1. Welcome to edTPA Boot Camp December 3, 2015

2. GSW edTPA Boot Camp Agenda Video Critiquing Assessing Student Learning Evaluation Criteria Task 3: Understanding the language of the rubrics Q/A – http://ow.ly/VsBFl http://ow.ly/VsBFl

3. “Critiquing a lesson” Handout Making Good Choices pg. 22-24; SpEd pg. 26-28

4. Let’s Practice Critiquing a Lesson Adolescent Education Video “Letter From Birmingham Jail” Evidence & Arguments: Multiple Ways of Experiencing a Text ( 12 minutes - Grades 9-10, ELA, Literary Analysis CCSS: ELA.RI.9-10.2 ELA.W.9-10.6 ELA.SL.9-10.1a) https://www.teachingchannel.org/videos/literacy-analysis-lesson?fd=1 https://www.teachingchannel.org/videos/literacy-analysis-lesson?fd=1 SOE edTPA Boot Camp Task 2: Scumaci Fall 20144

5. Let’s Practice Critiquing a Lesson Elementary & Early Childhood Video Comparing and Contrasting Fairy Tales (K-2) (Brittany - 10 mins): http://vimeo.com/55950930http://vimeo.com/55950930 SOE edTPA Boot Camp Task 2: Scumaci Fall 2014 5

6. Task 3: Assessing Student Learning Define Assessment – https://answergarden.ch/view/235790 https://answergarden.ch/view/235790 Types of Assessments – https://answergarden.ch/view/235792 https://answergarden.ch/view/235792 6

7. Evaluation Criteria Evaluating student work is about more than simply assigning grades The goal of evaluating student work is to encourage students to continue learning, not to provide harsh feedback that decreases their intrinsic motivation. 7

8. General Principles Should reflect objectives Grading standards should be clearly stated – Are you grading for… correctness/accuracy? cognitive complexity? sophistication or elaboration of responses? quality of explanations? 8

9. Patterns of Learning Qualitative vs. Quantitative 9

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11. Group Work (10 minutes) Look at Making Good Choices, Task 3, “Analyzing Student Learning.” Look at your handbook, Task 3, “What do I need to write” part 1. Rubric 11 What are you being asked to do in your specific program handbook? 11

12. What is good feedback? Feedback is intended to acknowledge the progress students have made towards achieving the learning outcomes of a unit. Good feedback is also constructive, and points students to ways in which they can improve their learning and achievement. Providing a mark or a grade only, even with a brief comment like “good work” or “you need to improve” is rarely helpful. (Chamberlain, Dison & Button, 1998). 12

13. Feedback Video (1 minute) https://www.teachingchannel.org/videos/building- student-confidence How does Ms. Bannon validate student responses before pushing them in the direction they need to go? Why does Ms. Bannon focus on improving her questioning rather than simply telling students that an answer is not correct? How can you use this approach on written feedback? 13

14. Group Work (10 minutes) Look at Making Good Choices, Task 3, “Feedback.” Look at your handbook, Task 3, “What do I need to write” part 2. Rubrics 12 and 13 What are you being asked to do in your specific program handbook? 14

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25. Group Work (10 minutes) Look at Making Good Choices, Task 3, “Evidence of language understanding and use” AND “Using assessment to inform instruction.” Look at your handbook, Task 3, “What do I need to write” parts 2-3. Rubrics 14 and 15 What are you being asked to do in your specific program handbook? 25

26. Closing Q/A Session http://ow.ly/VsBFl Student Teaching Calendar 26