FYI

1. FYI Ways to ask questions: Raise your hand Parking Lot Ask facilitator as they come around Email If you need to leave early, please: See a facilitator to get materials. Notify your administrator 1

2. Network for New Science/Math Teachers October 25, 2010 Meeting 2, Year 2 Lexington, KY University of Kentucky Partnership Institute for Math & Science Education Reform Kentucky Department of Education Welcome! Help yourself to some refreshments and networking

3. Group NormsRESPECT Rejoin whole group when signaled Everyone participates Side conversations to a minimum Prepared for meeting Expect to be here and present in the work Cell phone and other electronics etiquette Two feet rule 3

4. Review

5. Our Travels for Today Debrief Chapter 1 Becoming More Strategic Motivation Math/Science Breakouts

6. Let’s Debrief Number off 1-7; group by # Each group has 2 tasks: Pick one of the statements from the Reading Guide to discuss—sharing evidence. Take the corresponding Survival Skill #- Be prepared to share how that skill and the statement you discussed from the guide connect in some meaningful way.

7. Global Achievement Gap • 7 Survival Skills • Critical Thinking & Problem Solving • Collaboration across networks & leading by influence • Agility & Adaptability • Initiative & Entrepreneurialism • Effective Oral & Written Communication • Accessing & Analyzing Information • Curiosity & Imagination

8. 8

9. Current Status of U.S. Educational Assessment System Three Positives Four Negatives Reduction of assessment bias in large-scale tests Research ratification of the formative assessment process Increased advocacy of the formative assessment process Educator’s abysmal assessment literacy Uncritical adoption of interim assessment system(s) Computer adapted testing’s seductive allure Instructionally insensitive accountability tests James Popham, July 2010

10. Black Box Excerpt Skim the Black Box excerpt. Highlight key points you want to remember. What are 3-5 points you gained from this reading?

11. Why Use AFL? What does the Research Say?

12. Research on Effects Black and Wiliam (1998) International Research Review .4 to.7 Standard Deviation Score Gain Largest Gain for Low Achievers http://blog.discoveryeducation.com/assessment/files/2009/02/blackbox_article.pdf Bloom (1984) Mastery Learning Research 1.0 S.D. Gain Rivals One-on-One Time

13. Black & Wiliam Research on Effects of Formative Assessment:.7 Standard Deviation Score Gain= 25 Percentile Points ITBS (middle of score range) 70 SAT Score Points 4 ACT Score Points Markedly Reduced Score Gaps Largest Gain for Low Achievers

14. We know of NO OTHER WAY OF RAISING STANDARDS for which such a strong case can be made on the basis of evidence of such large learning gains. -Black and Wiliam, 1998

15. Unprecedented Gains Achieved Through High Impact Practices: Increased descriptive feedback, reduce evaluative feedback (CASL Chs. 2, 7, 9) Increased student self- and peer- assessment (CASL Chs. 1, 2, 5, 11,12) Increased opportunities for student to communicate their evolving learning during the teaching (CASL Chs. 1, 9, 12) Source: Inside the Black Box (Black & Wiliam)

16. Formative Assessment:Three Guiding Questions Where are you trying to go? Where are you now? How can you get there?

17. We must overcome the awful inertia of past decades.Michael Fullan

18. Why use Assessment For Learning? Student Motivation Learning Target: I can explain the role assessment has in student motivation.

19. CLASSROOM ASSESSMENTGUIDING PRINCIPLES: Gather accurate information about student achievement Use assessment process and results to promote maximum student learning

20. EFFECTIVE COMMUNICATION DESIGN ACCURACY EFFECTIVE USE PURPOSE STUDENT INVOLVEMENT TARGET Keys to Quality Assessment

21. Assessment for Student Motivation • Mistaken Belief #1: High-stakes standardized tests are good for all students because they motivate them to learn. • Mistaken Belief #2: It is the instructional decisions of adults that contribute the most to student learning and school effectiveness. • Mistaken Belief #3: The instructional decisions that have the greatest impact on student learning are those made once a year. • Mistaken Belief #4: Teachers and administrators don’t need to know about and understand the principles of sound assessment practice—the professional testing people will take care of that for us. • From “New Assessment Beliefs for a New School Mission” Phi Delta Kappan, 2004

22. Assessment for Student Motivation • What effects do assessments have on student motivation? • Can assessments be both productive and counterproductive on student motivation? Video: Assessment for Student Motivation

23. Video Segment #1: Our Legacy As you watch video segment #1, complete the first blank column on Table 1.

24. Work Segment #1 • Analyze this legacy by completing the Work Segment #1on page 2 in your handouts. • At your table, discuss the answers posed in Part 1, 2 and 3.

25. Video Segment #2: A New Mission • As you watch this video segment complete Table 2 on page 3 and Table 1…. • Compare Winners and Losers • Complete the Possible Future column on Table 1

26. Work Segment #2 • Think of an assessment environment in your own experience that had the effect of increasing your confidence, motivation, and therefore learning. This need not be an assessment that took place in a school setting. It might have involved a professional growth experience or have been associated with a hobby or other personal interest outside of school.

27. Video Segment #3: A New Vision • Complete Table 3 as you view this part of the presentation.

28. Work Segment #3 • Discuss the conditions that must be satisfied in a learning environment for success to appear to be, and actually to be, within reach for every student. • What are the keys for making that possible?

29. I understand the relationship between assessment and student motivation and use assessment to build student confidence. I understand and can articulate in advance of teaching the achievement targets my students are to hit. I inform my students regularly about those targets in terms they can understand. My students can describe what targets they are to hit and what comes next in their learning. I can transform these targets into dependable assessments that yield accurate information. I consistently use classroom assessment information to revise instruction. Feedback to students is frequent and descriptive. My students are actively involved in their own assessment. My students actively communicate with others about their achievement status and improvement. Self-Assess using: 3—A Regular part of my practice or have deep understanding of 2—Occasional part of practice or surface understanding of 1—Rarely used in practice or very little understanding of Self-Checklist: Assessment FOR Learning

30. For Next Time • Read Chapter 2 and complete the organizer. • Keep track of all the assessments you do between now and then; formally and informally—bring back list.

31. Becoming More Strategic • Learning Target: • I can define strategy and describe it’s importance to instruction. • I can determine where a strategy would be useful in instruction.

32. Mastery style Information sensing + thinking “Step-by-Step” Interpersonal style Integral to life sensing + feeling “Friend-by-Friend” Self-Expressive style Invention intuition + feeling “Dream-by-Dream” Understanding style Inquiry intuition + thinking “Doubt-by-Doubt”

33. What is a Strategy? Why do we need strategies in the classroom?

35. Now think about this:How do humans differ from other living organisms? Generate TWO ideas in the space below and then stop writing. Use the “Give One Get One” tool to generate four additional ideas.

36. The key to great teaching is ___________________! • Word One: d i c e s n i o • Word Two: k m i g a n • The key to great teaching is ____ _____!

37. Let’s Think a Minute! • List 3 strategies/teaching techniques you use in the classroom. • What strategy do you use most often? Why? • List & give reasons for 2 factors teachers should consider when choosing a strategy. • What might happen if teachers expanded the number of strategies used in instruction ?

38. What is a Strategy, anyway? What comes to mind when you think of the word strategy? Record three words, phrases, or images that you associate with the word strategy. Then, explain the connection between the words/images you generated from the word strategy. Strategy

39. How has the word STRATEGY been used? Sound strategy starts with having the right goal. -Michael Porter Harvard Business School However beautiful the strategy you should occasionally look at the results. -Winston Churchill Strategy requires thought, tactics require observation. -Max Euwe Chess Grandmaster Strategy is about making choices, trade-offs; it’s about deliberately choosing to be different. -Michael Porter There is always a better strategy than the one you have; you just haven’t thought of it. -Sir Bryn Pitman When you’re prepared, you’re more confident. When you have a strategy, you’re more comfortable. -Anonymous You have to be fast on your feet and adaptive or else a strategy is useless. -Charles deGaulle French General

40. Using The Dashboard • Examine pg.13 in The Strategic Teacher. • Using pp 12-14, what does each area of the dashboard represent? • How is this useful information? • Now examine the Dashboard on pg. 118 • What does this tell us about the strategy Inductive Learning?

41. Group and Label Sodium Methane Sand Oxygen Salt Milk Water Gold Chlorine Mud Hydrogen peroxide Lead Pepper Carbon dioxide

42. Group and label ElementsCompoundsMixtures Sodium methane sand Oxygen salt milk Gold carbon dioxide mud Chlorine hydro. Peroxide pepper Lead water Is this the only way to group?

43. Group and Label

44. Hypothesis Explain Known Bias Practice Interpret Hypothesis Model Ask Share results Previous knowledge Preconceptions Progress Experiments Testing Compare conclusion Wonder Unknown Facts Interpret Review Correct Wrong Observation Gather Instruments Analyze Review Explain Evidence Controlled conditions Share results SCIENCE Group and LabelHow Scientists Do Their Jobs

45. r3-(2)3 m3+ n3 x2 – 49 x2 + 6x  9 q3 + 27 R3 – 8 (x2)2– (y2)2 X2 - 1 x2– 12x + 36 x4 – y4 1-d2 x2 -10x+25 (a+b)3 + (c  d)3 64 – z3 9r2 -4 a2 +2ab + b2 y2 – 81 a3 – b3 (2x)2 – (3x)2 x2 + 14x +49 MATH: Group and Label

46. Inductive Learningp119 enerate data eview data rganize data into groups se a label to describe groups repare hypotheses upport/Refute/Synthesize

47. Put It Into Practice • Use the Inductive Strategy during instruction. • Be prepared to discuss how the strategy was used, where in instruction it was implemented, and how student learning was impacted. • Bring back student samples for discussion.

48. For November • Read: • Ch. 2 in GAG • Ch 2 in CASL • Complete the organizers. • Complete an Inductive Learning activity with your class—bring samples. • Keep a list of assessments given and bring to meeting. • Our next meeting will be November 29th.