January 2010 PASS Training

1. January 2010 PASS Training

2. Outcomes • To reconnect with colleagues. • To extend knowledge of weak and strong student work. • To extend knowledge of descriptive feedback. • To increase knowledge of technology implementation.

3. Survey Follow-up • Histogram Results • Each building has strengths and weaknesses • Student involvement was the lowest overall • Learning Targets was the strongest • Technology Survey Monkey Results

4. Remember Building Specific: Elementary: Standards-Based Report Cards Middle School: Differentiated Instruction High School: Project-Based Learning

5. Ice Breaker

6. 60 Second Life Story • Find a partner that you do not know very well. • You have 1 minute to tell your partner everything you can about yourself. Try to include something funny or something that most of the others won’t know. (Ideas: favorite color, hometown, pets, siblings – the craziest thing you ever did – the most embarrassing thing you ever did) • When ‘time’ is called, the listener has 30 seconds to write down everything they can remember that their partner said. • SWITCH! • The original listener has 60 seconds to give his or her life story. • The other person has 30 seconds to write down what they can remember.

7. Award time • Make a chain. • Introduce the person with something the group might not know. • AWARDS

8. Involving Students in Looking at Strong & Weak Work

9. Protocol – Students November 2006 Protocol – Classroom March 2007

10. Looking at Student Work • In what ways are you currently looking at student work? • How often do you look at student work in a formalized manner? • How are you using the information received from looking at student work? • How might you get started if you haven’t begun the process?

11. Involving Students in Looking at Strong & Weak WorkEssential Questions • How might you introduce the concepts of quality to students? • How will you make sure that students know which learning target(s) are addressed? • How will you engage students in analyzing samples?

12. Performance Assessments Tasks & Criteria

13. Performance Assessment Stiggins refers to performance tasks and performance criteria. • What are these? • How are they different? • How do they relate to performance assessments? • What are some examples of each?

14. 2-4-8 Reflection • Pair (someone not in your school) • Define (in your own words) • Tasks • Criteria • Give 2 examples(preferably not from the book) Pages 192 – 194

15. 2-4-8 Reflection Combine partners to make a team of 4 • Share each partner’s definitions & examples • Come to “team” consensus on a definition and examples for each term

16. 2-4-8 Reflection Combine the team of 4 to make a group of 8 • Share each team’s definitions & examples • Come to “group” consensus on a definition & examples for each term • Put your definitions on chart paper and post

17. Performance Criteria • Making clear decisions about your “criteria” before you begin will help make the scoring process quick, fair, and accurate.  • By doing this, your students won’t feel like Sally…

18. Performance CriteriaThree Kinds For Teacher and Student Use 1. Checklists2. Scoring Guides3. Rubrics

19. 1. Checklists

20. Checklists – Defined

21. Checklists: ExampleOral Presentations • What makes a good oral presentation?

22. Checklist – Oral Presentation

23. Checklists - Technology Develop checklists on-line • Writing, science, oral presentations, multi-media http://pblchecklist.4teachers.org/checklist.shtml

24. 2. Scoring Guides

25. Scoring Guide Defined • A scoring guide is nothing more than assigning points to items • Designed to rate papers on separate criteria • Doesn’t talk about the quality of the items

26. Scoring Guide: ExampleOral Presentations • What makes a good oral presentation? • Assign points to the list of expectations.

27. 3. Rubrics

28. Rubrics – Defined • Clear characteristics for each level of performance to be assessed. • Students know what is expected, how well they have done, and what they need to accomplish in the future.

29. Rubrics Sadler (1989) identified that, in order for improvement to take place, the child must first know the purpose of the task, then how far this was achieved [criteria], and finally be given help in knowing how to move closer toward the desired goal or ‘in closing the gap’. -Clarke, 1998, p. 68 as quoted in Seven Strategies for Student Learning, Chappuis

30. Rubrics: ExampleOral Presentations • What makes a good oral presentation? Focus on one quality at a time… • Watch the videos and score the “Delivery” part of the rubric.

31. Rubrics – Rubistar

32. Involving Students - Steps Pages 42-46

33. Involving Students – Protocol Page 46

34. Performance Assessments 1. What are some advantages/disadvantages of using checklists, scoring guides, rubrics? 2. When might you use checklists, scoring guides, rubrics?

35. Performance Assessments • Recognize that children can express what they know and can do in many different ways. • Evaluate progress as well as performance. • Involve children in the process of assessing their own growth. • Contribute to meaningful curriculum planning and the design of appropriate interventions. • Give parents specific, direct, and understandable information about their child.

36. Involving Students in Looking at Strong & Weak WorkEssential Questions • How might you introduce the concepts of quality to students? (pp.30–40) • How will you make sure that students know which learning target(s) are addressed? (pp.41–42) • How will you engage students in analyzing samples? (pp.44–50)

37. Emily

38. Emily’s Story • Glance briefly through the two pieces of writing. • As you read the 2nd piece, think ‘What did this teacher do to enhance student motivation and learning?” • Emily’s Story

39. Emily’s Story • What did this teacher do to enhance student motivation and learning? • What can you do to improve student work? • Focus particularly on the last two discussion points.

40. Discuss • What key components are needed to be in place for a classroom such as Ms W’s? • What conditions already exist for you? • What can you change or add or add to your team’s vision of assessment FOR learning as a result of this story?

41. Descriptive Feedback

42. Seven Strategies for Assessment FOR Learning Where am I going? Provide a clear and understandable vision of the learning target. Use examples and models of strong and weak work. Where am I now? 3. Offer regular descriptive feedback. 4. Teach students to self-assess and set goals. How can I close the gap? 5. Design lessons to focus on one aspect of quality at a time. 6. Teach students focused revision. 7. Engage students in self-reflection and let them keep track of and share their learning.

43. Chapter 3: Jigsaw All: 55-56 #1:57-68 (Characteristic #1) #2:68-74 (Characteristic #2, 3, 4) #3:74-83 (Characteristic #5)

44. A Summary

45. Feedback, the Breakfast of Champions Dr. Ed Porthan: Get serious about feedback. Make it: • Immediate • Specific • Cause/effect • Coaching for growth • Preserving dignity

46. Feedback, the Breakfast of Champions Dr Robert Marzano: Powerful feedback is • Corrective • Timely • Specific • Self monitoring

47. Descriptive FeedbackStiggins • The giving of marks and the grading function are overemphasized, while the giving of useful advice and the learning function are underemphasized. • Always discuss what works and why and then give suggestions for fine-tuning and why. • Feedback is most effective when it points out success and is designed to stimulate correction of errors relevant to the task.

48. Give it a try

49. Let’s Look at Descriptive Feedback • Determine if statements are appropriate descriptive feedback. • Select at least three statements. • Change statements to meet descriptive feedback criteria.

50. Video ScenarioDescriptive Feedback • Make notes – descriptive feedback: • What they did well • Coaching for growth