1. May 6, 2014 Facilitated by Jennifer Gondek Instructional Specialist for Inclusive Education, TST BOCES

2. Using all the words in the stack, create a 3-5 sentence paragraph on the index card at your table.

3. 1. Sharing Criteria (the clear learning target) 2. Questioning 3. Feedback 4. Peer Assessment 5. Self-assessment 5 Research-Based Strategies that Significantly Improve Student Learning Karen Kidwell

7.  Where am I going?  Provide a clear and understandable vision of the learning target.  Use examples and models of strong and weak work.  Where am I now?  Offer regular descriptive feedback.  Teach students to self-assess and set goals.  How can I close the gap?  Design lessons to focus on one aspect of quality at a time.  Teach students focused revision.  Engage students in self-reflection, and let them keep track of and share their learning. Stiggin’s 7 Practices of Assessment FOR Learning

10. http://vimeo.com/44052220

11. 1. Clear expectations about what is to be learned. 2. Clarity of presentation 3. Multiple opportunities for student responses 4. Active teacher monitoring of these responses 5. Frequent evaluation and feedback. Christensen et al. (1989) Instruction for students with mild learning disabilities

12. 1. Explicit teaching of critical steps in the writing process, including models and prompts. 2. Explicit instruction in writing conventions across multiple genres. 3. Guided feedback to students via teacher/peer feedback. Vaughn, et al. (2000); 13 studies with large effect sizes Writing instruction for students with learning disabilities *Similar results for reading comprehension study

13. “Kroesebergen and Van Luit (2003) concluded, based on their meta-analysis of over 50 studies of students with math disabilities, that explicit teaching methods were more effective than less direct instructional methods such as discovery learning.” Archer & Hughes (2011)

14. “It is important to point out that none of these reports stated that explicit instruction was the only way to teach. However, the conclusions were clear: Explicit instruction should be a consistent mainstay of working with students both with and without learning difficulties.” Archer & Hughes (2011)

15.  Informing the students of the learning target by telling them what it is or by writing it on the board is sufficient.

16.  Sharing a rubric with students will ensure they understand the criteria for success.

18. ContentLiteracyCharacter “I can explain how miners collected gold by making inferences from pictures and text.” “I can organize the supporting details by order of importance in my paragraph about bears.” “I cooperate with other group members.”

19.  Knowledge  Reasoning  Performance/ skills  Products www.jennyray.net

20. Mastery of substantive subject content where mastery includes both knowing and understanding it. www.jennyray.net

21.  Identify metaphors and similes  Read and write quadratic equations  Describe the function of a cell membrane  Know the multiplication tables  Explain the effects of an acid on a base www.jennyray.net

22. The ability to use knowledge and understanding to figure things out and to solve problems. www.jennyray.net

23.  Use statistical methods to describe, analyze, evaluate, and make decisions.  Make a prediction based on evidence.  Examine data/results and propose a meaningful interpretation.  Distinguish between historical fact and opinion. www.jennyray.net

24. The development of proficiency in doing something where the process is most important. www.jennyray.net

25.  Measure mass in metric and SI units  Use simple equipment and tools to gather data  Read aloud with fluency and expression  Participates in civic discussions with the aim of solving current problems  Dribbles to keep the ball away from an opponent www.jennyray.net

26. The ability to create tangible products that meet certain standards of quality and present concrete evidence of academic proficiency. www.jennyray.net

27.  Construct a bar graph  Develop a personal health-related fitness plan  Construct a physical model of an object  Write a term paper to support a thesis www.jennyray.net

28. Clear targets help us:  Recognize if the formative assessment adequately covers and samples what we taught.  Correctly identify what students know/don ’ t know, and their level of achievement.  Plan the next steps in instruction.  Give meaningful descriptive feedback to students.

29. 1.Create 3 student friendly learning targets for an upcoming lesson. (Content, Literacy, Character) 2. When completed, post in your class. 3. Refer to it at the beginning of the lesson. 4. Review it at the end of the lesson. 5. Assess it & Reflect. Try it Out!

31.  “ My Favorite No”  U-P-S Strategy  Daily Tiered Exit Cards See page 15 of your packet.

32. “Effective feedback more strongly and consistently raises student achievement than any other teaching behavior (Hattie, 2009)

33. Feedback that Feeds Forward Focuses on success criteria from the learning target for today’s lesson. Describes exactly where the student is in relation to the criteria. Provides a next- step strategy to improve or learn more. Arrives when the student has an opportunity to use it. Delivered in just the right amount. Brookhart & Moss

35. 1. Work with partners at your table. 2. Share a piece of student work. Discuss the learning target and the task. 3. Collaboratively discuss where the student is in regards to the learning target. 4. Using the “Mirror and Magnet” page, determine what feedback you would give to this student. 5. When finished, share the next piece of student work.