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Today At-a-Glance

Today At-a-Glance. Welcome. Opener… Small Schools Project. Data Analysis: CLICCCK Survey. Analysis of Assessments- Practice. Looking back… Looking forward…. Sampling, Extended Activities. R 4. Structured Team Planning. Small Schools Project.

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Today At-a-Glance

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  1. Today At-a-Glance Welcome Opener… Small Schools Project Data Analysis: CLICCCK Survey Analysis of Assessments- Practice Looking back… Looking forward… Sampling, Extended Activities R4 Structured Team Planning

  2. Small Schools Project http://www.smallschoolsproject.org/index.asp?siteloc=teaching&section=pp-cbl

  3. After viewing the video clip, individually think about and record: What “conditions” were present in the “Picturing the Possibilities: Learning to Serve” video clip that most likely contributed to student engagement?

  4. Love Power Freedom Fun Group yourselves according to the color of the sheet that you hold. Together… discuss your responses to the processing question and relate each to corresponding elements of human motivation theory. (CLICCCK)

  5. CLICCCK A Look at the Data: Human Motivation Theory Survey

  6. CLICCCK Compare YOUR school’s data with the total for all R4 High Schools… for both Teachers and Students

  7. CLICCCK

  8. CLICCCK Question #8: Students

  9. CLICCCK Question #8: Teachers

  10. As you go to break… Use 3 or 4 post-it notes to “vote” for which elements of CLICCCK, you think should be incorporated into EVERY lesson that is taught?

  11. Time for a break?

  12. CLICCCK What does the data seem to say? Are there any surprises? Might these elements be considered “non-negotiables” in every teacher’s instructional practices?

  13. CLICCCK What thoughts do you have about the process used to analyze the survey data? What, if anything, would you like to share from your analysis?

  14. Relationships CLICCCK Advisor/Advisee/Homeroom How are they alike? How are they different? Conclusions or Interpretations

  15. Consider the following questions… If an educational program provides high levels of rigor but not relevance, what are the results? 1. If an educational program provides high levels of relevance, but not rigor, what are the results? 2. If an educational program provides high levels of rigor and relevance, but not relationships, what are the results? 3.

  16. Analyzing Teacher Assessments for Rigor and Relevance

  17. Second: Mentally tally the levels of rigor… mark the predominant level at the top of the assessment. 1,2 Match- YES Assessment 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11. 1 4 2 Match the predominant level of rigor to the recommended assessment type…

  18. A Third: Insights… Conclusions? 1,2 Match- YES fjlskdjf ef kowi kk f ‘a lf fdka e lkef j’we e ‘wke k fa Assessment 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11. 1 4 Fourth: Predominant level of relevance…? 2 Fifth: Which Quadrant- A,B,C,D? Knowledge in one discipline

  19. Western Civilization Part A Semester 2 Exam Please put your answers on the answer sheet provided. Do not write on this test! Matching Match the definition with the best choice form the choices provided. Set A 1. 2. 3. 4. 5. Set B 6. 7. 8. 9. 10. With your partner… Use the tool to analyze the Western Civilization assessment for Rigor & Relevance.

  20. Large Group Discussion: Analysis of the Western Civilization Assessment • Find a partner from another school. • Individually, analyze your own assessment, using the Analysis Tool. • Swap your assessment with your partner’s assessment. • Use the tool to analyze your partner’s assessment. • Bring out both assessments and one at a time, compare your analysis with your partner’s analysis… using the slips provided. • Discuss

  21. Individual reflection… Professional Learning Log of_________ One can learn from experience. It is with conscious reflection on the experience that the learning is deepened. Did your thinking match your partner’s thinking? What is the value in assessing the rigor and relevance in your own assessment? What is the value in assessing the rigor and relevance in someone else’s assessment?... Or in having someone else assess your assessment?

  22. For teachers who are interested… two additional resources for increasing the level of rigor in assessments: Applying Bloom's Taxonomy-http://www.teachers.ash.org.au/researchskills/dalton.htm#Evaluation Bloom's Revised Taxonomy- PPT http://www.kurwongbss.qld.edu.au/thinking/Bloom/blooms.htm Choose - Bloom's Revised Taxonomy PowerPoint Presentation (start at slide 12)

  23. Time for Lunch!

  24. Learning to Serve: If your staff watched this video clip, how would they respond to the following questions? Would you like to teach in an environment where teachers are supported in doing this type of teaching? WHY? Would you like for your children, grandchildren, nieces/ nephews- to attend a school that supported teachers in teaching this way? WHY?

  25. Learning to Serve: If your staff watched this video clip, how would they respond to the following question? What are the barriers that would prevent us from teaching this way? Make a list…

  26. Potential Barriers What are the barriers that would prevent us from teaching this way?

  27. R4 YEAR 2 …will explore WHAT could be changed to increase the levels of rigor, relevance, relationships and reflection… 4 sessions (not including the HS Summit) Similar format to Year 1

  28. R4 YEARS 3-5 …will explore HOW changes can be made… full staff PD on strategies for increasing the 4 R’s 4 sessions (not including the HS Summit) Similar format to Year 1 & 2 for Leadership Teams

  29. http://www.youtube.com/watch?v=j8kydGYJP4I&mode=related&search=http://www.youtube.com/watch?v=j8kydGYJP4I&mode=related&search=

  30. Extended Activities/ Team Planning Continue analyzing the motivation survey data Review past capacity-building efforts Plan for future capacity-building Set meeting schedule for 07-08

  31. Aug. Sept. Oct. Nov. Jan. Dec. Feb. Mar. April July June May Building Capacity for Change: 2007-2008

  32. Time for a Quiz!

  33. Sampling: Cedar Falls Region 56 49 39

  34. See you next year! Monday, October 1, 2007 Cedar Falls R4

  35. Sampling: Clear Lake Region 48

  36. See you next year! Tuesday, October 2, 2007 Clear Lake R4

  37. Team Feedback Using a rising scale of 1 to 5, rate today. 4 or 5= The day was meaningful and relevant, and you enjoyed the collaboration with others. 1, 2, or 3= The day did not meet your needs. Please provide feedback as to what could have made the day better.

  38. How is the following video clip like the work of your R4 Leadership Team?

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