1 / 10

Maximize the Impact of the Collaborative Classroom : A Return on Your Investment

Maximize the Impact of the Collaborative Classroom : A Return on Your Investment. Virginia Department of Education’s Training and Technical Assistance Center at Virginia Commonwealth University www.ttac.vcu.edu.

halia
Download Presentation

Maximize the Impact of the Collaborative Classroom : A Return on Your Investment

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript

  1. Maximize the Impact of the Collaborative Classroom: A Return on YourInvestment Virginia Department of Education’s Training and Technical Assistance Center at Virginia Commonwealth University www.ttac.vcu.edu

  2. According to Hattie(2009) providing formative evaluation has the greatest impact on studentachievement (0.9). (Appendix B) School leaders can impact studentachievementwhenquality instruction is the focus. The largest impact on teacherknowledge and/or behavior: observation of actualclassroommethods, video/audio feedback and practice (Hattie, 2009, p.120). Why are we here? Why are wehere?

  3. Formative evaluation – ongoing data collection directly linked to the teaching and learning process (Wiliam, 2011) • Formative assessment/formative feedback/assessment for learning – “activities undertaken by teachers, and/or their students, which provide information to be used as feedback to modify the teaching and learning activities in which they are engaged” (Wiliam, 2011, p. 37) Building Common Understanding Build Common Understanding

  4. “Formative assessment is used to describe the function that evidence from the assessment actually serves, rather than the assessment itself” (Wiliam, 2001, p. 43) Formative Assessment

  5. What happens when formative assessment is not used to inform instruction? So what?

  6. Systematic formative evaluationproceduressignificantlyincreasedstudentachievement for studentswithmilddisabilities. (ES .70) • Studentswithmilddisailitieswho are monitoredsystematically and IEPs are developedformatively over time willperformbetterthanstudents not monitored in thisway. (ES .70) • The use of data-evaluationrulesraise the effect size to .90 or higher. Fuchs & Fuchs (1986) Whatdoesthismean for studentswithdisabilities?

  7. What beliefs, attitudes and practices do my collaborative teachers need to implement formative assessment effectively? • What infrastructure supports do collaborative teachers need to be able to work collaboratively effectively? Self-reflection Activity

  8. Where am I going with this approach? • How am I going to make changes? • Where should I go next to meet the needs of the learners? Answers should be related to task, process, self-regulation, and self. (p. 177) (Hattie, 2009) Providing feedback to teachers on what is happening is key so they can self-question (p.181)

  9. As a group determine questions you could pose to the teachers to encourage self-reflection and formative feedback on the lesson you observed. CUPS • What would you want to see in the form of formative assessment? Activity

  10. Fuchs, L. S., & Fuchs, D. (1986). Effects of systemic formative evaluation: A meta-analysis. Exceptional Children, 53(3), 199-208. • Hattie, J. (2009). Visible learning: A synthesis of over 800 meta- analyses relating to achievement. New York, NY: Routledge. • Wiliam, D. (2011). Embedded formative assessment. Bloomington, IN: Solution Tree Press. References & Resources

More Related