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Monitoring and Deepening Student Understanding with the common core June 25, 2014

Monitoring and Deepening Student Understanding with the common core June 25, 2014. Dr. Eileen Dial Director of Student Teaching Holy Cross College. Who is this woman?. 16 years in Southern California schools 65% English learners Part of leadership team for 3 successful turnarounds

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Monitoring and Deepening Student Understanding with the common core June 25, 2014

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  1. Monitoring and Deepening Student Understanding with the common coreJune 25, 2014 Dr. Eileen Dial Director of Student Teaching Holy Cross College

  2. Who is this woman? • 16 years in Southern California schools 65% English learners • Part of leadership team for 3 successful turnarounds 4th grade team increased proficiency of student cohort from 30-85% • Dissertation examined leadership at 2 turnaround schools • 4 years BTSA coach • 2 years PAR coach • 2 years Data Intervention Specialist

  3. Monitoring Learning • A system must be in place to monitor student understanding and adjust teaching in order to address learning gaps • That system must include frequent formative assessment aligned to the CCSS. • The formative assessment should be based on what is happening in the class. It should be created by the teacher. • The analysis of the assessment is what is important, not the grade. • ASSESSMENT DRIVES INSTRUCTION. IT INFORMS PRACTICE

  4. Why Create Your Own Assessments? • PRE-MADE ASSESSMENTS • Program related assessment do not always align directly with the standard or the level of rigor. • They may cover information that the teacher has not covered. • They are generally written at the recall level and do not provide enough information about understanding. • TEACHER CREATED ASSESSMENTS • If you unpack the standard and create the assessment it will be aligned and be at the right level of rigor. • The assessment will match what has been covered in the class. • You can include a variety of questions that will give you a clear picture of student understanding.

  5. Learning Cycle

  6. Where Do We Begin? Creating Assessments for learning

  7. Example • Choose a Unit of Study: Story Analysis/Summary Fiction/Non Fiction • Theme: Journeys: Akiak, Grandfather’s Journey, Finding Titanic, By the Shores of Silver Lake • Identify the focus standards: RL: 1 & 2, W1 ,L 1,2 &, 3 (See handout)

  8. Now unwrap the standard • RL 2 Determine the theme of a story, drama, or poem from details in the text; summarize the text. • What are the nouns and verbs? • What is the level of Bloom’s? • Nouns: theme, story, drama, poem, details, text (this is what we need to expect) • Verbs: determine, summarize (this is what they have to do) (Level 3 and 4)

  9. Essential Understandings • Big Ideas: Authors create work to express ideas. Messages in text are not always explicit. In order to fully understand the author’s purpose, you have to be able to infer their underlying message.

  10. Essential Questions • How do I determine what evidence supports my ideas about the writing? • How do I decide what is an important detail? • What process needs to occur to make an inference about an author’s work? • How can I organize my writing so that it expresses my ideas thoughtfully and concisely?

  11. Try it • RL 1 Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text. • Talk in your groups. • What are the nouns and verbs? • What level do you think this should be considered? Why?

  12. Design the Assessment • What is the best instrument? • Can we assess multiple standards with the same assessment? • How might we have to modify it for diverse learners? • Selected Response • Matching • Fill in the Blank • Binary Choice • Short Response (two or three sentences) • Extended Response

  13. Rubric Writing • Begin with proficient and build from there. • Make it clear what students should be able to do. • Match it with what the standard requires-use that language. • Let’s talk about how the rubric might change for the other levels. We want to be able to use it to give precise feedback.

  14. Create the Assessment • What directions would we give for the summary? • What must the student do to get a proficient score?

  15. Analyze the data • After some instruction, students should be required to write a summary for a formative assessment. • Determine the levels and the needs of the students based on the rubric. • Determine a plan of action to address the needs. (Proficient, Basic, Below Basic) • Reassess after the proper intervention.

  16. Let’s Try It • What is your unit of study? • What standards will you cover and assess? What level are they • How will you determine student understanding? (formative assessments-expectations-last few handouts have some ideas for you) • What interventions might you have for proficient, basic, below basic?

  17. Questions • What are your questions? • What are your obstacles? • What support might you need?

  18. Contact Information • My goal is your success. Please use me as a resource. • You can reach me at: • edial@hcc-nd.edu • (574) 239-8396

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