1. Assessment Survey What do you think?
Solo-Silent Write
Record your responses on the Assessment Survey
Materials Needed for this Module:
A-Z Brainstorm Sheet
Assessment Survey
Sticky Notes
Tree Map Chart
Kagan Shoe Posters or Labels for Corners
Do: Prior to start of workshop, place copies of “Assessment Survey” on tables for each participant.
Ensure: Participants should sit at tables and complete survey, prior to beginning workshop.

2. MODULE 4 : USING ASSESSMENT TO DRIVE INSTRUCTION
HOW WILL I KNOW IF MY STUDENTS ARE LEARNING/HAVE LEARNED?
Say: Welcome all participants. Housekeeping

3. Participant Responsibilities
Listen
respectfully
Silence
Phones Be
Engaged
Participate
Actively
Facilitator may want to adjust expectations according to presentation style.
Facilitator may want to include facilitator responsibilities:
Start on time
Well prepared
Respectful of other opinions
Enthusiastic
Ensure agreement by all participants. Change rules if participants desire (buy in) 3

4. Review of Previous Modules
Overview; Catalyst Teacher
Learning Cycle
Managing the Learning Environment
Say: Review Module I: The Catalyst Teacher: Context, Benefits, Standards.
Do: Elicit a 1 to 2 minute review of acquired knowledge of Module I
Say: Review Module II: Learning Cycle: Review Learning Styles, Learning Cycle, and Multiple Intelligences.
Do: Discuss Learning cycle circle graph; Review the importance of addressing the different styles.
Say: Remind participants about Module III: Managing the Learning Environment;
Do: Elicit a discussion on each section of the module. Give the groups about three minutes to share examples of their use of the knowledge they learned.
THIS REVIEW SHOULD TAKE NO MORE THAN 5-6 MINUTES
TOTAL ELAPSED TIME: 8 MINUTES

5. DESIRED OUTCOMES We will:
Identify the differences between pre-assessment (diagnostic), formative, and summative assessments.
Articulate the need for using assessments to drive instruction.
Identify appropriate formative assessment tools.
Identify ways to use assessment data to track student progress, differentiate instruction, and celebrate success.
Say: Read each desired outcome; remind participants to keep these goals in mind as we work through the presentation.
TOTAL ELAPSED TIME: 10 MINUTES

6. A-Z List A M B N C O D P E Q F R G S H T I U J V K W L X Y Z
Activity-A to Z List
Distribute A to Z List
For two minutes, ask participants to solo write a word next to each letter associated with the topic “assessment.” Use a regular pencil.
For 3 minutes, in table groups, direct participants to share words from their list.
Using a different color pencil or a blue pen, each participant adds the new words that are shared to his or her individual list.
Quickly, solicit responses from the whole group for a few random letters.
Process the assessment with the participants using the following question:
“Can all your students do this assessment as is? If not, how could you differentiate the assessment so that all students can participate?”
Facilitator may want to chart responses from the group.
Activity Notes:
A-Z list is an example of and can be used as a Pre-assessment for a unit; however, if it is to be used as a Pre-assessment it would have been done well in advance of planning the learning experience.
The teacher can quickly view the solo responses (pencil responses) as a pre-assessment but the students also had the benefit of sharing some additional vocabulary with one another (red pencil responses).
This is also a good way to preview or “hook” students on a new topic.
TOTAL ELAPSED TIME: 15 MINUTES

7. Assessment Survey Line-Up
Some educators would continue to teach their unit on navigation while the ship is going down.
Activity-Line-Ups (Kagan, 2009)
Participants silently line up according to the percentage (10%-90%) selected in response to the last question on the assessment survey “Some educators would continue to teach their unit on navigation while the ship is going down.”
Participants partner with the person next to them, introduce themselves and tell what percent they selected and why.
Fold the line over so that participants choosing 10% are matched with participants selecting 95%.
Make pairs. Pairs square to make a group of 4. Make introductions and find a place to sit. Person whose head is closest to the ceiling will start. Each person briefly share a response to one or more of the seven survey questions at the top. Continue to take turns sharing until facilitator calls time.
Facilitator observes and listens. Facilitator may write down some interesting comments to share later.
Return to table groups and share what was said in previous group that was particularly interesting (survey questions 1-7).
Then briefly discuss the question: How do you “show what you know” in your daily life?
Facilitator shares some of the interesting comments made by group members.
TOTAL ELAPSED TIME: 25 MINUTES

8. Why Do You Assess? In your group:
Think about your current assessment practices.
Discuss the reasons why you assess students.
Do: Have sticky notes on each table.
Say: Read directions, and instruct participants to write one assessment per sticky note.
TIME: 3 MINUTES
TOTAL ELAPSED TIME: 30 MINUTES

9. Why Assess? To determine student readiness. To plan instruction.
To monitor student progress.
To modify instruction.
To determine mastery of content.
Say: Place your sticky notes to the side, we will be returning to them later.
Say: Why do we assess? What is the purpose of assessment? We assess to gather evidence of student learning. Review slide.

10. “Assessment is today’s means of understanding how to modify tomorrow’s instruction.”
Carol Tomlinson
Assessment has more to do with helping students grow than with cataloging their mistakes.

11. So … Assessment beFORe learning Assessment FOR learning
Assessment OF learning
Say: We assess FOR learning. We assess AS students are learning. Then, we provide an assessment OF learning.

12. Components of Assessment Examining the Assessment Sequence
Say: Assessment beFORe learning is the pre-assessment; Assessment FOR learning is the ongoing assessment; Assessment OF learning is the summative assessment. This is a continuous process.
Using the components of assessment is a fluid process.
For example, the Summative assessment may actually be a Pre-assessment for the next lessons or unit.
TOTAL ELAPSED TIME: 35 MINUTES 12

13. When Do You Assess?
Most teachers assess students at the end of an instructional unit or sequence.
When assessment and instruction are interwoven, both the students and the teacher benefit. The next slide suggests a diagnostic continuum for ongoing assessment.

14. On-going Assessment: A Diagnostic Continuum
_____________________________________
Preassessment Formative Summative
(Finding Out) (Keeping Track & ( Making Sure)
Checking –up)

15. Pre-assessment Is…..
Any method, strategy or process used to determine a student’s current level of readiness or interest in order to plan for appropriate instruction.
Assessment beFORe Instruction
Guides initial planning
Used to determine readiness –
What students know, understand and can do (KUD)
This can be used to determine interest
and learning preference.
Review the definition of Pre-assessment using the PPT slide.
Pre-assessment…
provides data and information that can determine learning options or levels for students in a differentiated classroom.
helps teachers understand the nature of learning differences in his/her students before planning instruction.
allows students to demonstrate mastery or to show where remediation might be needed before instruction begins.
Stress assessment beFORe instruction.
Point out that A-Z list, However, if they were really going to use it for a Pre-assessment, it would have been done well in advance of planning the learning experience.
Pre-assessment (Diagnostic assessment, Assessment beFORe Learning) is often left out – but is an ESSENTIAL part of the planning process. It drives differentiated instruction. It allows the teacher to understand each student’s starting point. 15

16. Designing a Pre-Assessment…
How do we assess the gap between what we know about students and what performance is expected of them for the final assessment of the next unit?
And how should teacher decide on a method of pre-assessment?

17. Three Questions that Help…..
What do I know about my students now?
What is the nature and content of the final assessment for this unit or period of time?
What don’t I know about the content knowledge, the critical thinking, and the process or skill demonstration of my students?

18. Pre-Assessment PURPOSE
To determine what students already know, understand and are able to do.
WHEN
Before instruction and during initial planning.
HOW STUDENTS USE THE RESULTS
As a preview of what they need to know, understand and be able to do.
HOW TEACHERS USE THE RESULTS
To guide initial instruction, to make grouping decisions, and to differentiate learning experiences
WHAT
Products, conversations, observations to assess readiness, prior knowledge, or mastery.
DO: Review Slide
Say: Thomas Guskey reminds us that it is not necessary to pre-assess before each unit of instruction. Use a pre-assessment at the beginning of the school year , at the beginning of a semester, sometimes at the beginning of a unit. Being Prudent is the key.

19. What the research says--
“There is a diagnostic aspect to all formative assessment, and diagnostic information can inform both students’ studying and teachers’ teaching. The key is having a concept of the goal or learning target, which originally is the teacher’s, but which ideally the student will internalize, eventually setting his or her own goals and monitoring progress toward them.”
Sadler, 1989; Gipp, 1994 cited in Brookhart 2001
 “Students who could identify their learning scored 27 percentile points higher than those who could not.” Marzano, 2005
TOTAL ELAPSED TIME: 45 MINUTES

20. Formative Assessment On-Going (Formative) Assessment
Assessment FOR Learning
On-Going (Formative) Assessment
administered by the teacher to check for understanding
Can be formal or in-formal
Students taught to reflect on their learning
Say: Assessment FOR learning is about students reflecting on their learning. Students personally monitor what they are learning and use the feedback from this monitoring to make adjustments, adaptations, and even major changes in what they understand.
Assessment FOR Learning is the ultimate goal, where students are their own best assessors. 
Effective assessment empowers students to ask reflective questions and consider a range of strategies for their own learning.
When teachers understand that the assessment itself can be part of the learning process, then teachers begin to understand that the time spent assessing students doesn’t necessarily take away from time for instruction. 20 20

21. Formative Assessment Is….
Assessment for learning rather than assessment of learning.
An instructional tool that teachers and students use while learning is occurring.
An accountability tool to determine if learning has occurred.
Focused on the learning process and the learning progress.
COLLABORATIVE and FLUID
To be “formative”, assessments must inform the decisions that teachers and their students make minute by minute in the classroom.
Remember that the primary purpose of formative assessment is to improve learning, not merely to audit it. Teachers and their students actively and intentionally engage in the process as they work together to:
Focus on learning goals
Take stock of where they are in relation to the goal.
Take action to move closer to the goal.

22. --Rick Stiggins, educator and
Teachers must have clarity about what students should know, understand, and be able to do
Students can hit any target they can clearly see and which stands still for them.
--Rick Stiggins, educator and
assessment expert
Facilitator Notes
Elaborate on guideline 1.
Note: It is recommended that the facilitator limit his or her elaboration, as well as the participant discussion, while initially sharing the guidelines. Teachers often feel very strongly about certain grading policies and teachers often disagree on this subject.
Each teacher may be ready to adopt only one or two of the guidelines.
The facilitator should remember that this section on grading is based on information from nationally recognized educators (Carol Ann Tomlinson, Ken O’Connor, Rick Wormeli) who encourage grading policies that compliment rather than conflict with a differentiated environment. It is not necessarily the personal philosophy of the facilitator (some participants may want to shoot the messenger). It is not the facilitator’s role to defend the policies but simply to share the guidelines as things a teacher can consider.
The facilitator should remember (and respond appropriately to questions) that teachers may be bound by state, district and even school policies however there are grading policies that compliment a differentiated environment that a teacher can adopt on a classroom level 22

24. clearly understand and articulate their individual learning targets
Students are able to:
clearly understand and articulate their individual learning targets
personally monitor what they are learning
use the feedback to make adjustments in their understanding
Say: Assessment FOR learning is about students reflecting on their learning. Students personally monitor what they are learning and use the feedback from this monitoring to make adjustments, adaptations, and even major changes in what they understand.
Assessment FOR Learning is the ultimate goal, where students are their own best assessors. 
Effective assessment empowers students to ask reflective questions and consider a range of strategies for their own learning.
When teachers understand that the assessment itself can be part of the learning process, then teachers begin to understand that the time spent assessing students doesn’t necessarily take away from time for instruction. 24 24

25. The Seven Strategies of Assessment for Learning
Where am I going?
1. Provide a clear statement of the learning target
Use examples and models
Where am I now?
3. Offer regular descriptive feedback
Teach students to self-assess and set goals
How can I close the gap?
5. Design focused lessons
6. Teach students focused revision
7. Engage students in self-reflection; let them keep track of and share their learning
Appropriate Assessment FOR Learning calls for student involvement in the assessment process. The Seven Strategies of Assessment for Learning describe what assessment for learning looks like in the classroom. The strategies are organized around three questions formative assessment must answer for students: “Where am I going?”, “Where am I now?”, and “How can I close the gap?”. (Read slide.)
These are the steps we take to keep students in touch with their own learning and to reap the achievement gains found in study after study.
(instead of reading this slide you may wish to use the video clip of Rick Stiggins explaining the seven strategies. You would still follow these talking points as an introduction to the clip. The video clip is on the next slide.)

26. What the research says--
“Research shows that formative assessments might be one of the more powerful weapons in a teacher’s arsenal.” Marzano, 2007
“Improved formative assessment helps low achievers more than other students and so reduces the range of achievement while raising achievement overall.”
Black and Wiliam, 1998
“The effect of assessment for learning on student achievement is some four to five times greater than the effect of reduced class size.”
Stiggins, 2006
Do: Review slide
TOTAL ELAPSED TIME: 1 HOUR 5 MINUTES

27. Formative Assessments
PURPOSE
To guide and adjust instruction and provide student feedback.
To provide evidence of progress and learning over time.
WHEN
Regularly and frequently during lessons and units.
HOW STUDENTS USE THE RESULTS
To self-monitor understanding and progress.
HOW TEACHERS USE THE RESULTS
To check for understanding in order to adjust and differentiate instruction.
WHAT
Rubrics, exit slips, self-assessment checklists, conferences/anecdotal records, questions, conversations
On-going assessment? Why?
Do: To summarize : Discuss different aspects of the slide.

28. Corners Which shoe fits your readiness to use more Pre-assessment
and On-going assessment? Why?
Red High Heel
Muddy Boot
Fuzzy Slipper
Athletic Shoe
Need: Corners (Kagan, 2009) posters-one posted in each corner of the room (red high heel shoe, muddy boot, fuzzy slipper & athletic shoe)
Activity-Corners (Kagan, 2009)
Participants reflect on the Corners (Kagan, 2009) prompt.
“Which shoe fits your readiness to use more Pre-assessment and On-going assessment? Why?”
Participants quickly record response.
Participants take their written response and move to the corner representing their response.
Participants form a group of three.
Each participant shares why he or she selected the corner.
Facilitator solicits a few responses from each corner.
Groups of three then discuss the journal responses.
Return to table group. 28

29. Summative Assessment Assessment OF Learning
To determine a student’s mastery of knowledge
To monitor progress and evaluate the overall success of both students and instructional programs on a long-term basis.
Ongoing summative assessment represents an important tool for monitoring student progress across time—both a single year and multiple years—and across subject areas.
Say: Briefly review definition of Summative assessment.
Summative Assessment…
is a means to determine a student’s mastery of information, knowledge, skills, concepts, etc. after the unit or learning activity has been completed.
should parallel the Formative assessments that were used during the learning process.
may determine an exit grade or score and can be tied to a final decision about a student.
should align with what the teacher wants the students to know, understand and be able to do.
may be a form of alternative assessment; doesn’t always have to be a test.

30. What the research says--
“Assessments of learning that contribute to a report card grade can affect students’ motivation to learn.”
Stiggins, 2006
Theory about classroom assessment and formative assessment may need to include some references to summative assessment, and vice versa, in order to describe more adequately the cyclical process successful students apparently construct for themselves
Sebatane, 1998

31. Summative Assessment PURPOSE
To determine if students have mastered what they should know, understand and be able to do.
WHEN
End of lesson, unit, course, year
HOW STUDENTS USE THE RESULTS
To gauge their progress towards course or grade-level expectations
HOW TEACHERS USE THE RESULTS
To provide feedback, to indicate progress and to inform future instructional decisions.
To determine a grade that represents what the student knows, understands, and is able to do.
WHAT
Projects, portfolios, paper and pencil tests, FCAT, exit exams, district assessments, presentations

32. Sources of Assessment Information What should I use to assess my students?
Conversations
Student-teacher conferences,
oral presentations, peer conferences, group work
Observations
Cooperative learning teams, working with manipulatives, role-plays, demonstrations, experiments
Products
Journals, worksheets, quizzes, tests, projects, self-assessments, reports, stories

33. Tree Map Activity In your group:
Analyze the assessments that you wrote on your sticky notes.
Determine whether they are diagnostic, formative, or summative.
Place your assessments on your tree map under the correct category.

34. Reflect on Tree Map

35. Say: Read the following Peanuts Comic Strip
Say: Read the following Peanuts Comic Strip. Think about what Sally is saying and how it relates to assessment.

42. Say: Discuss at your table what this strip means to you. (2-3 minutes)
Do: Have 4-6 volunteers share different observations.
THE FOCUS HERE IS THAT STUDENTS MUST KNOW THE EXPECTATIONS BEFORE THEY BEGIN AN ASSIGNMENT.
TOTAL ELAPSED TIME: 1 HOUR 30 MINUTES

43. BREAK
15 MINUTES

44. Putting the Pieces Together

45. Diagnostic Assessment
Pre-assessment is the process that Mrs. Lanier uses to determine soil’s readiness for planting. Using a test kit, she collects and analyzes data, then adjusts the soil accordingly. By checking the soil first, she knows what and how to prepare for the different types of vegetables that she plans to grow.
Do: Summarize the analogy on slide

46. Formative Assessment
Formative assessment is the process that Mrs. Lanier uses to feed and water the vegetables appropriate to their needs—directly affecting their growth. She may base these needs on continued testing of the soil as well as observation and conversations with the garden representatives at Home Depot.
Do: Summarize the analogy

47. Summative Assessment
Summative Assessment is the process Mrs. Lanier uses to measure her vegetables to determine if they met the industry standard. She finds it interesting to compare measurements among the different vegetables; however, this information does not affect the growth or appearance of the plants.
Do: Summarize the analogy on slide
TOTAL ELAPSED TIME: 1 HOUR 50 MINUTES

48. I’ve assessed: NOW WHAT??
Assessment results guide decisions to adjust:
Content
Process
Product
Learning Environment
To support students in their
Readiness
Interest
Learning Profile
Thus encouraging maximum growth and individual student success.
This is the introduction, the definition of, differentiated instruction

49. Differentiation of Instruction
Differentiated Instruction is
A teacher’s response to a learner’s needs
respectful tasks
ongoing assessment and adjustment
guided by general principles of differentiation, such as
flexible grouping
clear
learning
goals
positive learning environment
teachers can differentiate
Briefly review the Framework for Differentiated Instruction
The Framework for Differentiation is an organizer that represents a way of thinking about differentiation in the classroom. Teachers creating differentiated learning environments make a consistent effort to respond to students’ learning needs.
Teachers are guided by general principles such as positive learning environment, clear learning goals, on-going assessment and adjustment, respectful work, and flexible grouping of students.
Teachers can differentiate content, process or product.
Teachers can differentiate according to a student’s readiness for what is being taught, a student’s interests and/or a student’s learning profile (preferences).
There is no single formula for creating a differentiated classroom. The framework presented here offers key ideas about differentiation. A teacher does not try to differentiate everything for everybody every day. Differentiation is organized, flexible, and a way of proactively adjusting teaching and learning to meet students where they are to help them to achieve maximum growth as learners.
Content
Process
Product
based on students’
Readiness
Interest
Learning profile
Tomlinson, The Common Sense of Differentiation, ASCD, 2005 OPTIONS, FDLRS Action Resource Center

50. Planning for Meaningful Differentiation Examining the Assessment Sequence1
Identify Desired Results
(KUD) 2
Determine Acceptable Evidence
Pre-Assessment
On-going (Formative) Assessment
Summative Assessment 2.
Plan Learning Experiences 3 3.
Say: Typically, assessment is thought of in the following sequence: Pre-assessment, Formative assessment, Summative assessment. However, with the Backward Design Planning Model this is not true.
It is suggested that assessment is planned with the “end in mind.” Once the teacher has clarity about the learning goal (KUDs) , they should actually plan the Summative Assessment and ensure that it is an exact match to what they want the students to know, understand or be able to do.
Next, the Pre-assessment can be taken from the Summative Assessment to ensure alignment.
Possible On-going (Formative) Assessments may be designed before the beginning of the unit of study, but it is likely that the teacher would use additional On-going (Formative) Assessment throughout the instruction based on student performance. It is most important that all of the assessments are precisely aligned with the predetermined KUDs. 1.

51. Grading in a Differentiated Classroom
Grades should be based on clearly specified learning goals that are communicated to students.
Measure what you mean to measure.
Grades should be criterion-based not norm-based.
Avoid grading on a curve
8. Teachers often feel very strongly about certain grading policies and teachers often disagree on this subject

52. Key Concepts
Norm –referenced Tests : determine a student’s placement on a normal distribution curve. Students compete against each other on this type of assessment.
The GRE, SAT, and ACT are examples of Norm-referenced tests.

53. Key Concepts Criterion-Referenced Tests:
assess what concepts and skills students have learned from a segment of instruction
measure how well a student performs against an objective or criterion rather than another student
Examples: classroom quizzes and exams that are based on course objectives.
Please point out to teachers that classroom quizzes and exams can be norm-referenced, however, if the instructor purposely selects items that discriminate.
Criterion-referenced classrooms are mastery-oriented since all students are informed of the expected standard and instruction is geared toward all students succeeding on related outcome measures.

54. Grades in a Differentiated Classroom
Avoid averaging zeros into final grades.
Avoid group grades.
It is unwise to over-grade work. The most current information is likely the most accurate depiction of a student’s learning.
Avoid penalizing students’ multiple attempts at mastery.
Teachers often feel very strongly about certain grading policies and teachers often disagree on this subject
Each teacher may be ready to adopt only one or two of the guidelines
The facilitator should remember that this section on grading is based on information from nationally recognized educators (Carol Ann Tomlinson, Ken O’Connor, Rick Wormeli) who encourage grading policies that compliment rather than conflict with a differentiated environment. It is not necessarily the personal philosophy of the facilitator (some participants may want to shoot the messenger). It is not the facilitator’s role to defend the policies but simply to share the guidelines as things a teacher can consider.
2 HOURS 10 MINUTES

55. Response to Intervention (RtI)
In the illustration on this slide, the triangle illustrates ALL students in a school.
The lowest (and biggest) area of the triangle depicts students who will become proficient in a curricular area based on general education or core instruction alone. Note: RtI is utilized for both academic AND BEHAVIORAL issues.
The middle area depicts students who will need both core instruction PLUS something supplemental in order to become proficient.
The small area at the top reflects the small number of students who will need core instruction PLUS something supplemental defined as intensive instruction in order to become proficient.
The percentages next to the sections of the triangle are not cut in stone. However, these numbers are approximate.
One misinterpretation to guard against when thinking about this model is that tier 1 is general education, tier 2 is Title 1 and tier 3 is special education. This is a common misunderstanding. General education, Title 1 and special education are resources for providing Universal interventions, supplemental interventions and intensive interventions. There are students, for example, who will need intensive instruction who will not qualify for special education (e.g., some English-language learners, some talented and gifted students, students who have missed out on significant instruction due to illness etc.). The focus of this model is primarily on the NATURE and INTENSITY of instruction that students need.

56. Response To Intervention
RtI is the practice of…
providing high-quality instruction/intervention
matched to student needs
using learning rate over time and level of
performance to make important educational decisions
In other words, RtI is a school wide model.
RtI will help us improve education for all students.
Do: Summarize slide

57. ***add info to show integration of assessment to RtI
Utilize frequent, up-to-date assessment data
Ensure that the assessments target the area needing intervention
The assessments should be sensitive to small amounts of growth
TOTAL ELAPSED TIME: 2 HOURS 25 MINUTES
Note to follow up reviewers: This slide may need more info

58. Tracking Student Progress-Informal
Exit Card
Teacher Checklist
Student Self-Assessment Checklist
Question and Answer during Lesson
Thumbs up/Thumbs down
White Board Responses
Classroom Performance System (CPS)- clickers
Do: Discuss each example (showing hyperlink examples, if needed)

59. Tracking Student Progress- Formal
Portfolio
Student Led Conferences
Grade Cam
School Specific Data Collection Sheets
Data Walls
Progress Monitoring Plans (PMP)
Do: Discuss each example (showing hyperlink examples, if needed)

60. Graphing Me Chart I am excellent at this I am very good at this
I am fairly good at this
I can do this if I work hard
I am not very good at this-but I want to learn
I am really not good at this 1 2 3 4 5 6 7 8 9 10
Facilitator models the Graphing Me! activity using power point slide, overhead, document camera or whiteboard.
Participants individually complete their own graph, rating themselves in each area.
StandUp-HandUp-PairUp (Kagan 2009) to share graphs with a partner mixing 2 or 3 times to share their graphs with each other.
Process observations with whole group:
What are some things you have discovered about each other?
What are some conclusions you can make?
Do you notice any patterns?
*As your teacher, what should I do when some of you are…and others are….
*What do I need to do as a teacher?
*What is fair instruction, assessment, grading?
Note-this activity is less about the students getting to know one another and more about answering the * questions that are in bold.
TOTAL ELAPSED TIME: 2 HOURS 45 MINUTES

61. Reinforcing Effort
What are you doing to celebrate student’s progress toward mastery?
Recognition
READINESS
Mastery of Standard
LEARNING GOAL 4
LEARNING GOAL 3
Say: Take the time to celebrate the small steps that the student takes towards the ultimate mastery of the standard, because recognition builds intrinsic desire to continue toward success.
LEARNING GOAL 2
LEARNING GOAL 1

62. Multiple Attempts at Mastery
The consequence for a student who fails to meet a standard should not be a low grade, but rather the opportunity- indeed the requirement – to resubmit his or her work. One of the most consistent practices of effective teachers is the provision of multiple opportunities to learn.

63. For many students, year upon year of “not good enough” has eroded their self-confidence and motivation.

64. Celebrating Success
Stop to acknowledge attainment of learning targets in order to encourage success for mastery of standard.
Little successes build on each other, giving confidence to tackle the next challenge.
Do: Popcorn ideas for celebrating small successes – Example: Students standing to hear applause by peers.

65. What’s Next
Module 5
We will learn how to incorporate instructional strategies in lesson and unit plans.

66. Process EXIT CARDS 3 things that made sense to you
2 things you plan to use
1 question that you have
TOTAL ELAPSED TIME: 3 HOURS 66