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Module 3. Effective Learning Systems. Effective Learning Systems. Setting the stage for a successful Learning S ystem (How to set up PLCs) Effectively using Data to develop systemic processes for School I mprovement
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Module 3 Effective Learning Systems
Effective Learning Systems • Setting the stage for a successful Learning System (How to set up PLCs) • Effectively using Data to develop systemic processes for School Improvement • Effectively using data to develop systemic processes for Balanced Assessments • Developing a system for Balanced Literacy • Advancing Mathematics for success for all students • Instructional Practices (Monitoring, adjusting, and strengthening) • Focusing Professional Growth
Effectively using data to develop systemic processes for Balanced Assessments
What does CASL stand for? • Classroom Assessment forStudent Learning
What CASL boils down to • 3 Questions • 7 Strategies • 5 Keys
The 3 Guiding Questions • Where Am I Going? • Where Am I Now? • How Can I Close the Gap?
The 7 Strategies • Where Am I Going? • Provide students with a clear and understandable vision of the learning target • Use examples and models of strong and weak work • Where Am I Now? • Offer regular descriptive feedback • Teach students to self-assess and set goals • How Can I Close the Gap? • Design lessons to focus on one learning target or aspect of quality at a time • Teach students focused revision • Engage students in self reflection, and let them keep track of and share their learning.
5 Keys to Quality Classroom Assessment • Clear Purpose • Clear Targets • Sound Design • Effective Communication • Student Involvement
1. Clear Purpose • Know what you are doing and why, then explain that to your students • Know why you are giving an assignment, quiz, test, project, etc. and how you are going to use the information gained to better help your students. • Know what is Formative and what is Summative
2. Clear Targets • Standards should be broken down into focused, student friendly language • Example: • I can define the term “Pygmalion” • I can use the term “Pygmalion” correctly in an educational context.
Types of Learning Targets: • Knowledge • Facts, vocabulary, basic concepts, etc. • Reasoning • Using Knowledge to solve, infer, compare, etc. • Skills • Using Knowledge and Reasoning to do or perform • Products • Using Knowledge, Reasoning, and Skill to create
3. Sound Design • Your Assessment methods need to align with your Learning Targets to get the clearest picture of a student’s comprehension.
Types of Assessment Methods: • Selected Response • Multiple Choice, True/False, Matching, Fill in the Blank • Extended Written Response • ORQ, CR, Essay • Performance Assessment • Student does/creates a product; teacher observes and judges quality • Personal Communication • Verbal Q&A, discussion, interview, oral exam, journals
So which Assessment Method is best for which types of Targets?
Stages in Assessment Development • Plan – create the Learning Targets • Develop – decide which assessment methods best align with the Learning Targets, and create the assessment • Critique– look at the Targets and Assessment to make sure it is of good quality • Administer – give the assessment to the students • Revise– based on the data, modify the Targets and/or Assessment as needed.
Under what circumstances is it okay to “teach to the test”? • When the Test is aligned with the Learning Goals and includes a variety of quality Assessment Methods
4. Effective Communication • Teachers record and report assessment information in a timely (aka – immediate) manner • Teachers give detailed feedback on student work • Model and show them what “good” looks like
5. Student Involvement • Have students reflect on their learning and their assessments • Have students set goals for their learning
How often should students reflect on their learning? • All the time! • After a lesson - After a test • After a quiz - After a unit • After an activity - After the course • Students should be challenged to set goals for themselves and question what they did that worked or didn’t work
So what does it look like in a real classroom? • Set your Goals (in student friendly language) • Create the Summative Assessment • Give a Pre-Test • Warm-ups and Exit Slips • Daily Formative Assessments 6. Post Goals everywhere! 7. Review 8. Give the Summative Assessment 9. Give Test Corrections and Reflections 10. Return to the material as you progress
Developing a system for Balanced LiteracyANDInstructional Practices (Monitoring, adjusting, and strengthening)