Implementing FIP at the Classroom Level Dr. Norma S. Gerrell NW CORE Center, Director Norma.Gerrell@tn.gov Norma S. Gerrell - PSSD

“Learning has nothing to do with what a teacher covers. Learning has to do with what the students accomplish.” Harry Wong Take a moment to share with an elbow partner what you do to have a student accomplish their dreams. Norma S. Gerrell - PSSD

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

Clear Learning Targets 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

Clear Learning Targets Noun = Content Water Cycle Verb = Performance p. 128 Cover Hit on Diagram No Fuzzy Verbs “Hey Dad, Watch Me…” Norma S. Gerrell - PSSD

Incredibly helpful polygon wheel from St Incredibly helpful polygon wheel from St. Edwards Universtiy Center for Teaching Excellence Note that the categories use the headings from the original taxonomy and not the current one. Content is still relevant and useful. http://www.stedwards.edu/cte/files/BloomPolygon.pdf Norma S. Gerrell - PSSD

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

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

Strengthening “I Can…” Objective Use 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. Example: I can read a favorite story with expression and to demonstrate fluency. Norma S. Gerrell - PSSD

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

Student Friendly Language – “Inference” 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

I Can Statements 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

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

I Can Statements Uses- Teacher : Student : Parent : data centers, class meetings, goal setting, identifying learning targets for explicit instruction, student led conferences Student : data folders, goal setting, progress monitoring, communication tool, student- led conferences 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

Clear Learning Goals 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

Where am I now? 3. Offer regular descriptive feedback.   4. Teach students to self-assess and set goals. Norma S. Gerrell - PSSD

Student Self Assessment 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

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

Fist to Five Norma S. Gerrell - PSSD

Thumbs Up/ Thumbs Down Norma S. Gerrell - PSSD

Individual Marker Boards Norma S. Gerrell - PSSD

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

Rubric Activity I can write my numbers to 20 Steph leads through the process Norma S. Gerrell - PSSD

Norma S. Gerrell - PSSD

How can I close the gap? 6. Teach student focused revision. 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

Why Assessment Works for Learning 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 What is it about student involvement that works? Why does research support assessment for learning in the classroom? (Before showing this slide, you can pose these as rhetorical questions or you can ask audience members to respond.) There are hundreds of ways to involve students in assessment that increase achievement. The critical factor here is that students identify what they understand and what they still need to work on. Norma S. Gerrell - PSSD

What Gets Measured Gets Done 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

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

Expectation/Skill: Sequence Evidence of Skill Acquisition Evidence Over Time Norma S. Gerrell - PSSD

SMART Targets - I Can Statements Empower Students Common focus Target for achievement Communicate what is important Build community & engagement Increase motivation and confidence Norma S. Gerrell - PSSD

Common Core State Standard 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

Norma S. Gerrell - PSSD

Norma S. Gerrell - PSSD

Norma S. Gerrell - PSSD

Norma S. Gerrell - PSSD

Correlation vs. Congruency 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

Congruency 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

Correlated – Student creates an attractive brochure Congruency Analogy: Creation of a PowerPoint Goal: The student will create a travel brochure using information from three on-line sites. Congruent – Student applies information literacy strategies to create a brochure Analogy slide on congruency Ex. Power Point – creation not a congruent activity; Elem. Coloring Correlated – Student creates an attractive brochure Norma S. Gerrell - PSSD

Congruent Correlated 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

“I Can” underline the predicate 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

Congruency vs. Correlation 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

Fist to five…NIMAS or National Instructional Materials Accessibility Standard