Foundation of Essential Beliefs Overarching Objectives Curriculum Design Objectives Assessment Learning Experiences Personal Relationship Building Class Climate Expectations Clarity Principles of Learning Models of Teaching SpaceTimeRoutines AttentionMomentumDiscipline Planning Management Instruction Strategies Motivation Curriculum Planning A Studying Skillful Teaching: Using Data Day to Day 1

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33 Essential Question What do skillful teachers believe, know, and do—individually and collaboratively—to promote the learning and achievement of each and every student?

Foundation of Essential Beliefs Overarching Objectives Curriculum Design Objectives Assessment Learning Experiences Personal Relationship Building Class Climate Expectations Clarity Principles of Learning Models of Teaching SpaceTimeRoutines AttentionMomentumDiscipline Planning Areas of Performance Assessment 4

5 Objectives for Today By the end of today, you will be able to…  Use pre-assessment tools to learn about the cultural, academic, metacognitive, and personal traits of your learners

 Framing the Day  Community Builder: It’s All About Me  Sharing Experiment #7  Pre-assessment  What? Why? How? When?  Study and Sharing of Tools 6 Itinerary

7 B-245

8 Descriptive Graphic Organizer Name B-245

9 Causes/Influences Graphic Organizer Name B-245

10 Descriptive Graphic Organizer White Father Husband Middle Class Male College Educated Liberal Teacher Peter B-245

11 Causes/Influences Graphic Organizer Peter Catholic School Mentors Students ETHS Family B-245

12 It’s All About Me Directions 1.Take 5 minutes to fill out both GOs. Be sure to include details about cultures with which you identify. Processing Talk together at your tables about how you might use this pre-assessment/ community builder with your students. 2. Take two minutes each to introduce yourselves, using whatever information from your GOs you wish.

13 Group 1Group 2Group 3Group 4 JerryEvelynNicholeSunny MargiMinaAlexMike AndyGraceGanaeSachin AdieLevyCoreyMatt

14 Please take out these materials: The student self-assessment tool you created The record of student performance before and after academic feedback (criteria #6 and #9) Reflections on your learning from this experiment (criterion #12) Experiment #7: Materials Needed B-55-56

15 B The self-assessment tools you developed 2.The data displays 3.Reflections on student achievement and motivation that you have drawn from the data and observations Experiment #7: Directions for Sharing Please share the following…

16 1. Criteria for Success Worksheet (B-56), with Self-Assessment marked 2. Data Display and Analysis Tool (B-56a) 3. Reflections on your learning Experiment #7: What to Submit Please turn in the following typed pages, paper- clipped or stapled, starting with the top page:

17 Animal School You are the parent of the animal from the clip “Animal School”. What would you say? “ It just seems that you didn’t take time to find out __________ about my child and now ___________”

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19 Who are our learners?

20 My Students  Who are my students? - Their learning styles? - Their personal interests? - Their cultural backgrounds? - Their first languages? - Their current knowledge and skills related to what I am about to teach?  How can I find out about them?  How can I use the data I gather to inform my teaching so all of them will be successful?

21 Type of DataPre-Assessment What? Learning about your students… C – Cultural and linguistic background A – Academic readiness M – Metacognitive skills P – Personal interests, learning styles, intelligences Why? To design instruction that meets students’ needs To determine students’ entry points into the curriculum To strengthen cultural proficiency in our teaching To build personal relationships To motivate students How? Surveys (interests, cultural background, metacognitive skills) Language assessments Quizzes, probes, observations Academic achievement data When? C, P – beginning of school year A – before or early into a unit/lesson M – periodically Inquiry QuestionWho are my students? Pre-assessment: What? Why? How? When? B-144

22 C.A.M.P. Type of Pre-AssessmentDefinition Cultural/Linguistic Cultural traditions, perspectives, home and community languages, perception of worth or potential within the school, home, community, society at large Academic Content-specific prerequisite concepts and skills, reading and writing skills, achievement data (MCAS and local assessments) Metacognitive Goal-setting,self-monitoring, study habits, time management, effective effort strategies Personal Interests, aspirations, learning styles, multiple intelligences B-231

23 Sharing Pre-assessment Tools: Directions Think of a pre-assessment tool that you have used and determine which domain it represents. Share at least one tool each with your table groups. B

24 Dipsticking Pre-assessment The science teacher administers a background probe to uncover students’ misconceptions about force and motion. The data are used to address the misconceptions. 1 Academic Cultural/LinguisticAcademicMetacognitivePersonal

25 Dipsticking Pre-assessment Students take a survey about their multiple intelligence. The teacher uses the surveys to make sure that she designs lessons that build on students’ strengths and stretch them into other areas. 2 Personal Cultural/LinguisticAcademicMetacognitivePersonal

26 Dipsticking Pre-assessment Each week students self-assess their progress relative to the goals they are working on in the course. The teacher reviews their self-assessments to determine the students’ level of self-assessment skill. She then provides individual feedback to students on how well they are doing with the skill of self-assessment. 3 Metacognitive Cultural/LinguisticAcademicMetacognitivePersonal

27 Dipsticking Pre-assessment The teacher interviews students to find out about the languages spoken at home, their interests and out-of-school activities, and their perceptions about the school and community. 4 Cultural/Linguistic Personal Cultural/LinguisticAcademicMetacognitivePersonal

Who are our learners? C ultural/linguistic A cademic M etacognitive P ersonal C.A.M.P. Pre-assessment 28

29 B-29-30

Homework