1. Analyzing Student Work Sample 2 Instructional Next Steps
Component 2: Differentiation In Instruction Session 3: Analyzing Student Work to Plan Coherent Instruction Sample 2
Analyzing Student Work Sample 2
Instructional Next Steps
Peer Reading & Responding to C2 Draft
Aligning Reflection Standard
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2. Welcome Be sure to sign in.
Please log on to your National Board Profile to monitor your current status.
Respond to one of the following:
What new information about your students did you see as a result of Student Work Sample 1 analysis?
How did this information influence differentiation in your instruction?
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3. Outcomes
Analyze the demands of a second student work assignment & student responses to the assignment
Use information from Student Work Sample 2 to plan coherent instruction
Examine draft Written Commentary for evidence aligned to Level 4 Rubric, Standards and evidence by a peer.
Examine the Reflection Standard in relation analysis of Student Work Sample Activity 4 and Written Commentary questions.
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4. Session 3: Analyzing Student Work to Reflect on Learning Topic 1: Analyzing Student Work
The purpose of collecting student data is to analyze student learning patterns, draw conclusions about a student’s knowledge, skills or other attributes, provide feedback to individuals & groups of students and guide the future of learning.
Evidence based teaching is a way of structuring classroom planning and instruction where teacher continually collect, interpret and use evidence of student learning to make decisions that guide further instruction.
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5. This slide shows the process we’ll use to examine and analyze student work. We’ll begin with looking at a whole class set of student work samples.
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6. Analyze the Assignment-1A
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7. Analysis of Student Responses-1B
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8. Respond with your partner
Were you able to clearly describe the performance levels for each targeted student?
Was your criteria for assessing student clear? Why or why not? How might you adjust the criteria to elicit more specific information?
What specific skills and knowledge did your students learn? How do you know?
What do you notice about the skills and knowledge of each student?
Are there other prerequisite skills that need to be considered for this lesson series? If so, describe them specifically.
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9. Activity 2
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10. Enhanced Architecture of Accomplished Teaching
Using the AAT when a member of a cohort or PLC: 4a,4d,4e,4f
Enhanced Architecture of Accomplished Teaching
START HERE:
ASSESSMENT OF STUDENTS
Who are they?
Where are they now?
What do they need and
when do they need it?
Where should I begin?
Domain 1 – Planning & Preparation
1b – Knowledge of students
1f – Designing Student Assessment
Domain 1 – Planning & Preparation
1a,1b,1c,1d,1e
Set new high and worthwhile goals that are appropriate for these students at this time.
Reflect on student learning, the effectiveness of instructional design, particular concerns and issues.
Domain 4
4a Reflecting
on Teaching
Domain 1 – Planning & Preparation
1a,1b,1c,1d,1e
Provide timely, meaningful feedback to students about their level of accomplishment of the targeted goals.
Domain 3 –
Instruction
3a, 3b, 3c, 3d,3e
Set high, worthwhile goals appropriate for these students, at this time, in this setting
The context for the cohort is built around conversations using NBPTS standards and the AAT.
This visual represents how to systematically describe, analyze and reflect on a lesson. The student(s) are always the starting point for the lesson. Teachers are constantly collecting information valuable information and resorting about each child. Every lesson and lesson series gives us more information and evidence about what our students know and how they learn.
The nature of the conversations happening in the cohorts should lead to all candidates discussing their teaching in a way that it is safe to ask one another questions like how do you know that works for a particular child? Or why did you create that particular goal? Or why did you decide to use that approach at any particular time?
Evaluate student learning in light of the goals and the instruction.
Implement instruction designed to attain these goals.
Domain 1 – Planning & Preparation- 1d
Domain 3 – Instruction – 3d
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11. Activity 3
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12. Activity 4
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13. Instructional elements of Coherent instruction are: Learning goals
Session 3: Analyzing Student Work to Reflect on Learning Topic 2: Instructional Next Steps
Use information from Student Sample 2 analysis to plan coherent instruction
To be effective instruction must be coherent-that is all of the elements of instruction must relate to one another logically and purposefully.
Instructional elements of Coherent instruction are:
Learning goals
Learning Activities and Assessments
Instructional Materials and Resources
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14. How do you adjust your teaching given what you know about your
Reflect:
How do you adjust your teaching given what you know about your
Students?
Content Area?
distudentsassessmentmodificationsf09edis411.wikispaces.com
This visual is included in case facilitators want to use it for a follow-up discussion on how candidates plan for differentiating instruction since the next topic is centered on aligning knowledge of students, instructional grouping, instructional resources and lesson structure. (coherent instruction)
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15. How do you adjust your teaching given what you know about your
Reflect:
How do you adjust your teaching given what you know about your
Students?
Content Area?
Note: Slides 25 & 26 are different organizers for discussing Differentiation. You may elect to use one or the other, but wouldn’t need to use both. Slide 25 may appear to be more targeted toward elementary teachers due to the graphics. Slide 26 is also a resource in Component 2 session 1.
Tomlinson 2013 ascd.org
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17. First, Focus on the Students
Where are my students intellectually, socially & emotionally?
What can my students do at this time in relation to the content addressed by this component?
Clarify the student background knowledge that helps them to be prepared for this content.
First, Focus on the Students
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18. Next, consider how the standards are unpacked to connect with student skills & abilities in this content area
How do my students learn best in relation to the content for this component?
What is the ability range of the class in relation to the content addressed in this component?
What are my students’ interests that impact my planning for the content addressed in this component?
What is a realistic, measurable learning goal for my students at this point in time?
Summary slide 2
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19. Alignment Align Targets, Goals, Assessments & Instruction
Gain a clear vision of the target
Write learning goals that tell what students should be able to do as a result of this lesson or lesson series
Determine how students will show what they know & can do
Determine how to help students reach the target
“Unpack” the Standards
Write goals that describe the level of rigor students demonstrate
Develop the Assessment
Plan the instruction
Summary slide 3
Critical to point out that once a standard is unpacked, this is not the learning goal or objective for a lesson. The learning goal is determined after breaking down the standard and determining how the learning will be broken into reasonable parts to be taught based upon what your students know at this time.
Alignment
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20. Feedback on evidence assists in refinement of draft entries.
Session 3: Analyzing Student Work to Reflect on Learning Topic 3: Peer Reading & Responding to Draft Written Commentary
Feedback on evidence assists in refinement of draft entries.
Aligning Level 4 Rubric with certificate Standards deepens understanding.
Role of Peer Reader is to read for aligned evidence to the descriptions given.
Individual Candidates must decide for themselves how to respond to feedback given.
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22. An Accomplished Teacher is a Reflective Teacher.
Session 3: Analyzing Student Work to Reflect on Learning Topic 4:Aligning Reflection Standard
An Accomplished Teacher is a Reflective Teacher.
Spending time aligning these documents with certificate Reflection Standard promotes deeper understanding of the standard through “ah ha” moments.
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24. Cohort members reflect on the session together
Any cohort member can take notes for the group
Teacher Liaison uses this form to share what’s happening in the cohort with the administrator
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25. Be Sure to Reflect on: Students Teaching Strategies
It’s essential that candidates take time to consider what they noticed about their students in reflecting on their teaching. As they reflect on their students, they may determine other teaching strategies they need to try or revisit based upon their student knowledge and the conversations today. It may be too much to ask to have them reflect on both, but perhaps it isn’t for your candidates. This is also an opportunity for candidates to share logistical information with you about the cohort session. Using this individual form may be a safer way for some candidates to share concerns or questions.
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26. Questions?
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