PLC Facilitator Meeting 1/30/06 & 2/1/06

1. PLC Facilitator Meeting1/30/06 & 2/1/06 AGENDA Warm-ups Celebrate/Troubleshoot MAP Moment Common Assessment Expectation Did you sign-in?

2. Warm-UpBall Game GOAL: Learn together by playing a ball game. DIRECTIONS: • Stand, form a circle • Toss ball to 1 person • That person gives the ball to another person & calls his/her name. • Continue until each person has been given the ball. • Remember the name of the person to whom you gave the ball.

3. “Can you do it better and faster?” Same directions—toss the ball, saying the name of the person you toss to until everyone has had the ball.

4. “Can you do it better and faster?” Same directions—toss the ball, saying the name of the person you toss to until everyone has had the ball.

5. What are the implications of this activity for PLC’s? Group problem-solving Continuous Improvement No direction vs focus

6. MISCONCEPTIONS ABOUT MEETINGS • Meeting time should be devoted to topics, rather than reflection, processing, or group development. • Improvement comes with reflection. • Routine self-assessment helps groups become more effective. • Routinely assessing meeting standards, can almost guarantee meetings that produce maximum work in minimum time with maximum member satisfaction.

7. GOAL: PLC meetings where the educational community can learn, dialogue, plan, problem solve, monitor, and make decisions to improve student learning. “Effective meetings require more than skilled facilitators. Facilitation is important, as are sound agendas and functional physical surroundings. More important are skilled group members and the application of certain principles. Meeting success is influenced more by the collaborative norms of the group than by the knowledge and skills of a meeting facilitator” (Garmston & Wellman, 1999).

8. Celebrate Troubleshoot

9. MAP MOMENT Relating Common Assessments to MAP Non-cores contribution to MAP

10. MAP Moment

13. BUZZWORDSWords That MAP Our Future January 16-20 Predict January 23-27 Discuss January 30 – February 3 Explain February 6-10 Summarize February 13-17 Compare and Contrast February 20-24 Infer February 27 – March 3 Evaluate March 6 – 10 Formulate March 13 – 17 Describe and List March 27 – 31 Analyze

15. “Buzz” Words and Bloom’s Taxonomy

16. Important Ideas to Keep in Mind When Working with “Buzz Words” • 1. Many of the words represent thought processes. These thought processes are assessed on MAP in a variety of ways. 2. 2. Many items on MAP require a more complex answer than a strict application of the definition will provide. 3. 3. More than one thought process is asked in the same question.

17. 1. Many of the words represent thought processes. These thought processes are assessed on MAP in a variety of ways.

18. 2. Many items on MAP require a more complex answer than a strict application of the definition will provide Explaining to evaluate (defending a position) is more complex than explaining to demonstrate understanding of facts. Analysis may require “studying the parts” as well as comparing, contrasting and inferring.

19. 3. More than one thought process is asked in the same question. Example: • List and explain… • Summarize and Formulate (Write a diary entry, letter, etc.) • Evaluate and Formulate (Write a recommendation or report)

20. Common Assessment Expectation K-6: Communication Arts & Math complete by the end of the year. 7-12: All core contents complete by the end of the year.

21. What’s Next? Curriculum Writers: • review the assessments to check the progression from grade to grade • fine tune the assessments to enhance the quality

22. Possible PLC Topics • Test-Taking Tips • Decoding Questions • Using MAP Release Items with students • Using MAP Release Items to compare to current scoring practices

23. ANCORA IMPARO“I am still learning”Michelangelo, age 87