE FUTURE THINKING

34. FEED-UP (LEARNING TARGET): Where am I going? FEEDBACK: How am I doing? FEED-FORWARD: Where am I going next? Visible learning: A synthesis of over 800 meta-analyses relating to achievement (p. 176), by J. Hattie, 2009, New York: Routledge.

35. specific • directly tied to the learning target • describes instead of evaluates • actionable - If the student acts on the feedback it will move him/her closer to the target.

36. Today’s Learning Targets Are you able to: • describe the formative assessment process? • explain the importance of learning targets in the formative assessment process? • name three formative assessment strategies?

37. How does formative assessment impact • the teacher’s role in the learning process? • the student’s role in the learning process?

38. "If you can both listen to children and accept their answers, not as things to just be judged right or wrong but as pieces of information which may reveal what the child is thinking, you will have taken a giant step toward becoming a master teacher, rather than merely a disseminator of information." -Easley & Zwoyer, 1975