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Leadership Workshop September 4, 2009

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Skilled in gathering accurate information about students learning? ... Breaking learning targets into attainable, measurable steps ... – PowerPoint PPT presentation

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Title: Leadership Workshop September 4, 2009


1
Leadership Workshop September 4, 2009
  • Formative Assessment
  • Overview

2
Are You… ASSESSMENT SAVVY?
  • Skilled in gathering accurate information about
    students learning?
  • Using it effectively to promote further learning?

3
Two Uses of Assessment
  • SUMMATIVE
  • Assessments OF Learning
  • How much have students learned as of a particular
    point in time?
  • FORMATIVE
  • Assessments FOR Learning
  • How can we use assessment information to help
    students learn more?

4
ASSESSMENT SAVVY? Whats your
opinion?
  • Read the 3 Vignettes silently to yourself
  • Individually decide whether these teachers are
    using formative assessment
  • 7 minutes to read, answer, and discuss
  • Large Group Review and Discuss

5
WHEN DO YOU ASSESS?
Traditionally, teachers have assessed students
at the end of an instructional unit or
sequence. However, when assessment and
instruction are interwoven, both the students and
the teacher benefit.
6
Research consistently shows that regular,
high-quality FORMATIVE ASSESSMENT increases
student achievement.
7
  • Formative assessment can and should be done
  • BY STUDENTS,
  • as well as by teachers. The key to improvement is
    how students and teachers use assessment
    information.

8
Seven Strategies of Assessment FOR Learning
  • Clear Understandable Vision of Target
  • Examples/models of strong weak work
  • Regular Descriptive feedback
  • Teach Students to Self-Assess Set Goals.
  • Focus on One Aspect
  • Teach Focused Revision
  • Engage students in Self-Reflection

Rick Stiggins
9
Strategies and Student Questions
  • Know where they are going
  • 1. Provide clear and understandable vision of
    the learning target.
  • 2. Use examples and models of strong and weak
    work.
  • Know where they are now
  • 3. Offer regular descriptive feedback.
  • 4. Teach students to self-assess and goal set
  • Know how to 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.
  • Jan Chappius, 2005

10
The good news is---you are doing much of this
already!
  • Formative Classroom Assessment simply helps you
    make your current practice more intentional and
    effective.

11
Why SMART Goals?
  • Clear Understandable Vision of the Target
  • Targets as SMART goals.
  • SMART goals direct our focus
  • SMART goals help define exactly what the future
    state looks like and how it will be measured.

12
What Are SMART GOALS?
S pecific, strategic M easurable A
ttainable R esults-oriented T ime-bound
13
When students know what they are learning, their
performance, on average, has been shown to be 27
percentile points higher than students who do
not know what they are learning.
What are the learning targets?
14
Scaffolding
15
Scaffolding
  • Breaking learning targets into attainable,
    measurable steps
  • Provides learners an opportunity to build upon
    prior knowledge through multiple, increasingly
    complex opportunities

16
Why Scaffold?
  • Simplify the task to make it more manageable and
    achievable for a child
  • Provide some direction in order to help the child
    focus on achieving the goal
  • Clearly indicate differences between the childs
    work and the standard or desired solution
  • Reduce frustration and risk
  • Model and clearly define the expectations of the
    activity to be performed (Bransford, Brown, and
    Cocking, 2000).

17
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19
Ideas Regarding Acceptable Forms of Evidence
  • Intended Use for Teachers
  • Identify student learning
  • Inform instruction
  • Identify proficiency

What evidence do we have of the learning?
20
ASSESSMENT PROCESS
Learning Target (Followed by direct instruction)
Formative Assessment (Assessment FOR Learning)
Instructional Decisions
Reteach
Extend Learning
Formative Assessment (Assessment FOR Learning)
Student Achievement
21
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24
Using questioning and group discussion as a
formative assessment tool can help promote
learning with individual students.
25
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26
Expectation/Skill Sequence
Evidence of Skill Acquisition
Evidence Over Time
27
Formative or Summative?
  • Unit Assessments

28
Formative or Summative?
  • Students take sentence strips and put them in
    order by the sequence of events in the story.

29
Formative or Summative?
  • Completing a T Chart to draw connections between
    Corretta Scott King and Rosa Parks independently.

30
Formative or Summative?
  • Weekly Assessments

31
T What do we want each student to know or be
able to do? St What do I need to know?
  • I can put story events in order.
  • Sequence Expectation Grades K, 1, 2, 3, 4, 5

32
T What evidence do we have of the learning? St
Where am I now?
  • What resources/strategies will help you know if a
    child understands main idea and sequencing?
  • What resources/strategies will help students know
    if they are successful in understanding main idea
    and sequencing?

33
Formative Assessment Strategies
  • Conference
  • Cooperative Learning Activities
  • Demonstrations
  • Exit Card
  • Graphic Organizers
  • I Learned Statements
  • Interviews
  • Journal Entry
  • KWLs
  • Learning Logs
  • Oral Attitude Surveys
  • Oral Presentations
  • Peer Evaluations
  • Problem Solving Activities
  • Products
  • Questioning
  • Quiz
  • Response Groups
  • Self-Evaluations

34
Balancing Assessment for and of Learning
35
SOME FINAL THOUGHTS
  • Formative Assessment
  • Refers to what happens on a daily basis in the
    classroom
  • Provides teachers with information about specific
    next instructional steps for students
  • Assessment Drives Instruction.
  • Students know where they are at instructionally
    and where they need to go
  • On-going assessment provides continual feedback
    that helps students progress over time

36
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