Stage 2: Determine Acceptable Evidence

1. Stage 2: Determine Acceptable Evidence How Do We Hold Students Accountable for Their Learning?

2. Summative assessments State/national assessments (MAP, Stanford) Scores that are used for accountability for schools (AYP) District benchmark - common assessments Interim assessments – End of unit or chapter tests Performance Tasks

3. Formative Assessments • Which of these do you see in Unit 1? • Performance Tasks and Rubrics • Tests • Academic Prompts • Quizzes • Conferring, anecdotal notes and observation • Self and peer assessments • Pre-assessments

4. How Do We Hold Students Accountable for Their Learning?From One Teacher at a Time: The Big Four see http://improvestudentlearning.com • Use a well articulated curriculum. Know and use clearly articulated curriculum targets. • If we don’t know where we are heading, how will we know when we get there? • A Well Articulated Curriculum: • Clear learning targets aligned through unit, assessments, lessons, and student work • Learning targets are clearly displayed, articulated and unpacked by teacher and students • If someone came into the room, teachers and students could answer the following at any time: • What are you doing? Why are you doing it? • How does it link to what has been learned before? • Where can you transfer, apply, use what you learned today? • What questions do you have about today’s learning?

5. How Do We Hold Students Accountable for Their Learning?From One Teacher at a Time: The Big Four • Have a plan for delivery. Plan and use instructional strategies that will help the learner remember content and apply information and skills. How will students be actively engaged and accountable for their learning? • Plan for Delivery • Understanding by Design • GANAG • Instructional Strategies

6. G A N A GPlan for Delivery

7. Instructional Strategies that hold students’ accountable • Using the first lesson plan and Interactive Reading Response in the Six Traits of an Effective Reader section, identify how many of the following you can find in the lesson. • Goal setting • Marzano’s Nine Best Strategies • 1. Identifying similarities and differences 2. Summarizing and note taking 3. Reinforcing effort and providing recognition 4. Homework and practice5. Nonlinguistic representations 6. Cooperative learning 7. Setting objectives and providing feedback 8. Generating and testing hypotheses 9. Cues, questions, and advance organizers • Problem solving • Analyze perspective • Persuasive argument • Examine the 6th grade Reading to Understand Myself Unit – Six Traits of an Effective Reader, Lesson One, “The American Slurp” and the Interactive Reader Response to identify all the examples of what is listed above in the lesson.

8. Instructional Strategies • Goal setting Students will have taken the pre-assessment that identifies their strengths and needs with marking text and summarization. • Marzano’s Nine Best Strategies • 1. Identifying similarities and differences Cultural Differences Matrix How the 6th grader’s culture shock is like/different from the Chinese narrator.2. Summarizing and note taking Marking text Paraphrase Whole class summarization of discussion3. Reinforcing effort and providing recognition Teacher/peer comments on daily work in Interactive Reading Response Discussion – whole class, partner 4. Homework and practice Teacher models first part of story and marks text Teacher models paraphrase Three opportunities to paraphrase

9. Instructional Strategies • 5. Nonlinguistic representations Cultural Differences Matrix6. Cooperative learning Round Robin & Think Pair- Share7. Setting objectives and providing feedback Clear learning targets Feedback through conferencing, small groups, pairs Written feedback on Interactive Reading Response8. Generating and testing hypotheses Final question: How does the awareness of those around me help me become a better member of this communication arts class?9. Cues, questions, and advance organizers Link to prior knowledge: What are some differences between elementary and middles school? Build background knowledge: What is culture shock? • Investigation • Problem solving • Analyze perspectives Compare your perspective to the narrator’s perspective. Ask yourself, when I experience culture shock, am I so concerned with myself that I am unaware of the feelings of others around me. Explain your response. • Persuasive argument

10. Formative Assessments#3 of the Big Four • Vary and use formative assessments. Use a range of assessment methods to clarify the learner’s status relative to learning targets, and help learners achieve content (cognitive) and character-based (affective) targets. • How will I give students multiple opportunities to demonstrate their learning • What habits of mind will support my student’s ability in this lesson to behave intelligently when confronted with an answer they do not know?

11. Formative Assessment Assessment is a key component of instruction and cannot be separated from the teaching and learning process. Teachers effectively using formative assessments assist theeir students who typically perform at the lower level of achievement to show the greatest gains. Formative assessment is a process whereby students and teachers maintain ongoing conversation about learning, formative assessment is key to student achievement.

12. Formative Assessments Daily worksheets and quizzes have been used to gather points for grades rather than for daily feedback that teachers give and get from their students to determine their focus for the next day. Formative assessment is a tool teachers can use to probe student understanding, inform instructional decisions, and develop relationships. Formative assessment helps students interpret feedback as a means of learning rather than as punishment or reward

13. #4 of the Big Four Give methodical feedback to the learner based on the targets, evident in record keeping and reporting. The point of assessment is to advance learning, not to audit the absorption of facts. Instruction using the Six Traits provides the teacher with ongoing assessments to find out who understands and who doesn’t before moving to higher-level thinking skills. Six Traits Rubric How is formative assessment feedback for improving?

14. Feedback Rather than performing to get a grade, the focus is on learning to understand. Dialogue plays a key role in determining student motivation A teacher who responds with comments such as "good" or "nice picture" is focusing attention on approval. Responding to student work with comments such as "explain what you mean by …" or "describe in detail" focuses the students' efforts on understanding the content Formative assessment serves the dual purpose of giving the teacher information on the effectiveness of the lesson and giving students information on the current state of their learning.

15. MetacognitionStudent Self-Reflection Teacher feedback is only one way to improve learning. Establish criteria and use student anchors to demonstrate degrees of understanding. Regularly have students assess their work against the anchors and give themselves “feedback” of how they can improve. Use the Reflection Rubric questions to begin the self-reflection process on a regular basis. Us the rubric to dtermine criteria for proficient reflection. Peer feedback using established criteria

16. Evidence Gathering and Portfolios • Examine first unit final assessment – Part B • Students have collected evidence • Reflect on on What that evidence proves about your learning • Give honest feedback about the strengths and weaknesses of each piece of evidence • Look for growth • Keep evidence of learning in I CAN portfolios • Revisit goals established at beginning of unit.

17. Closure What did you learn? Create a rap, poem, or something of your choosing to share your learning about Stage 2: How do we hold students accountable for their learning?

18. Closure to GRASPS activity What have you discovered about the unit? From the feedback you provided on the Curriculum Review Analysis Form, what is the most important thing I should take away? How has this workshop enhanced your understanding of UbD?