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1 1 Barb Rowenhorst Janet Hensley PASS March 10, 2011


3 Review Assessment Strategy #4: Student self-assessment & setting goals Relate goal setting to formative assessment and motivation Understand the relationship between formative assessment and student motivation Understand the factors relating to student motivation Revisit student involvement in the formative assessment process Learn how to assess student disposition

4 Rick Melmer 3 Things to Being a Successful Teacher Attitude: the people that are most effective are the ones that maintain a positive attitude. Ambition: teaching is hard work -- strike a balance between family and work. He challenges us to work hard and be the best that we can. Amnesia: forget about the little things that can aggravate you. Help kids by allowing them to start a new slate.

5 Annette Breaux Test Name the 5 wealthiest people of the world Name the 5 Heisman trophy winners Name 5 winners of the Miss America contest Name ten people that have won the Nobel or Pulitzer prize

6 Annette Breaux cont. Name at least 2 teachers who aided your journey through school. Name 3 friends who have helped you through a difficult time. Name 2 people who have taught you something worthwhile. The people who make a difference in your life are not the ones with the most money or awards – They are simply Those People Who Care.

7 Annette grouped teachers as 1’s, 2’s, 3’s. We want to be 3’s We want our kids to be 3’s 1’s Don’t do much teaching Spend the majority of their time complaining Rarely smile Have lots of management problems Uses all teacher directed activities Have an aversion to change Supports an I don’t care attitude Don’t particularly like kids.

8 Annette Breaux 2’s Are capable Tend to get caught up in negatives Lack enthusiasm Tend to blame others Pretty good at managing classrooms.

9 3’s 3’s always appear happy. Appear professional at all times. If 3’s have a disagreement--they go straight to a method of handling that and professionally share their concerns. 1’s and 2’s go to the lounge and complain. 3’s touch lives and make a difference

10 Wanted additional information Goal setting (and self assessment) for younger students (adaptable to LD-type students)

11 How will you get there… …if you don’t know where you are going ? Learning to Learn

12 Goal Setting with Robert Video scenario Sarah Explains


14 People who succeed have goals, and people with goals succeed.

15 We have to teach them to believe in themselves, because without that belief, they aren’t likely to achieve their goals. In order to achieve, you must first believe.

16 First, make sure students know what a goal is. Ask students to volunteer goals they or their friends have set for themselves in the past. List their ideas on the board, and discuss the difference between long-term and short-term goals. Short-term goals might include: reading a difficult book, earning a perfect score on a spelling test, not yelling out when others are talking, or arriving at school on time each day for a month.

17 Long-term goals could include: goals for the school year, earning a scholarship to college, or dreams about future careers. You may want to visit about people who students can relate to that have had goals and been successful. Brainstorm Academic goals at school are directly related to students knowing the ‘target’ – where they are headed.

18 Have students review their plans each day or at certain times. Interact with each student about their goal and their progress. Help students make smaller steps to attain their goal if needed.

19 Different from adult goals. When you’ve found out what each student wants to achieve, help them identify the steps required to get there and in particular, ask them what is the first thing they need to do to progress towards this goal. By doing this, you are starting the set the framework for goal setting for kids. Keep at it!

20 Common “goal”: To lose 10 pounds in two weeks. SMART goal: I walk one mile every Monday, Wednesday, and Friday and I weigh 175 on May 30. Specific Measurable Attainable Realistic Time-certain

21 Instead of... Get good grades Don’t get in trouble No more tardies Brainstorm what to write


23 Look through the templates as well as the templates from last time. Choose one template that you can use or modify for your classroom. Share with your team members.


25 What is the correlation between behavior and success in a student academically? How to increase student motivation. How do you motivate students to want to do better and to have commitment to learning?

26 Motivation: DEFINITION: From the Latin verb movere (to move). Motivation is the process whereby goal- directed activity is instigated and sustained. Why should students set and sustain goals?

27 Each take a section of the article to read Take notes Share with your group how your section relates to motivation

28 Productive Response to Results I understand these results I know what I need to do next I’m OK I choose to keep trying Counterproductive Response to Results I don’t understand I have no idea what to do next I’m no good at this stuff anyway I give up Stiggins, R. (2008)

29 For many students there is a discrepancy between who they are and who they want to become… it can be motivating if students think they can change. if they can make connections between the present and the future. …or devastating if students don’t think they can change if they are too focused on the present.

30 The words we say = 7% Tonality = 38% Body Language = 55% 93% has NOTHING to do with our words!

31 Tell me and I will forget Show me and I will remember Involve me and I will understand Step back and I will act




35 Write a goal for yourself as a first step for motivating students. Write a goal that would assist students in writing their own goals. How will you monitor your student’s goal setting?

36 The ultimate user of formative assessment information is the student.

37 Students are important users of assessment information Students understand learning targets and standards of quality (strong/weak work) Students use results to self-assess and set goals Students keep track of and share their achievement Assessment FOR Learning!

38 Assessment is not something that is done to students separate and apart from instruction; assessment must be – and must be seen to be – something that is done with students as an integral part of the learning process. Ken O’Connor (2002)

39 Students’ Perceptions about Assessment & Learning

40 1. Knowledge 2. Reasoning 3. Skill/Performance 4. Product 5. Dispositional

41 Popham & Stiggins: Teachers who currently implement Assessment FOR Learning (AFL) have no systematic way of determining the affective impact of this approach on their students. In an effort to provide teachers with tools for tracking students’ affect related to AFL, Stiggins and Popham have developed an affective inventory to determine the impact of teacher’s instruction on those affective dispositions most likely to be influenced by an Assessment FOR Learning approach. Grades 3-6 Grades 7-9 Grades 10-12


43 Practice taking and scoring the inventory High school inventory (8 questions) Individually complete the survey Compile your results as a class Compute the results

44 Question #1 10 Students 4 students X 5 = 20 3 students X 4 = 12 1 students X 3 = 3 2 students X 2 = 4 0 students X 1 = 0 Total score = 39 Divide by 10 students = 3.9 or 4 Average score for Question #1 3.9 or 4


46 Stiggins & Popham list 6 specific strategies that can help get students on academic “winning streaks” and keep them there.

47 Please return to your original seat. 1 minute Turn to your elbow partner and discuss… How might this survey be useful to you? What can you do to make sure that students have good attitudes and perceptions about learning in your classroom?


49 Nobody cares what we teach --- not our principals, our superintendents, or our legislative bodies. No one. In fact… what we teach is irrelevant. It’s what our students learn after their time with us that matters. Rick Wormelli (2006)

50 Review Assessment Strategy #4: Student self-assessment & setting goals Relate goal setting to formative assessment and motivation Understand the relationship between formative assessment and student motivation Understand the factors relating to student motivation Revisit student involvement in the formative assessment process Learn how to assess student disposition

51 Write 3 statements or facts that are important to you about formative assessments, goal setting and/or motivation. All stand and one at a time read your three statements If someone before you mentions one of yours cross it out When all of your statements are mentioned by you or someone else, sit down


53 Work Time

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