1. Implementing FIP at the Classroom Level
Dr. Norma S. Gerrell
NW CORE Center, Director
Norma S. Gerrell - PSSD

3. “Learning has nothing to do with what a teacher covers.
Learning has to do with what the students accomplish.”
Harry Wong
Take a moment to share with an elbow partner what you do to have a student accomplish their dreams.
Norma S. Gerrell - PSSD

4. Where am I going?
1. Provide a clear and understandable version of the learning target.
2. Use examples and models of strong and weak work.
Norma S. Gerrell - PSSD

5. Clear Learning Targets
A learning goal, if it is to be useful, must have two parts – two legs on which to stand:
1. Content
What will the subject be?
2. Level of Thinking / Doing.
What will the learner accomplish with the content?
Norma S. Gerrell - PSSD

6. Clear Learning Targets
Noun = Content Water Cycle
Verb = Performance
p. 128
Cover
Hit on
Diagram
No Fuzzy Verbs
“Hey Dad, Watch Me…”
Norma S. Gerrell - PSSD

7. Incredibly helpful polygon wheel from St
Incredibly helpful polygon wheel from St. Edwards Universtiy Center for Teaching Excellence
Note that the categories use the headings from the original taxonomy and not the current one. Content is still relevant and useful.
Norma S. Gerrell - PSSD

8. Strengthening “I Can…” Objective Use
It’s true. “I Can…” statements put standards in student-friendly, measureable terms!
Suggestion #1: Carefully select Bloom’s verbs for your “I Cans…”, then discuss your verb choice with your students. Have them compare your “I Can…” to one with a “lesser” verb to help them understand their objective.
Example: Students compare their actual “I Can…” (I can prompt quieter members to join in the conversation during book club) to a lesser one (I can explain the different roles for book club) to understand what the teacher is actually assessing them on.
Norma S. Gerrell - PSSD

9. Strengthening “I Can…” Objective Use
Suggestion #2: Use this frame to strengthen your “I Can…”
I Can ____________________ __________________________ by
(Bloom’s verb)
(content/standard)
____________________________________________________.
(specific activity)
Example: I can identify how changing the dimensions of a cylinder will affect the volume by using different models of cylinders.
Norma S. Gerrell - PSSD

10. Strengthening “I Can…” Objective Use
Suggestion #3: Highlight any academic vocabulary in your big “I Can…” and require students to use that vocabulary when you’re talking to them about their progress towards your lesson objectives.
Example: I can read a favorite story with expression and to demonstrate fluency.
Norma S. Gerrell - PSSD

11. I Can Statements Intended Use for Teachers:
connect students with SMART learning targets
communicate purpose of instruction
Norma S. Gerrell - PSSD

12. Student Friendly Language – “Inference”
Learning Target: “Makes inferences from informational/expository and literary/narrative text” Grade 2
Word to be defined: Inference
Definition: conclusion drawn based on evidence and logic
Student-friendly definition: a guess based on clues
Norma S. Gerrell - PSSD

13. I Can Statements Student-friendly learning target:
I can make inferences from what I read.
This means that I can make guesses based on clues when I am reading.
Norma S. Gerrell - PSSD

14. I Can Statements Intended Use for Students: How am I doing?
What do I need to know or be able to do?
Intended Use for Students:
ownership for their learning
answers the student questions:
How am I doing?
Norma S. Gerrell - PSSD

15. I Can Statements Uses- Teacher : Student : Parent :
data centers, class meetings, goal setting, identifying learning targets for explicit instruction, student led conferences
Student :
data folders, goal setting, progress monitoring, communication tool, student- led conferences
Parent :
communication tool to strengthen the home-school partnership and to support learning at home, parent information night, open house, newsletters, conferences
Norma S. Gerrell - PSSD

16. Clear Learning Goals
Insight: “Only 3% of the adult population report having clear, written goals for their life. Of this 3%, 95% report achieving those goals.” Question: What would your school look like if every teacher had clear, student friendly, written goals?
Norma S. Gerrell - PSSD

17. Where am I now? 3. Offer regular descriptive feedback.
4. Teach students to self-assess and set goals.
Norma S. Gerrell - PSSD

18. Student Self Assessment
When anyone is trying to learn, feedback about the effort has three elements:
Recognition of the desired goal,
Evidence about present position,
Some understanding of a way to close the gap between the two.
All three must be understood to some degree before he or she can take action to improve learning.
Sadler, 1989
Norma S. Gerrell - PSSD

19. Strengthening “I Can…” Objective Use
Suggestion #4: Teach students to use a quick-check formative tool that asks them to self-assess their current ability to complete the “I Can…”. Try to move beyond thumbs-up/down as a quick check technique by choosing a tool with several more dimensions to it.
I can analyze my rough draft to find a writing trait that I should revise during writer’s workshop.
I can choose a specific skill from the trait I am revising for and then choose a strategy for improving that skill in my next draft.
I can communicate my trait-inspired revision strategy to my teacher before I begin revising.
Norma S. Gerrell - PSSD

20. Fist to Five
Norma S. Gerrell - PSSD

21. Thumbs Up/ Thumbs Down
Norma S. Gerrell - PSSD

22. Individual Marker Boards
Norma S. Gerrell - PSSD

23. I can Rubric Skill: Skill Indicators: 4 Expert Exceeds
I understand completely! I can do it without making mistakes. I can help others.
3 Master
Proficient
I understand the important ideas.
I can do it by myself. Once in awhile, I make little or careless mistakes. 2
Apprentice
Developing
I’m getting there! My mistakes show I understand most of the important ideas. Sometimes I need help. 1
Novice
Beginning
I don’t understand yet. I can’t do it by myself. My mistakes show that I have trouble with the important ideas.
Norma S. Gerrell - PSSD

24. Rubric Activity I can write my numbers to 20
Steph leads through the process
Norma S. Gerrell - PSSD

25. Norma S. Gerrell - PSSD

26. How can I close the gap? 6. Teach student focused revision.
5. Design lessons to focus on one aspect of a GLE/CLE at a time.
6. Teach student focused revision.
7. Engage students in self-reflection. Let them keep track of and share their learning.
Norma S. Gerrell - PSSD

27. Why Assessment Works for Learning
When students are required to think about their own learning (metacognition), articulate what they understand, and what they still need to learn, achievement improves.
--Black and Wiliam, 1998; Sternberg, 1996; Young, 2000
What is it about student involvement that works? Why does research support assessment for learning in the classroom? (Before showing this slide, you can pose these as rhetorical questions or you can ask audience members to respond.)
There are hundreds of ways to involve students in assessment that increase achievement. The critical factor here is that students identify what they understand and what they still need to work on.
Norma S. Gerrell - PSSD

28. What Gets Measured Gets Done
When you measure progress you:
have a powerful influence on student achievement
stay on track
reach your target dates
experience the excitement of achievement
which spurs you on to continued effort required to reach your goals
Norma S. Gerrell - PSSD

29. I can Rubric Skill: I can put a story events in order.
Skill Indicators: 4
Expert Exceeds
I understand completely! I can do it without making mistakes. I can help others.
3 Master
Proficient
I understand the important ideas.
I can do it by myself. Once in awhile, I make little or careless mistakes. 2
Apprentice
Developing
I’m getting there! My mistakes show I understand most of the important ideas. Sometimes I need help. 1
Novice
Beginning
I don’t understand yet. I can’t do it by myself. My mistakes show that I have trouble with the important ideas.
Norma S. Gerrell - PSSD

30. Expectation/Skill: Sequence
Evidence of Skill Acquisition
Evidence Over Time
Norma S. Gerrell - PSSD

31. SMART Targets - I Can Statements Empower Students
Common focus
Target for achievement
Communicate what is important
Build community & engagement
Increase motivation and confidence
Norma S. Gerrell - PSSD

32. Common Core State Standard
W.2.2.
Write informative/explanatory texts in which they introduce a topic, use facts and definitions to develop points, and provide a concluding statement or section.
Norma S. Gerrell - PSSD

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37. Correlation vs. Congruency
Correlation – an approximate match Congruency – an exact match Thought: “Teachers who see the nuances between congruency and correlation produce the most student success, especially at the lowest quartile.” --Mike Rutherford
Norma S. Gerrell - PSSD

38. Congruency
Definition: The ability of the teacher to create an exact match between the activities in the classroom and the clear learning goal. Learning centered teachers plan activities that are congruent to the learning goal.
Norma S. Gerrell - PSSD

39. Correlated – Student creates an attractive brochure
Congruency
Analogy: Creation of a PowerPoint Goal: The student will create a travel brochure using information from three on-line sites.
Congruent – Student applies information literacy strategies to create a brochure
Analogy slide on congruency Ex. Power Point – creation not a congruent activity; Elem. Coloring
Correlated – Student creates an attractive brochure
Norma S. Gerrell - PSSD

40. Congruent Correlated At or below level students need more
Above level students need less
Use as independent practice or homework for at or below level students
At or below level students need less
Above level students need more
Don’t give to at or below level students for independent practice or homework
Norma S. Gerrell - PSSD

41. “I Can” underline the predicate
Directions: Add a predicate to each sentence below.
1. The police officer ______________________________ ____________.
2. The boat captain ______________________________ ____________.
3. The rusty old car ______________________________ _____________.
4. The garden in our backyard ______________________________ ____.
5. The lady with the green dress ______________________________ __.
Example: The small squirrel scampered across the yard.
1. Three pelicans flew over the beach.
2. The children built a sandcastle.
3. Ben played chess with Alex.
4. Everyone in the stadium watched the game.
5. The microwave beeped.
Norma S. Gerrell - PSSD

42. Congruency vs. Correlation
In a learning situation, the principle of congruency means to achieve an exact match or agreement between the clear learning goal and the chosen learning activity.
Congruency – an exact match
Correlation – related to
Impostor activities look congruent, but are really only correlated. Impostor activities waste valuable learning time.
20 minutes of imposter activities per day = 60 hours of lost instruction per school year….Wow!!!
Norma S. Gerrell - PSSD

43. Fist to five…NIMAS or National Instructional Materials Accessibility Standard