Foundation of Essential Beliefs

1. A Overarching Objectives Curriculum Design Curriculum Planning Planning Objectives Learning Experiences Assessment Personal Relationship Building Class Climate Motivation Expectations Instruction Strategies Principles of Learning Models of Teaching Clarity Space Time Routines Management Attention Momentum Discipline Foundation of Essential Beliefs Studying Skillful Teaching: Using Data Day to Day 1

2. Framing the Day Essential Question Areas of Performance Objectives Itinerary 2 2

3. Essential Question What do skillful teachers believe, know, and do—individually and collaboratively—to promote the learning and achievement of each and every student? 3 3

4. Overarching Objectives Curriculum Design Planning Objectives Learning Experiences Assessment Personal Relationship Building Class Climate Expectations Principles of Learning Models of Teaching Clarity Space Time Routines Attention Momentum Discipline Foundation of Essential Beliefs Areas of Performance Assessment 4

5. Objectives for Today By the end of today, you will be able to… Use pre-assessment tools to learn about the cultural, academic, metacognitive, and personal traits of your learners 5

6. Itinerary • Framing the Day • Community Builder: It’s All About Me • Sharing Experiment #7 • Pre-assessment •  What? Why? How? When? •  Study and Sharing of Tools 6

7. B-245 It's All About Me 7

8. Descriptive Graphic Organizer B-245 Name 8

9. Causes/Influences Graphic Organizer B-245 Name 9

10. Descriptive Graphic Organizer B-245 Teacher Husband Father White College Educated Peter Middle Class Liberal Male 10

11. Causes/Influences Graphic Organizer B-245 Catholic School Family Peter Mentors ETHS Students 11

12. It’s All About Me • Directions • Take 5 minutes to fill out both GOs. Be sure to include details about cultures with which you identify. 2. Take two minutes each to introduce yourselves, using whatever information from your GOs you wish. Processing Talk together at your tables about how you might use this pre-assessment/ community builder with your students. 12

13. Sharing Experiment #7: Student Self-Assessment Group 1Group 2Group 3Group 4 Jerry Evelyn Nichole Sunny Margi Mina Alex Mike Andy Grace Ganae Sachin Adie Levy Corey Matt 13

14. Experiment #7: Materials Needed B-55-56 Please take out these materials: • The student self-assessment tool you created • The record of student performance before and after academic feedback (criteria #6 and #9) • Reflections on your learning from this experiment (criterion #12) 14

15. Experiment #7: Directions for Sharing B-29-30 Please share the following… The self-assessment tools you developed The data displays Reflections on student achievement and motivation that you have drawn from the data and observations 15

16. Experiment #7: What to Submit Please turn in the following typed pages, paper-clipped or stapled, starting with the top page: 1. Criteria for Success Worksheet (B-56), with Self-Assessment marked Data Display and Analysis Tool (B-56a) Reflections on your learning 16 16

17. Animal School • You are the parent of the animal from the clip “Animal School”. What would you say? • “ It just seems that you didn’t take time to find out __________ about my child and now ___________” 17

18. Pre-Assessment 18

19. Who are our learners? 19

20. My Students Who are my students? - Their learning styles? - Their personal interests? - Their cultural backgrounds? - Their first languages? - Their current knowledge and skills related to what I am about to teach? How can I find out about them? How can I use the data I gather to inform my teaching so all of them will be successful? 20

21. Pre-assessment: What? Why? How? When? B-144 21

22. C.A.M.P. B-231 22

23. Sharing Pre-assessment Tools: Directions Think of a pre-assessment tool that you have used and determine which domain it represents. Share at least one tool each with your table groups. B-232-246 23

24. Dipsticking Pre-assessment The science teacher administers a background probe to uncover students’ misconceptions about force and motion. The data are used to address the misconceptions. 1 Academic Cultural/Linguistic Academic Metacognitive Personal 24

25. Dipsticking Pre-assessment Students take a survey about their multiple intelligence. The teacher uses the surveys to make sure that she designs lessons that build on students’ strengths and stretch them into other areas. 2 Personal Cultural/Linguistic Academic Metacognitive Personal 25

26. Dipsticking Pre-assessment Each week students self-assess their progress relative to the goals they are working on in the course. The teacher reviews their self-assessments to determine the students’ level of self-assessment skill. She then provides individual feedback to students on how well they are doing with the skill of self-assessment. Cultural/Linguistic Academic Metacognitive Personal 3 Metacognitive 26

27. Dipsticking Pre-assessment The teacher interviews students to find out about the languages spoken at home, their interests and out-of-school activities, and their perceptions about the school and community. Cultural/Linguistic 4 Personal Cultural/Linguistic Academic Metacognitive Personal 27

28. C.A.M.P. Pre-assessment Who are our learners? Cultural/linguistic Academic Metacognitive Personal 28

29. Experiment #2: Pre-Assessment (C.A.M.P.) An Explanation B-29-30 29

30. Homework