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Evidence Based Observation Lead Evaluator Training Part 1 – Welcome Back!. “ Homeplay ”. Identify the presence or absence of “check for understanding” in your present evaluation tool Practice collecting evidence of “check for understanding”
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Evidence Based Observation Lead Evaluator Training Part 1 – Welcome Back!
“Homeplay” • Identify the presence or absence of “check for understanding” in your present evaluation tool • Practice collecting evidence of “check for understanding” • Check yourself – did your evidence contain bias or opinion? • Identify the presence or absence of “check for understanding” in one of the NYSED approved rubrics
Let’s debrief… • How did you do? • What were you able to find out? • What did you notice as you were observing instruction?
Today’s Outcomes: • Explain the difference between current practice and evidence based observation • Identify and define criteria for one area of effective instruction around which evidence collection will be focused
What is Evidence Based Observation? • Collection of factual information • Free of bias or opinion • Based on specific criteria • Used to provide feedback for reflection and improvement of teacher practice
To paraphrase or not to paraphrase. . . that is the question! Defend or refute the following statement: “Paraphrasing” what happened in the classroom is an effective way of providing “evidence” for the teacher.
Let’s take a look at some written evaluations….. Highlight examples of evidence Underline words that show bias or opinion or paraphrasing
What IS checking for understanding? • Evidence is observable (overt) • Evidence is of ALL students • Evidence is congruent to the objective When does checking for understanding occur??
What would evidence of “Checking for Understanding” look like/sound like? The teacher said to all students, “Write down a definition of compromise in your own words and draw a visual that will cue you to what the term means.” All students shared their visuals and definitions with their partners as the teacher walked around the classroom.
The “continuum” of checking for understanding One at a time Several NEVER ALL!
Put your heads together… • “check in” with a partner to review the pieces of evidence you collected • As a table, create a bulleted list of 5-6 pieces of evidence on the chart paper • Post your list
Collection of Evidence Teacher stated, “I’m going to give you the word in English and you are going to have to write it in Spanish. I’m going to give you a definition and you are going to have to tell what that word is. I’m going to give you a fill in the blank and you are going to have to hill in the blank with the word.” “Teacher stated, “I want you to write it on the white board as you think it is, ok? And that way you know you know the word or not. Does that make sense?”
Collection of Evidence Teacher stated, “Tienespreguntas? Do you have any questions?” The teacher said “Aisle.” Students wrote the word in Spanish on their white boards. As soon as students wrote an answer, they held up their white board to show the teacher their response. The teacher stated, “bien” (good) when a student displayed a correct answer.
Collection of Evidence What did you collect? (Table pairs) The teacher asked, “What do you think her parents’ genotypes looked like? The teacher walked around the classroom as students worked in pairs. The teacher stated, “Try to figure out-based on how your parents look-whether you are heterozygous or homozygous.”
“Homeplay” • Continue to practice collecting evidence of “check for understanding” • Bring an observation that you have completed • Identify the presence or absence of “check for understanding” in one of the NYSED approved rubrics
Closure for this morning… • Compose a question about Check for understanding that everyone in the room should be able to answer • What is a goal you have around check for understanding?
