1. Timber Trace Elementary School October 4, 2011

2. Introduction Module # 1 Structure of the Handbook Design Questions and Modules Sample Activity Box How to Use the Handbook

3. Design Question # 1 Module 2 Establishing and Communicating Learning Goals Reflecting on Your Current Beliefs and Practices How clear are you about the distinction between a learning goal and a learning activity or assignment? How do you communicate the difference to students?

4. Clearly Articulate Learning Goals Learning Goals- State what students should learn over the course of a unit. Students will Learn…. Students will be able to … We use both types of Information… Declarative ( such as vocabulary terms, facts, generalizations and principles) Procedural Knowledge ( processes such as skills, strategies, as well as complex processes in writing).

5. Creating Scales and Rubrics for Learning Goals To assist in identifying knowledge that is easier than the learning goal and knowledge that is more complex than the learning goal. You can use a Whole-point scale or give examples of half way points along the scale

6. Rewriting Scales in Student –Friendly Language Use language which is friendly for students Can be done along with the class to develop it together Provide specific examples for students to utilize You can use visuals or illustrations of what is expected

7. Having Students Identify Individual Learning Goals The level of engagement for students will increase when they have personal goals regarding the content being addressed. Student learning goals can be individualized When this unit is completed I will better understand… When this unit is completed I will be able to ….. Generic Scale for student goals as well.

8. Check for Understanding 4-I understand and already fully implement this strategy in my classroom. 3-I understand this strategy but I need to practice using it in my classroom. 2-I can explain this strategy, but I an not fully confident that I can use it. 1-I do not understand this strategy, and I do not currently use it in my classroom.

9. Check for understanding 1. Clearly articulating learning goals as opposed to activities and assignments 2. Creating scales or rubrics for learning goals 3. Rewriting scales in student-friendly language 4. Having students identify individual learning goals

10. Design Question # 1 Module 3 Designing and Using Formative Assessments Reflecting on Your Current Beliefs and Practices What do you do to provide feedback to students consistently throughout a unit of instruction? What do you do to show students that they have gained in knowledge throughout your units of instruction?

11. Summative vs. Formative Summative - an assessment at the end of the unit Formative - provides student feedback throughout instruction (powerful measurement and instructional tools) The problem with relying on summative assessments only is that they don’t provide students with feedback while they are learning new content. If teachers knew exactly how each student was progressing through a unit, they might be able to provide additional assistance. If students knew how they were progressing, they would have the opportunity to work harder or to ask for assistance.

12. Designing and Scoring Formative Assessments If a unit has multiple learning goals, you should have multiple scales. This is much easier than it seems. A teacher only needs to identify content for Scores 2.0, 3.0 and 4.0. The level of rigor in our assessments should span from level 2.0 (true and false, multiple choice, fill in the blank and short answer) to level 4.0 (typically constructed-response formats).

13. Designing Individual Score-Leveled Assessments There are 2 ways of designing and scoring formative assessments. 1. Assessments include score 2.0,3.0 and 4.0 content combined in a single assessment. 2. Score 2.0 is assessed separately from Score 3.0, which is assessed separately from 4.0.

14. Using a Variety of Types of Assessments The Probing Discussion Unobtrusive Observation Student-Generated Tasks

15. Keeping Track of Student Progress Over Time Throughout a unit, students should graph their progress on specific learning goals.

16. Celebrating Final Status and Knowledge Gain 1. Final status- recognizing each student’s final score on a scale for each learning goal (3.0 and above). 2. Knowledge gain-recognize the knowledge gained of the learning goal.

17. Grading in a Formative System Take your rubric or scale and turn it into a grading system.