EXAMINING THE MODULES: ASSESSMENT PRACTICES

1. EXAMINING THE MODULES: ASSESSMENT PRACTICES LT 2c. I can analyze the role of student-friendly learning targets, aligned assessment, and effective curriculum-embedded assessment in ensuring that all students achieve college and career success.

2. Grade-Level Groups • Examining the modules: through the lens of a teacher • Analyze the curricular structures(module, unit, and lesson level) • Analyze the instructional practices, pedagogical moves, etc.

3. Examining the Modules Common Core is about creating self-directed learners who use inquiry to drive their learning. We are asking you do to the same: be self-directed and use inquiry to understand the modules.

4. Assessment Practices in the Module Re-read box in Learning Targets Toolkit, page 4:

5. Learning Targets Review Criteria for a quality learning target • Written in student-friendly language • Derived from a standard • Contextually specific • Assessable • About the learning, not the doing

6. Standards/Targets Chart (Module Overview) • Look at the module overview document: • What standards are taught and assessed in this module? • Evaluate the targets in the module based on the criteria: • Student-friendly, derived from standard, contextualized, accessible, about the learning • With a partner, share at least one target from the module that strikes you, and why.

7. Alignment of Targets to Assessments Performance Task vs. other 6 assessments? Check your understanding: How would you explain the difference between the performance task and the end-of-unit 3 assessment?

8. How are the modules organized? A visual to help you synthesize your thinking about how the modules are organized: • Concept map, chart, definitions . . . You decide! • Choose the key terms: one term per index card • Show how the terms/concepts are inter-related, all the way from the module level to the lesson level

9. Alignment of Targets to Assessments • Orient to the “assessments” document • At your table, divide into 7 groups • Each group focus on one of the 7 assessments in the module • Look at the standards assessed. How does the assessment match the target? • Discuss: What strikes you?

10. Discussion about Assessment Practices • At your table, discuss How do the assessment practices embedded in the curriculum modules help ensure that students master content rich curriculum so they are college and career ready? What is your evidence?

11. Transition • Thank you! • Please return to your grade-level break out group at 1pm.

12. EXPERIENCING THE MODULES: ASSESSMENT PRACTICES LT 2c. I can analyze the role of student-friendly learning targets, aligned assessment, and effective curriculum-embedded assessment in ensuring that all students achieve college and career success.

13. 3-column recording form Preview the 3-column Assessment Practices Recording form • Assessment practice • Evidence in the lesson • How it supports students • We will circle back to this form after experiencing a lesson.

14. Framing • Experiencing the modules: through the lens of a learner • Consider one’s own experience as a “Common Core era” learner • Based on one’s own experience, reflect on the implications for students

15. Opening: Engaging the Writer Directions: in groups of five at your tables: Write a quick one-line advertisement promoting reading to 3rd graders.

16. Learning Targets (for this modified lesson) Long-term Targets (based on CCLS) • I can write an informative/explanatory text that has a clear topic (W.3.2) • I can develop the topic with facts, definitions, and details (W.3.2) • I can construct a closure on the topic of an informative/explanatory paragraph (W.3.2) • I can write for a variety of reasons (W.3.10) Supporting Targets:

17. Work Time: Creating Success Criteria by Using Models Importance of students working with models. • Remember Ron Berger’s metaphor about the Olympics… Today’s focus: using a model to create a criteria list • Note: the model is not an “exemplar”: not perfect work • The purpose of a model is to establish a clear vision of what success would look and sound like for this task

18. Model paragraph Dear Students, Did you know that reading changes people’s lives? It is one of the most powerful tools we have to live the lives we want to live. Because it’s so important, many heroes have gone to great lengths to bring reading to others. Don’t wait to arm yourselves with this incredible tool . . . . Just like YohannesGebregiorgis strapped packs to donkeys’ backs….

19. Determining Criteria for Success What do you notice in the model paragraph? What did the author do that made this a strong paragraph? • Let’s generate a few criteria as a whole group. • Then you will continue at tables. • Be ready to share out with the whole group after your work time.

20. Closing and Assessment Directions: Please regroup at a new table. Bring your draft writing. • Re-read your draft paragraph to a partner at your new table. • As a writer, make connections between your own draft writing and the criteria list we generated as a group. • Identify one “star”: area of strength in your draft paragraph • “One criterion I see in my paragraph is… for example…” • Identify one “step”: area of improvement • “One criterion that I need to work on is…” • Then repeat, with the other person sharing his/her writing.

21. Debrief LT 2c) I can analyze the role of student-friendly learning targets, aligned assessment, and effective curriculum-embedded assessment in ensuring that all students achieve college and career success. Directions: • Begin to fill in Assessment Practices recording form.

22. Debrief Directions: At tables • Discuss the impact of those assessment practices on your experience of the lesson. • Discuss: How might these practice support all students in meeting the standards? • For those ready for an additional challenge, incorporate how the lesson reflects our research reading from the morning. • Chart key ideas from your discussion. • Present key ideas to the whole group.

23. Digging into the Lessons (on paper) On your own, review the written lesson that was the basis for the experience you just had as adults (5 minutes) At your tables, discuss (7 minutes): How is the written lesson for students different from what you just experiences as adult learners?

24. Learning Targets in Action Video from Odyssey School (search Learning Targets Vimeo)

25. Communicating Learning Targets to Students • In Learning Targets booklet, re-read page 8. • Think, then talk with a partner: • What does the text say about using learning targets with students? • In lessons, find and mark with a sticky note: • Where learning targets are introduced to students • Where students debrief or reflect on learning targets • Discuss: What strikes you?

26. Communicating Learning Targets to Students • In lessons, find and mark with a sticky note: • Where learning targets are introduced to students • Where students debrief or reflect on learning targets • Discuss: What strikes you?

27. Transition • Thank you! • We will meet in grade-level groups again each day. • Now, please return to the whole group space • Sit with your research team. Be prepared to share: • What you analyzed • What you experienced • Your key insights on your triad note catcher