The Essence of Using Coaching As a Strategy to Transform Adult Behavior in School

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Lucy WestEducation Consultant
email lucy_at_lucywestpd.comhttp//lucywestpd.com

cell 917-494-1606
phone [phone]
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EOSDN The Thinking Symposium

• Lucy West
• lucy_at_lucywestpd.com
• www.lucywestpd.com

Power Point Available Next Week on Web Site
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Characteristics of the 21st Century

• Ever-accelerating change
• Information continually multiplying and
  simultaneously becoming obsolete
• Ideas are continually restructured, retested,
  rethought
• One cannot survive with simply one way of
  thinking
• One must continually adapt ones thinking to the
  thinking of otheres
• Respect the need for accuracy, precision,
  meticulousness
• Job skills must continually be upgraded,
  perfected even transformed
• Richard Paul

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Are we ready for the 21st Century?

• Education has never before had to prepare
  students for such dynamic flux, unpredictability,
  complexity and for such ferment, tumult and
  disarray.
• Are we willing to fundamentally rethink our
  methods of teaching? The way we manage our
  organizations?
• Are we willing to learn new concepts and ideas?
• Are we willing to bring new rigor and discipline
  to our own thinking in order to help our teachers
  and students bring that same rigor to theirs?
• Richard Paul

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Its what you cant see
Results
Strategy Structure
Content Process
Culture Behavior
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What is thinking?

• How would you describe/define thinking?
• What evidence would you collect to convince
  others that thinking was taking place in a given
  lesson?
• What is the relationship between thinking and
  learning?
• To what degree is it necessary to know what
  students are thinking in order to facilitate
  their learning?
• How do we develop disciplined thinking in
  ourselves and our students?

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3-Year-Olds Can!

• Critical thinking is not a set of skills that can
  be deployed at any time, in any context. It is a
  type of thought that even 3-year-olds can engage
  inand even trained scientists can fail in.
• And it is very much dependent on domain knowledge
  and practice.
• At its best it is a disciplined way of
  thinking that requires many kinds of questioning.

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What do each of the 6 Cs look, feel, and
sound like?
Where do the 6 Cs fit into the present
curriculum?
What new skills, beliefs, or pedagogy is needed
to incorporate the 6 Cs
How committed are you to the 6 Cs?
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What does thinking critically entail?

• Seeing both sides of an issue
• Being open to new evidence that disconfirms your
  ideas
• Reasoning dispassionately
• Demanding that claims be backed by evidence
• Deducing and inferring conclusions from available
  facts
• Solving problems

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What questions might people who think critically
habitually ask?

• How do you know that?
• What is your source? What is the source of that
  source?
• What evidence do you have? What further evidence
  do we need?
• How might I be wrong about this?
• What other perspectives might be valid here?
• What are the possible pitfalls? L
• What havent we yet considered?

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What does it mean to think reflectively?

• To suspend judgment during further inquiry
• Suspense is likely to be somewhat painful
• An attitude of suspended conclusion
• Mastering various methods of searching for new
  materials to corroborate or to refute the belief,
  hypothesis, claim
• Maintaining the state of doubt
• To carry on systematic and protracted inquiry
• John Dewey, 1909

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Specific Domains Require Particular Kinds of
Thinking

• Think like a mathematician
• Think like a scientist
• Think like an historian
• Think like an art critique
• Each require a relatively deep knowledge of the
  domain

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Why can we thinking critically in one situation
and not another?

• Thought processes are intertwined with what is
  being through about.
• Experts see the underlying structure and
  patterns, novices see the superficial structure.
• The deep structure of a problem is harder to
  recognize.

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Solve this Problem

• Treasure hunter is going to explore a cave on
  hill near a beach.
• Many paths inside cave and might get lost.No
  map.
• Has only a flashlight and a bag.
• What could he do to make sure he does not get
  lost when trying to get back out of the cave?
• 75 of westerners come up with some Hansel and
  Gretel approachour prior knowledge impacts our
  solution.

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What kind of practice?

• It takes a good deal of practice with a problem
  type to get know it well enough to immediately
  recognize its deep structure, irrespective of the
  surface structure.
• Knowing to look for deep structure is part of
  critical thinking.
• How often in class are we asking students to
  unpack the structure of a problem? To compare
  various situations that are related for
  structural cues?

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Transforming Tendencies

• At present, the work of teaching must not only
  transform natural tendencies into trained habits
  of thought, but must also fortify the mind
  against irrational tendencies current in the
  social environment (e.g. prejudice), and help
  displace erroneous habits already produced (e.g.
  through family influence, media, advertising).
• Dewey

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Reflective Thinking

• Is always more or less troublesome because it
  involves overcoming the inertia that inclines one
  to accept suggestions at their face value
• It involves willingness to endure a condition of
  mental unrest and disturbance.
• How We Think, John Dewey p.13

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Thinking Deeply

• Thinking deeply involves a willingness to
  persevere.

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Talk Moves

• What specific moves did the teacher make to
  ensure that students were listening to one
  another?
• What evidence is there that these students are
  used to sharing their ideas and questioning each
  others thinking?
• How close is this image to yours of effective
  mathematics instruction and learning?
• Specifically what do you think is important in
  this exchange?
• How might you foster the effective aspects of
  this exchange in the practice of the teachers at
  your school?

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Video

• Turkey Problem--24 lb. Turkey--15 minutes per
  pound to cook--How long to cook the turkey?
• Grade 3prior to any teaching of any
  multiplication algorithms
• Sharing student work after students have solved
  the problem.
• Teacher deliberately determines the order in
  which selected partners will share.
• Is this an example of making student thinking
  visible and/or effective feedback? Whats your
  evidence?

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Excerpt 1-Focus on Meaning

• Amber So um we kept doing it and then we got
  here. Um, 360.
• D And what is the 360?
• Amber How long it
• Vicky 360
• D 360, and what does that mean, Vicky?
• Vicky That means that it is you have to you
  have to let it cook for 360 minutes.
• D 360 minutes. Who thinks they can explain how
  Amber and Vicky figured this out? What did they
  do?

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Excerpt 2-Connecting Explanation to Equation

• Rafe They counted by 15s all the way up to 360.
• D Can you tell from there (the chart) how many
  15s? How many jumps of 15 they have to make?
• Rafe 24, because I can see the number sentence.
• D And what did the number sentence say?
• Rafe 15 x 24 360.
• D Equals 360.

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Excerpt 3-Clues Questions

• Nellie Yeah. I know what they did, but theres
  one thing that they didnt figure out how many
  hours 360 is.
• D How many hours 360 is. Without telling
  Victoria and Amber how many hours um 360 minutes
  is, can somebody give them a clue about how they
  might want to figure that out? How could they
  figure that out? Emma F?
• Emma F. I dont know how to explain it,
  but.how did they know when to stop?
• D Well, thats a great question.
• Vicky Because
• Amber We counted 24 jumps. We counted 15, I
  mean 24 jumps.
• D You counted 24 jumps. OK. Did you
  understand that, Emma? How they did that they
  counted each jump and they counted 24 times.
  (nod from Emma) Lets get back to the clue.

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Excerpt 4-Student to Student

• Mackenzie You can count up to 60 minutes and
  then like circle that and keep on circling 60
  minutes and then that would be how many hours
  there is.
• Amber How do we know its 60 minutes? What do
  you mean?
• Mackenzie Cause 60 minutes is an hour.
• Amber I mean, what do we circle? Like
• Mackenzie You would get 10, 20, 30
• Amber Were counting by 15s not ones.
• Mackenzie I know, but
• Vicky How much 15s would we have to circle to
  make 60?
• Griffin You circle up to the 60 and then
  wait. You circle up to the 60 and then you keep
  going like that.

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Excerpt 5-Effort-Based Iterative Process

• Vicky I figured it out myself. I know how much
  you have to circle.
• D How much do you have to circle?
• Vicky You circle 4 because if you circle 2
• Amber She means how much circleshoursis 4.
• D So you know what you have to do to figure it
  out now, right? You know what you have to do.
  Great.

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Was there evidence of the following
characteristics of an environment conducive to
talk in Danas class?

• Dialogue requires a climate where it is safe for
  learners (adults and students) to
• Come up with ideas (incomplete, way out)
• Think out loud (partial, confusion)
• Explain their reasoning (misconceptions)
• Explore their understanding (dive deeper)

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 Instructional Rounds in EducationCity, Elmore,
Fiarman and Teitel

• There are only three ways to improve student
  learning at scale
• Increase the level of knowledge and skill that
  the teacher brings to the instructional process
• Change the role of the student in the
  instructional process
• Increase the level and complexity of the content
  that students are asked to learn

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Whats so hard about increasing student discourse?

• Teacher habits, beliefs, pressures
• Student habits, beliefs, history
• Worthiness of the task at hand

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 Instructional Rounds in EducationCity, Elmore,
Fiarman and Teitel

• There are only three ways to improve student
  learning at scale
• Increase the level of knowledge and skill that
  the teacher brings to the instructional process
• Change the role of the student in the
  instructional process
• Increase the level and complexity of the content
  that students are asked to learn

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Video

• 8th Grade Class--not yet engaging in discourse
• 28 students present--100 African American
• 15 Coaches and Teacher leaders observe (PLC)
• 6 School-wide passing rate
• Classroom Arrangement Altered
• Partial Purpose, demonstrate how to get reluctant
  learners to engage in dialogue
• Connected MathematicsBridge ProblemLinear
  AlgebraReading Issues

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Directions for Assignment

• Read pages 5 and 6 (CMP Unit-Thinking with
  Mathematical Models, Invest. 2.1)
• Problem 1.1 A and B (Paper Bridges)
• Talk to a neighbor and explain what it is you
  need to do
• Create teams of 3 people
• Penny counter
• Bridge aligner
• Data recorder

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Directions for Assignment

• For each bridge thickness, predict the number of
  pennies it will take to collapse your bridge.
• Find out how many pennies it took to collapse
  your bridge for each thickness
• Make a table
• Make a graph
• Write statements about what you notice about the
  data
• Put your team data on
• Class table
• Class graph
• You have 20 minutes to complete the work

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Paper Bridges Data8th Grade Class, Baltimore, MD.
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Classroom Video

• Summary Discussion after group work Discourse so
  far
• Expectations to listen and be able to paraphrase
  or ask question
• Can be called on with or without volunteering
• Will do most of the talking
• Expected to make statements about data
• Some of the data seems to double-examples
  examined
• One of the samples has the same data at levels 4
  and 5

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What are the teacher moves?

• Call on a student whether or not student
  volunteers
• Stay with student for several exchanges
• Focus the student on the specific question at
  hand
• Give student heads-up that you will check in
  again
• Turn and Talk
• Get another student to answer paraphrase
• Return to student
• I believe in you Im here for you you can do
  it.

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Talk, Task and Feedback

• Effective feedback requires discourse that makes
  students thinking visible
• One important variable in generating student
  discourse is the richness of the task
• If the task is not rich enough, there is little
  for students to think or talk about
• If the teachers questions are focused on right
  answers, it is unlikely the discourse will ever
  get beyond short responses by individual students

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Student to Student Discourse

• To generate discourse that exposes and deepens
  student thinking, teachers and students need to
  listen to and reflect on the ideas contributed by
  each student
• To generate discourse, listening habits need to
  be cultivated and modeled by the teacher
• To generate robust classroom discourse student
  voices must be given almost as much weight as
  teacher voices

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Our Class This Year2010-2011
Special Education English Language Acquisition Truancy
57 78 52
State Test Scores 75 Unsatisfactory 20
Partially Proficient 0 Proficient 0 Advanced
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Observations Session 1

• Part-Time Coachesretired teacher teacher on
  staff
• Coaches did not have shared values, beliefs,
  pedagogy, or shared practices
• Cultureregular meetings without strong focus on
  instruction and learning teacher preference norm
• KristenMath Teacher, third year teaching
• MichelleSpecial Needs, about 12 years teaching,
  not comfortable with mathematics content
• Students unskilled at talking and listening
  engagement by a few students and expectations and
  evidence of student learning not clear

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Session 2Uh Oh

• Trigonometry lesson
• Consultants content expertise is stretched
• Teachers lesson plan is questioned
• Lessons have been procedurally focused
• Emotions and stress levels are high
• Consultant teaches the lesson
• Students reveal several misconceptions and
  partial knowledge
• Students are challenged to talk and listen to one
  another and to write down their ideas

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Session Three

• Lesson design is more conceptually based
• Have been working on talk moves, clear/higher
  expectations
• Kristen and Michelle teach the lesson (with a bit
  of coaching from Lucy)
• Significant difference in student discourse and
  engagement
• Coach worked with Kristen and Michelle 3-4 time
  between sessions with Lucy

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Video Clip--Lesson Overview

• Probability
• Addition Rule The students were having trouble
  with what it means to be mutually exclusive.
• Example
• Mutually Exclusive
• P(roll sum of 7 or you get doubles)
• Not Mutually Exclusive
• P(roll a sum of 8 or you get doubles)

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The Video

• Lesson takes place in February 2011
• Unit on Probability
• One Week Into the Unit
• 26 Students Enrolled
• Two TeachersMath Teacher, Special Ed.
• About mid-lessonhad done some simple
  probabilities using area models, now into the
  investigation
• This exchange is an organic response to student
  statementnot in plan

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Video

• As you watch the video, listen for the things the
  teacher is saying and watch the things she is
  doing to ensure students are talking and
  listening to each other.

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Analyzing the Talk Moves

• Read the transcript and underline the moves the
  teacher makes to ensure that kids are talking and
  listening to one another.

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Naming the Moves

• Asks student to take a stand
• Gives him space, but promises to come back
• Restates expectations re listening
• Insists speakers speaks loudly enough
• Revoicesinfusing new language
• Feigns confustion
• Highlights a specific part for clarification
• Revoices/clarifies
• Gets students to rephrase/summarize

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• Balentine Carlos, did you believe that this was
  mutually exclusive or that it is not mutually
  exclusive?
• Carlos I dont know, I was busy doing work.
• Balentine So you were on another problem. Ok,
  can somebody help out Carlos and then Im going
  to come back to you.
• Guillermo I didnt say.
• Balentine You didnt say. Do I have a volunteer
  to help us out before I call on someone else?

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• Balentine Brooke. Remember were listening
  because Im going to go back to Carlos and then
  Im going to ask at least one more person to
  rephrase.
• Brooke Not mutually exclusive because.
• Guillermo Can you repeat that?
• Balentine Yes, because Im going to need you to
  be way louder because I can barely hear you.

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• Guillermo Its not mutually exclusive because
  she can own black shoes and white shoes.
• Balentine So its not mutually exclusive because
  she can own black shoes and white shoes.
• Balentine Susana, can you rephrase why this is
  not mutually exclusive one more time because Im
  not understanding the difference between mutually
  exclusive and not

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• Susana Because you can own them both black and
  white shoes.
• Balentine So what does mutually exclusive
  actually mean?
• Susana They could not happen.
• Balentine So it is not possible?
• Susana Yeah
• Balentine So youre saying that, this is
  possible?

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• Brooke It is
• Balentine So its not mutually exclusive.
• Balentine Gerardo, can you rephrase Brooke and
  Susanas thinking one more time before Carlos
  sums it all up for us?
• Gerardo That its impossible
• Balentine This is impossible

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• Balentine Carlos in your own words, why is this
  not mutually exclusive?
• Carlos Um not mutually exclusive
• Balentine Just a second, Im so sorry I couldnt
  hear him because somebody was talking. Carlos
  nice and loud, why is this not mutually
  exclusive?
• Carlos Not, because she can own both of the
  shoes at once.
• Balentine Excellent. Does anybody have any
  questions on mutually exclusive?
•  
•  

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Analyzing Video

• Scaffolds for the students success and then
  returns to the student as promised
• Teacher is scripting students ideas on board
• Writing important terms on the board as they come
  up
• Uses popsicle sticks with students names on them
  to determine who to call on when no one is
  volunteering
• Calls on students whether or not their hands are
  raised

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Advice from Kristen

• Use your first day of school lesson to introduce
  accountable talk.
• Have the students turn and talk to a partner and
  tell them to be prepared to share out their
  responses.
• Remind the students to use names when speaking to
  each other.

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Planning Is Important

• Plan with others
• Collaboration makes a huge difference
• Concentrate on big ideas
• Hone in on the focus
• Identify student misconceptions confusion
• Scaffold for students

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Daily Expectations

• During this turn and talk
• I should see you facing your assigned partner
• I should hear math talk about the question asked
• While others are sharing out
• you are looking at the person speaking
• you are listening
• you are prepared to explain, rephrase, clarify,
  or add on

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Give Them Time

• Think/Pair/Share (Turn and Talk)
• Pre-write
• Let them know ahead of time

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Always Come Back

• Tell the student that you will come back to them.
• Learn how to listen and learn from classmates
• Teacher stance is, You can do this. I will
  help.
• Clear/high expectations to participate.
• Have 1-3 students speak.
• Go back to the student.
• If they still dont have a responseturn and
  talkrevoicedont give upgo back to student
  again

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Listening is a Learned Skill

• This skill takes time to develop
• Patience with students a must
• This is not natural for anyonestudents/adults
• Not an easy process
• Not always a valued part of our culture

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This is making a difference in the classroom.

• Student to student questioning has improved
  within and beyond the whole class discussions.
• Students are not afraid to make mistakes.
• Students are no longer satisfied with just an
  answer.
• Why do you think that? How do you know?
• Improved mathematical writing.
• Different from copying off the board.
• Teacher scripting and recording vocabulary in use
  gives ELL kids entry
• Kids are coming to class.

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TruancyKids are Coming to Class

• Gerardo
• 126 total absences only 4 for our class
• Yesenia
• 70 total absences only 3 for our class
• Devante
• 66 total absences only 5 for our class
• Gabriel
• 142 total absences only 12 for our class

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Student Testimonials

• I know what to write about because the class
  said it five times.
  
  -Guillermo
• I like to tell the class what I know.
  - Brooke
• It helps me when other students say it before
  me. - Gerardo
• It (accountable talk) makes me pay attention
  even when I dont want to. - Susanna

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This is making a difference at our school.

• Share your work with other teachers.
• Visit each others classes.
• Get your coaches or department chairs involved in
  what you want to work on.
• Volunteer for initiatives coaching support, etc.

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Welcome To Day 2

• We invite you to take a few minutes to engage
  individually and reflectively in this minds on
  activity
• 3 things from yesterday that resonate with you
  about thinking and how we can make it visible
  with colleagues and students.
• 2 things you want to take back and go more deeply
  with in your practice with colleagues and
  students.
• 1 thing you will try, starting Monday, with
  colleagues and/or students around talk moves.

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Make Public Your Commitment

• Please do a quick round robin at your table
  during which each person reads aloud the two
  things they want to think more deeply about and
  the one thing they are committed to doing on
  Monday in terms of talk moves.
• Were there any themes? If so, post the themes so
  we can learn what wants to emerge.

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Kaizen

• What is the smallest step you can take to begin
  to achieve your goal?
• If you take that step for 21-30 days, you will
  create a new habit and will be ready to take the
  next step.

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• Summarizing Key Points from Yesterday

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Learn To Learn

• The number one characteristic of people who will
  be successful in the 21st century are those who
  know how to learn.
• Friedman
• The World Is Flat

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Learning At Levels

• Individual
• In the classroom, the faculty room, the
  principals office, the boardroom.
• Transform schools into learning organizations in
  which everyone has something to learn and
  something to contribute to the learning of others
  and the profession.
• Agents of Change How Content Coaching Transforms
  Teaching and Learning

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What is a learning organization?

• An organization that is continually curious about
  what is and isnt working and making incremental
  adjustments aligned with its primary purpose
• The players at every level inhabit an inquiry
  stance and practice asking difficult, challenging
  questions

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Influencers Attend to 6 Variables
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Accountable talk includes

• Accountable to the community
• Accountable to the content
• Accountable to the reasoning employed in that
  domain

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3 Basic Essential Talk Moves

• Turn and Talkhas the potential to get 100 of
  the students engaged and willing to take a stand
• Tell me moreOR Why do you think that?puts the
  emphasis on finding out what others think and how
  they came to the conclusion they did. (Develops
  awareness, capacity to think about ones
  thinking, reasoning, precision)
• Who can repeat/paraphrase what was just said?
  (Establishes clear expectation to listen hones
  capacity to reflect on ideas, construct viable
  arguments)

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When to use turn and talk

• When lots of hands are raised
• When no one seems ready to speak whole group
• Students need time think something through
• Decide where you stand (agree/disagree/not sure)
• Explain an idea under discussion
• Clarify
• Opportunity to explore and participate in order
  to listen/engage in whole group
• Article available on web site www.lucywestpd.com

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Talk Matters A Lot

• The environment in successful high poverty
  schools is more conversational and less
  interrogational
• Interactions invited conversation
• Teachers worked to get kids to think aloud and
  modeled thinking aloud
• When classes are conversational the achievement
  gains are twice as large
• Richard Allington

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Learning from other countries

• Instruction between teacher and individual
  student is often sustained over a sequence of
  several question-answer exchanges
• Questions are designed to encourage reasoning and
  speculation, not just elicit right answers
• Teacher feedback provides information and
  diagnosis on which the child can build, rather
  than judgment alone
• Teaching has pace, but without the clock watching
  pressurecognitive pace verses organizational
  pace
• Alexander, 2010

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Learning from other countries

• Talk tends to display greater attention to
  discrimination and precision in vocabulary,
  grammar and syntax, to volume, clarity and
  expressiveness, and to the development of the
  distinctive registers required for different
  subjects (the oral equivalent of writing genres)
• The culture of classroom talk is more public and
  confident. Children talk loudly and clearly. They
  listen and expect to be listened to. And the
  making of mistakes in front of other children is
  intrinsic to learning rather than shameful or
  embarrassing.
• Alexander, 2010

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Learning from other countries

• Oracy is regarded as no less important than
  literacy
• Relationship between talking, reading and writing
  is clearly articulatedtalk intrinsic to literacy
• Sustained oral work in most lessons
• Some formal assessments are oral
• Purpose of classroom talk is mainly cognitive
  rather than about developing confidencefocuses
  on developing thinking
• Teachers model talk at its best.
• Alexander, 2010

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Why the focus on discourse?

• John Hatties 750 meta analyses to identify
  major influences on achievement50,000 studies
  involving 200 million students-
• Effect size .72
• Average effect size of interventions that matter
  .40

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Achievement Strategies Related to Discourse
Strategies No. of Studies No. of Effects Effect Size
Feedback 1276 1928 .72
Questioning 214 312 .49
Challenging Goals 454 671 .56
Metacognitive Strategies 43 123 .67
Teaching Students Self-Verbalization 92 1061 .67
Cooperative Learning 2285 1519 .49
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What do each of the 6 Cs look, feel, and
sound like?
Where do the 6 Cs fit into the present
curriculum?
What new skills, beliefs, or pedagogy is needed
to incorporate the 6 Cs
How committed are you to the 6 Cs?
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Turning Our Attention to Assessment
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Like Role Seating

• Only one or two people from the same boards at a
  table.
• Fill up each table-- 10 to a table.
• Sit with people who do the same work you do
• Left back quadrantSupport folks from Boards
  (e.g. Superintendents, Instructional Consultants,
  Coaches)
• Right back quadrantBuilding level instructional
  leaders and administrators (e.g. principals,
  assistant principals, coaches)
• Left front quadrantSecondary teachers
• Right front quadrantElementary teachers

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Practice Taking a Learning Stance

• Mindset I wonder what I can learn from folks
  who do the same work I do in places outside my
  board?
• Commitment To LISTEN well to the ideas and
  concerns of others and to INQUIRE more deeply
  into their thinking, experience and beliefs.
• Self-awareness To notice when Im open and
  willing to learn from others, what role Im
  playing in the group, how Im choosing to engage,
  when Im acting like I already know, when Im
  judging others, when Im thinking critically and
  deeply, and so forth.

86
Invitation

• Independently and individually take a moment to
  think of a time when you gathered really useful
  information in an informal or unusual way that
  helped to guide your instruction, your coaching,
  your supervision and be willing to share this
  strategy with your colleagues.
• In a round robin fashion spending no more than
  1-2 minutes per person, share the example you
  came up with. If you were unable to come up with
  an example, either pass or pose a question. (Do
  not answer the question during this first round
  please.)

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Invitation--Round 2

• What were one or two ideas that came up that you
  want to hear more about?
• Feel free to sit break into partnerships, triads,
  quads, whatever so you get to hear more details
  from the person who shared an idea that has you
  thinking.
• If no one had an idea you want to probe further,
  then make a list of questions and challenges you
  have regarding assessment independently or with a
  partner and be prepared to share you questions
  with the group.
• You have 5 minutes for this part of the work.

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Video Clips

• Clip 4Davepreconference
• Clips 1 and 2Davelesson
• Clips of conferring with individual students

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Assessment

• What constitutes assessment?
• What are the purposes of assessment?
• In what ways are evaluation and assessment the
  same things?
• What is the difference between assessment for, as
  amd of learning and how would the tools used for
  each kind of assessment differ?
• How to both informally assess often and regularly
  AND grade with numbers, letters, etc. on report
  cards and so forth?

90
Purposes of Assessment

• Assessing student prior knowledge to guide
  instruction
• Assessing student present thinking to guide
  instruction either individually or collectively
• Assessing student interests and learning
  preferences to differentiate instruction, provide
  choice
• Student/adult self-assessment to development next
  steps, metacognitive habits of mind,
  social/emotional awareness and skills
• Shared reflection on the learning process

91
Stance of Assessor

• Visible listeningnotes, slides, videos to
  understand students paths, processes, thinking
• Pedagogy of listening throughout a lesson (e.g.
  classroom discourse, stop and jot, inviting
  questions)
• Inquisitive and responsivetell me more, show us
  what you mean, give an example, draw, write,
  describe, explain, help me understand, convince me

92
What question are you seeking to answer? Why?

• What do I (you) know about
• How do I (you) know I (you) know that?
• How deeply do I (you) understand the content
  under study?
• Under what circumstances can I (you) apply the
  knowledge in question?
• What misconceptions, partial knowledge, questions
  do (I) you have? How might we address these?
• How can I (you) support further learning?
• What learning strategies work for (me) you?

93
When and How Do We Assess

• Assessment through conversation
• Assessment through the use of video
• Assessment through student work samples
• Assessment through stop and jot moments
• Assessment through exit tickets
• Self, peer, teacher, coach, authentic audience
  assessment
• Before, during, at the end and after through
  reflection

94
What do you want next time?

• When we meet in the Spring, what do you want to
  go deeper in?
• Think individually
• Round Robin
• Each table submit 1-3 themes for next time.
• Please list table numbers when you respond so we
  can intentionally seat tables together based on
  interest.