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Experienced ELA 2012. Unpacking Embedded Assessments “ To begin with the end in mind means to know where you ’ re going before you get started so that.

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Presentation on theme: "Experienced ELA 2012. Unpacking Embedded Assessments “ To begin with the end in mind means to know where you ’ re going before you get started so that."— Presentation transcript:

1 Experienced ELA 2012

2 Unpacking Embedded Assessments “ To begin with the end in mind means to know where you ’ re going before you get started so that every step you take is always in the right direction. ” Stephen Covey, author of The Seven Habits of Highly Effective People, as cited in Understanding by Design, by Grant Wiggins and Jay McTighe

3 Unpacking Embedded Assessments Essential Questions (EQ): What is the value of unpacking an Embedded Assessment for your planning and teaching? For your students? Think-Write- Pair-Share

4 Individual Accountability: What will you have to know? (Yellow) What will skills will you have to have? (2 nd color choice) Unpacking Our Embedded Assessment

5 Group Accountability: Use your assigned format to unpack the Embedded Assessment. You will using the following roles while unpacking: Recorder- Writer Runner- Speaks to trainer/posts visuals Reporter- Speaker Reader- Anything aloud in small/large group. Unpacking Our Embedded Assessment

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7 Unpacking Embedded Assessments Reflection: (5 mins) How will this activity help you complete the Embedded Assessment? 1 min-3 max word answer on Post-It note.

8 Differentiated Instruction Essential Questions (EQ): What are the key principles of differentiation? How can we apply them within the instructional framework of SB?” Individual Accountability: Quick-Write Response

9 Differentiated Instruction Group Accountability: Using your individual understanding, create a 1-2 sentence definition of differentiation on a single sheet of white paper. Recorder- Writer Runner- Speaks to trainer/posts visuals Reporter- Speaker Reader- Anything aloud in small/large group.

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11 Differentiated Instruction When considering how to differentiate, one must first determine the lesson’s content, product, and process. Using Level 3, Lesson 2.13, mark your text for content (C), product (PD), or process (PR). Individual Accountability: Numbered Heads

12 Group Accountability: Post-Its (C), (PD), (PR) Recorder- Writer Runner- Speaks to trainer/posts visuals Reporter- Speaker Reader- Anything aloud in small/large group. Differentiated Instruction

13 Individual accountability: Using your student scenario, brainstorm on paper how you would differentiate for this student through content, product, or process during Activity Differentiated Instruction

14 Group accountability: Join others that share your same student. Discuss how you would differentiate content, product, or process for this student. Commit each reasonable idea to an individual Post-It. Recorder- Writer Runner- Speaks to trainer/posts visuals Reporter- Speaker Reader- Anything aloud in small/large group. Differentiated Instruction

15 Reflection: (5 mins) How will this activity help you complete the Embedded Assessment? 1 min-3 max word answer on Post-It note.

16 Formative Assessments How many formative assessments have we completed today? Text your answer to 37607: # (i.e ) Submit and your answer to

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18 Formative Assessments Reflection: (5 mins) How will these activities help you complete the Embedded Assessment? 1 min-3 max word answer on Post-It note.

19 Questions/Reflections Post your comments and questions here.

20 Lunch on Your Own One hour

21 Deliberate Vocabulary Instruction How do you use deliberate vocabulary instruction in your classroom? How does this create a sense of ownership among your students?

22 In the book Classroom instruction that Works, Robert Marzano states: Some researchers have concluded that systematic vocabulary instruction is one of the most important instructional interventions that teachers can use, particularly with low-achieving students.

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24 Deliberate Vocabulary Instruction  Unpacking Embedded Assessments  Vocabulary Notebooks  Interactive Word Walls

25 Best Practice- Vocabulary Instruction ● Providing a description, explanation, or example of the new term. ● Asking students to restate the description, explanation, or example in their own words. ● Asking students to construct a picture, symbol, or graphic representing the term. ● Periodically engaging students in activities that help them add to their knowledge of terms in their notebooks. ● Frequently asking students to discuss the terms with one another. ● Regularly involving students in games that allow them to play with terms. Building Academic Vocabulary Teacher’s Manual (Marzano & Pickering, 2005) and Building Background Knowledge for Academic Achievement: Research on What Works in Schools (Marzano, 2004).

26 Deliberate Vocabulary Instruction Reflection: (5 mins) How will these activities help you complete the Embedded Assessment? 1 min-3 max word answer on Post-It note.

27 Collaboration Individual accountability: K What I know worked well… W What I wish had gone better… L What I learned my kids need, skills they must have to make collaboration better in my classroom…

28  Setting things up Expectations/Norms Physical set up Roles Clarifying learning intentions and criteria for success  Strategic grouping Things to consider when assigning groups Purpose of collaboration  Ensuring group and individual accountability Providing feedback to move learners forward Activating students as owners of their learning Activating students as instructional resources for one another Engineering classroom discussion Strategies to encourage collaboration

29 Collaboration Reflection: (5 mins) How will these activities help you complete the Embedded Assessment? 1 min-3 max word answer on Post-It note.


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