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Dr. Norma S. Gerrell NW CORE Center, Director Norma S. Gerrell - PSSD.

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Presentation on theme: "Dr. Norma S. Gerrell NW CORE Center, Director Norma S. Gerrell - PSSD."— Presentation transcript:

1 Dr. Norma S. Gerrell NW CORE Center, Director Norma S. Gerrell - PSSD

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3 Learning has to do with what the students accomplish.” Harry Wong “Learning has nothing to do with what a teacher covers. 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  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 Noun = Content Water Cycle Verb = Performance p. 128 Cover Hit on Diagram No Fuzzy Verbs “Hey Dad, Watch Me…” Norma S. Gerrell - PSSD

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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 academic vocabulary 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. expressionfluency Example: I can read a favorite story with expression and to demonstrate fluency. Norma S. Gerrell - PSSD

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

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

15 Teacher Teacher :  data centers, class meetings, goal setting, identifying learning targets for explicit instruction, student led conferences Student Student :  data folders, goal setting, progress monitoring, communication tool, student- led conferences Parent 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 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  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

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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  I can write my numbers to 20 Norma S. Gerrell - PSSD

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26 How can I close the gap? 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 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 Norma S. Gerrell - PSSD

28 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  Common focus  Target for achievement  Communicate what is important  Build community & engagement  Increase motivation and confidence Norma S. Gerrell - PSSD

32 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 – 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 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 Analogy: Creation of a PowerPoint Goal: The student will create a travel brochure using information from three on-line sites. Correlated – Student creates an attractive brochure Congruent – Student applies information literacy strategies to create a brochure Norma S. Gerrell - PSSD

40  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  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  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

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