1. Makin the GR DE Online Educational Resources http://jc-schools.net A

2. Lets Take A Little Test! Slice of Life The GOOD The BAD

3. Lets Take A Little Test! If this was a test administered to students, should the teacher: A.Reteach and retest the material B.Record the grades and give the students a bonus point activity to pull up their average C.Ignore the results and move on to the next objective D.Reexamine the state standards to determine if this objective is to be taught in the first place

4. American kids cant locate countries on a map. Educators have vowed to correct the problem.

5. Formative Assessment Observations which allow one to determine the degree to which students know or are able to do a given learning task, and which identifies the part of the task that the student does not know or is unable to do. Outcomes suggest future steps for teaching and learning. Before assessment….you must have an effective lesson!

6. The Roadmap to Success CLEAR STANDARDS GOOD TEACHINGTEACHING ASSESSMENT SUCCESS

7. Brutal Facts Instruction itself has the largest influence on achievement (a fact still dimly acknowledged). Most (though not all) instruction, despite our best intentions, is not effective but could improve significantly and swiftly through ordinary and accessible arrangements among teachers and administrators. ----Dr. Mike Schmoker In a 45 minute class only 15 minutes of actual instruction takes place.

8. EFFECTIVE LESSONS HAVE: A clearly stated standard Teacher examples (modeling) Whole group practice Partner practice Individual practice Assessment Adjustments based on the assessment results Check for understand. Address higher level thinking skills

9. The Effective Lesson Marzano - Introduce the following vocabulary: solid, liquid, gas, energy, heat, cool, condensation, evaporation, melting, boiling, freezing, mass, volume The Three States of Matter Matter Raceway-whole group Matter Raceway Partner practice: States of MatterStates of Matter Individual practice

10. The Assessment Questioning is the KEY Do students develop a deep understanding of key facts, concepts, generalizations, and principles and knowledge by emphasizing higher-order questioning?

11. The Assessment Is discussion encouraged in the classroom by using open-ended questions? Are there goals or purposes to questions?

12. The Assessment Is important--rather than trivial--material emphasized for in-depth exploration of essential/key questions? Are "yes" and "no" questions avoided?

13. The Assessment Are "probe" questions used to encourage elaboration and support of claims? Do students clearly understand questionsor are they playing a "guessing game?"

14. The Assessment Are questions posed that "contain the answer"? Is the students' response anticipated to questions, while still providing for divergent thinking and original responses provided?

15. The Assessment Are purposeful strategies for helping students deal with incorrect responses utilized? Is there effective use of Wait Time? Are question structures varied ?

16. Importance of WRITING Writing is the litmus paper of thought…the very center of schooling. Ted Sizer Writing aids in cognitive development to such an extent that the upper reaches of Blooms taxonomy could not be reached without the use of some form of writing. Kurt and Farris 1990

17. BRUTAL FACTS For all its unparalleled cognitive benefits, little or no real writing instruction takes place in the regular classrooms. Kameenui and Carnine We dont teach writing…we make writing assignments.

18. K-12/COLLEGE SUCCESS Analytical READING Persuasive WRITING Only 31% of college graduates can read a complex book and extrapolate from it. National Center for Education Statistics Only 24% write at the proficient level; 4% were rated high NAEP study

20. Kinds of Writing Prompts Miss Takes Challenge Sentence Stretchers

22. Writing Assessment Do students have an opportuntity to evaluate their own work based on a rubric? Do they have an opportunity to revise their work after their evaluation?

23. Scoring & Feedback Holistic Scoring Scoop on Scoring Raise Your Score!

24. Did you know? In late fall of each year the SDE will request the names of 2 teacher to attend the writing scoring workshop in Nashville, which is held in early March. The SDE will pick up expenses. For more info contact Charlotte Woehler (Charlotte.Woehler@state.tn.us)

25. Who decides what is "competent"? Seventy-five teachers from East, Middle, and West Tennessee meet for two days in Nashville to read and score essays from a sample group each year. The teachers discuss the papers and choose anchor papers for each score point of the scoring rubric to be used as guides in the scoring process.

26. What is on the test?

27. Isnt this teaching the test? The SPIs detail what TN expects students at a particular grade level show learn as a result of being enrolled in a TN school and taught by a highly qualified teacher for that year.

28. Internet 4 Classroom

29. Grade 6 Math SPI

30. Daily Dose of Math

31. Gateway Biology SPI

32. PowerPoint Collection

34. Organic Compounds

35. Math, Science & Social Studies Online

36. Science Online

37. Social Studies Online

38. Math Online

39. Academic Vocabulary

40. Six-Step Process The first three steps are to assist the teacher in direct instruction. The last three steps are to provide the learner practice and reinforcement. Step 1: The teacher will give a description, explanation, or example of the new term. Grade 6: Probability

41. Chances, odds, likeliness, possibility If student X has not turned in homework for the past 2 weeks, what is the probability that he will turn in todays assignment?

42. Looking for Descriptions? Utilize examples, descriptions, but not definitions. Definitions are not a recommended method for vocabulary instruction as they do not provide learners an informal, natural way to learn new vocabulary. Thesaurus Reference

43. Google define:probability

44. EXTRA BONUS! List of sites related to the subject

45. Six-Step Process Step 2: The teacher will ask the learner to give a description, explanation, or example of the new term in his/her own words.

46. Six-Step Process Step 3: The teacher will ask the learner to draw a picture, symbol, or locate a graphic to represent the new term.

47. Six-Step Process Step 4: The learner will participate in activities that provide more knowledge of the words in their vocabulary notebooks.

48. probability A chance that something will happen based on past experiences. frequency in distribution Sports statistics

49. Six-Step Process Step 5: The learner will discuss the term with other learners.

50. Six-Step Process Step 6: The learner will participate in games that provide more reinforcement of the new term.

51. Basic Skills

55. 7 th Grade Geography

57. Book Adventure

58. Literacy Lane & Literacy Off Ramp

59. Writing Write On Write On & Write Away

60. netTrekker Differentiated Instruction

62. Social Studies 9-12 Math 9-12 Language Arts 9-12 Science 9-12

63. With sex education, self-esteem, multiculturalism, self-awareness, computer studies, and touch feely, Im not going to have time for reading, writing, and math. Thats where you as parents come in…