2 Agenda Professional Learning Communities 3 Big Ideas 4 Critical Corollary QuestionsYou’ve got Mail!Identifying Essential SkillsUnwrapping StandardsMatching assessment methods with learned skills
3 What are the Three Big Ideas of PLC at Work? A Focus on LearningA Collaborative CultureA Focus on Results
4 Essential Outcomes for January 11, 2012 Discuss specifics of the 3 big ideas and 4 critical corollary questions in a PLCLearn an activity to engage stakeholders in problem solvingReview criteria from Reeves and Ainsworth to identify essential skillsLearn a process for unwrapping standardsComplete an activity of matching assessments to essential skills
5 First Big Idea Focus on Learning “The very essence of a learning community is a focus on and a commitment to the learning of each student”DuFour, DuFour, Eaker, & Many, 2010,Learning by Doing, Second Edition p. 11
6 A Collaborative Culture Second Big IdeaA Collaborative Culture“A PLC is composed of collaborative teams whose members work interdependently to achieve common goals for which members are mutually accountable”DuFour, DuFour, Eaker, & Many, 2010,Learning by Doing, Second Edition p. 11
7 Third Big Idea Focus on Rearning “Members of a PLC realize that all of their efforts must be assessed on a basis of results rather than intentions”DuFour, DuFour, Eaker, & Many, 2010,Learning by Doing, Second Edition p. 11
8 What are the Four Critical Corollary Questions? What do we want our students to learn? (essential, guaranteed, and viable curriculum)How will know they have learned it? (frequent, team-developed, common formative assessments)How will we respond when they don’t learn it? (timely, directive, systematic intervention)What will we do when they do learn it? (timely enriched content, extended activities)
9 Identifying Essential Skills/Concepts 1. Gather necessary resources:– State standards– Association standards– District curriculum guides– Prerequisite skills– Assessment framework and blueprints– Other supporting documents and information2. Review documents3. Determine what is most important
10 Identifying Essential Skills/Concepts Essential skills/concepts must be aligned with district curriculum guides, state or national standards such as the Oklahoma Standards and Common Core Standards.Essential skills/concepts must be aligned with the associationstandards for courses such as Foreign Language, Family &Consumer Science, Music, Physical Education, etc…Students must be prepared to demonstrate proficiency with the essential skills/concepts on high-stakes tests.Learning of essential skills/concepts will be assessed frequentlywith teacher made common formative assessments forstudents to prove mastery and when necessary to allow foradditional time and support to assure learning takes place.
11 Teaching to the State Standards Recent research reveals that teaching to the state standards would require approximately 23 years.
12 Determining What Is Essential Endurance—Will this standard provide students with knowledge and skills that will be of value beyond a single test date?Leverage—Will this provide knowledge and skills that will be of value in multiple disciplines?Readiness—Will this provide students with the essential knowledge and skills necessary for success in the next unit, level of instruction, course, grade or level of instruction?DuFour, DuFour, Eaker, & Many Learning by Doing 2nd Ed, 2010, Page 65Ainsworth , Rigorous Curriculum Design, 2010 Page 40Reeves, The Leader’s Guide to Standards 2002, pp. 49–52
13 Consider one item your school has encountered as a hurdle for moving forward in the PLC journey. Create a description of the hurdle that would provide a reader with enough clarity to offer a meaningful suggestion.
14 You’ve got Mail!Each team writes their greatest challenge on the outside of the envelop (no names or other identifying information)The second team reads the challenge and writes a suggestion for overcoming the challenge on one index card inside the envelopThe third and fourth teams read the challenge and the suggestion/s for overcoming the challenge then writes another suggestionThe postmaster redistributes the mail to the starting team with the challenge
16 Learning / Achievement Targets Statements of what wewant students to learnand be able to do.
17 “The single most common barrier to sound classroom assessment is theteachers’ lack of vision of appropriateachievement targets within thesubjects they are supposed to teach.”Rick Stiggins
18 Knowledge / Understanding “Mastery of substantivesubject content wheremastery includesknowing itunderstanding it, andknowing how to find it.”Possible Verbs:Understand, describe, identify, define, label, match, choose, recall, recognize, selectAdapted from Laurie Robinson 2011
19 Reasoning “The ability to use knowledge and understanding to figure things outand to solveproblems”Possible Verbs:Explain, analyze,(support, determine, dissect, examine, order) Compare/contrast(discriminate, distinguish, find similarities and differences), Synthesize (blend,formulate, organize, adapt, modify) Classify (categorize, sort, group) Infer (interpret,conclude, predict) Evaluate (justify, support, appraise, debate, defend, evaluate,prove)Adapted from Laurie Robinson 2011
20 Performance Skills “The development of proficiency in doing something where it is the process that isimportant, such as playing amusical instrument, readingaloud, speaking in a secondlanguage, or usingpsychomotor skills”Possible Verbs:Observe, listen, perform, do, question, conduct, work, read, speak, assemble,operate, use, demonstrate, measure, investigate, model, collect, dramatize, exploreAdapted from Laurie Robinson 2011
21 Products“The ability to create tangible products, such as term papers, science fair models, and art products, that meet certain standards of quality and that present concrete evidence of academic proficiency”Possible Verbs:Design, produce, create, develop, make, draw, represent, display, model, construct,buildAdapted from Laurie Robinson 2011
22 Driving a Car With Skill KnowledgeReasoningSkillsProducts
24 The Process of Unwrapping First, CIRCLE all of the verbs. What will students need to do?Second, UNDERLINE all the knowledgecomponents that provide content.STAR any performance skills in the standard.BOX any products that will be required for standard completion.Below the standard, NAME any reasoning targets that are either explicit or implied.
25 “Teachers who truly understand what they want their students to accomplish will almost surely be more instructionally successful than teachers whose understanding of hoped‐for student accomplishments are murky.”W. James Popham
26 Assessment Methods and Effectiveness Selected/Constructed ResponseMultiple choice, true/false, matching, labeling of diagram, or short answer fill‐in itemsExtended Written ResponseAn original written responsePerformanceThe ‘performance’ is the targetPersonal CommunicationInterview, conferences, oral examinations, class discussions
27 Aligning Learning Targets to Assessment Methods Using the Target‐Method Match Activity:Each person has a number 1 ‐ 4Individually read through your assigned scenario and record your answer to each question by marking a “Y” in the appropriate box when your answer is “Yes.” Put an “N” in the box if the answer is “No.”At your table or in your group discuss your answers for the ‘best’ matches.