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www.tie.net January 2010 PASS Training
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www.tie.net To reconnect with colleagues. To extend knowledge of weak and strong student work. To extend knowledge of descriptive feedback. To increase knowledge of technology implementation.
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www.tie.net Histogram Results Each building has strengths and weaknesses Student involvement was the lowest overall Learning Targets was the strongest Technology Survey Monkey Results
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www.tie.net Building Specific: Elementary: Standards-Based Report Cards Middle School: Differentiated Instruction High School: Project-Based Learning
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www.tie.net Let’s get to know our PASS members better... Building Thursday, Jan. 11, 2010 Happy New Year
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60 Second Life Story
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www.tie.net Make a chain. Introduce the person with something the group might not know. AWARDS
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Protocol – Students November 2006 Protocol – Classroom March 2007
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www.tie.net In what ways are you currently looking at student work? How often do you look at student work in a formalized manner? How are you using the information received from looking at student work? How might you get started if you haven’t begun the process?
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www.tie.net How might you introduce the concepts of quality to students? How will you make sure that students know which learning target(s) are addressed? How will you engage students in analyzing samples?
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www.tie.net Performance Assessments Tasks & Criteria
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www.tie.net Stiggins refers to performance tasks and performance criteria. What are these? How are they different? How do they relate to performance assessments? What are some examples of each?
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www.tie.net Pair (someone not in your school) Define (in your own words) Tasks Criteria Give 2 examples (preferably not from the book) Pages 192 – 194
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www.tie.net Combine partners to make a team of 4 Share each partner’s definitions & examples Come to “team” consensus on a definition and examples for each term
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www.tie.net Combine the team of 4 to make a group of 8 Share each team’s definitions & examples Come to “group” consensus on a definition & examples for each term Put your definitions on chart paper and post Task DefinitionExamples Criteria DefinitionExamples
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www.tie.net C Revised curriculum, instruction and assessment aligned to standards Data drives your decisions Curriculum data aligned to standards Assessment data aligned to standards Curriculum mappingAnalysis of results Written curriculum Taught curriculum State and National Local Performance Pathways An Integrated Data Solution for Student Achievement Performance Assessment Learning Target Tasks Page 244 Criteria Rubrics Checklists Exercises Scoring Guides Activities 5 Dimensions of Quality Content Clarity Feasibility Fairness & Accuracy Sampling 4 Dimensions of Quality Content Clarity Practicality Technical Quality & Fairness
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www.tie.net Making clear decisions about your “criteria” before you begin will help make the scoring process quick, fair, and accurate. By doing this, your students won’t feel like Sally…
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www.tie.net PIECE OF SCULPTURE ITSELF? MY TALENT? MY EFFORT?
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www.tie.net LEARNED ABOUT THIS PROJECT?
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www.tie.net QUALITY OF THE COAT HANGER
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www.tie.net QUALITY OF THE COAT HANGERS
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www.tie.net 1. Checklists 2. Scoring Guides 3. Rubrics
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www.tie.net What makes a good oral presentation?
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www.tie.net Develop checklists on-line Writing, science, oral presentations, multi-media http://pblchecklist.4teachers.org/checklist.shtml
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www.tie.net A scoring guide is nothing more than assigning points to items Designed to rate papers on separate criteria Doesn’t talk about the quality of the items
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www.tie.net What makes a good oral presentation? Assign points to the list of expectations.
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www.tie.net Clear characteristics for each level of performance to be assessed. Students know what is expected, how well they have done, and what they need to accomplish in the future.
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www.tie.net Sadler (1989) identified that, in order for improvement to take place, the child must first know the purpose of the task, then how far this was achieved [criteria], and finally be given help in knowing how to move closer toward the desired goal or ‘in closing the gap’. -Clarke, 1998, p. 68 as quoted in Seven Strategies for Student Learning, Chappuis
![Sadler (1989) identified that, in order for improvement to take place, the child must first know the purpose of the task, then how far this was achieved [criteria], and finally be given help in knowing how to move closer toward the desired goal or ‘in closing the gap’.](http://images.slideplayer.com/25/8141239/slides/slide_36.jpg "-Clarke, 1998, p. 68 as quoted in Seven Strategies for Student Learning, Chappuis.")
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www.tie.net What makes a good oral presentation? Focus on one quality at a time… Watch the videos and score the “Delivery” part of the rubric.
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www.tie.net 1234 What rating did you give speech #1?
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www.tie.net 1234 What rating did you give speech #2?
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www.tie.net 1234 What rating did you give speech #3?
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www.tie.net Pages 42-46
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www.tie.net 1. What are some advantages/disadvantages of using checklists, scoring guides, rubrics? 2. When might you use checklists, scoring guides, rubrics?
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Performance Assessments
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www.tie.net How might you introduce the concepts of quality to students? (pp.30–40) How will you make sure that students know which learning target(s) are addressed? (pp.41–42) How will you engage students in analyzing samples? (pp.44–50)
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www.tie.net Glance briefly through the two pieces of writing. As you read the 2 nd piece, think ‘What did this teacher do to enhance student motivation and learning?” Emily’s Story
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www.tie.net What did this teacher do to enhance student motivation and learning? What can you do to improve student work? Focus particularly on the last two discussion points.
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www.tie.net What key components are needed to be in place for a classroom such as Ms W’s? What conditions already exist for you? What can you change or add or add to your team’s vision of assessment FOR learning as a result of this story?
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www.tie.net Where am I going? 1.Provide a clear and understandable vision of the learning target. 2.Use examples and models of strong and weak work. Where am I now? 3. Offer regular descriptive feedback. 4. Teach students to self-assess and set goals. How can I close the gap? 5. Design lessons to focus on one aspect of quality at a time. 6. Teach students focused revision. 7. Engage students in self-reflection and let them keep track of and share their learning.
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www.tie.net All:55-56 #1:57-68 (Characteristic #1) #2:68-74 (Characteristic #2, 3, 4) #3:74-83 (Characteristic #5)
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www.tie.net A Summary
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www.tie.net Dr. Ed Porthan: Get serious about feedback. Make it: Immediate Specific Cause/effect Coaching for growth Preserving dignity
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www.tie.net Dr Robert Marzano: Powerful feedback is Corrective Timely Specific Self monitoring
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www.tie.net The giving of marks and the grading function are overemphasized, while the giving of useful advice and the learning function are underemphasized. Always discuss what works and why and then give suggestions for fine-tuning and why. Feedback is most effective when it points out success and is designed to stimulate correction of errors relevant to the task.
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www.tie.net Give it a try
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www.tie.net Let’s Look at Descriptive Feedback Determine if statements are appropriate descriptive feedback. Select at least three statements. Change statements to meet descriptive feedback criteria.
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www.tie.net Make notes – descriptive feedback: What they did well Coaching for growth
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www.tie.net Pretend you are the students and are giving each speech student descriptive feedback on how to improve their speech Partner A gives descriptive feedback for the first speech. Discuss with partner Then Partner B gives descriptive feedback for the next speech. Discuss
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www.tie.net Goals for teacher. Using peer feedback.
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www.tie.net Verizon Thinkfinity’s Awareness Session
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www.tie.net Click on myThinkfinity at the top of the page and enter your Login ID/Primary E-mail address and Password. ***** *** Login ID/E- mail Roster into this Session If you do not have a Login ID, please register with Verizon Thinkfinity by clicking “Not a user? Sign up now!”
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www.tie.net Complete page 1 of the form, then skip to page 4 and click on “Complete Profile.” Be sure to return later to revise. If you need to create a profile… Roster into this Session
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www.tie.net 1.Once logged in to myThinkfinity, click on ‘Sign-in on Roster’ on the right-hand side of the screen. 2.Click on the hyperlinked location for this training Roster into this Session
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www.tie.net 3.Click the green ‘Register’ button. The roster process is now complete! Roster into this Session
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www.tie.net The Web site (www.thinkfinity.org) contains thousands of free lesson plans and student materials for every core subject, designed by the leading educational organizations in the United States.www.thinkfinity.org Tens of thousands of FREE educational resources Access and use resources from school or home! A partnership between the Verizon Foundation and the nation’s leading educational organizations FREE professional development What is Verizon Thinkfinity?
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www.tie.net The John F. Kennedy Center for the Performing Arts Council for Economic Education National Endowment for the Humanities National Council of Teachers of Mathematics International Reading Association & National Council of Teachers of English American Association for the Advancement of Science National Geographic Society Smithsonian National Museum of American History National Center for Family Literacy & ProLiteracy Arts Economics Humanities Mathematics Reading/English Language Arts Science Geography American History Adult & Family Literacy Verizon Thinkfinity Content Partners
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www.tie.net o Free Educational Resources º Standards-based lesson plans º Student & Teacher Materials – Online – Interactive – Offline (printable) º Partner-reviewed Web links What Does Verizon Thinkfinity Provide?
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www.tie.net o Free Educational Resources º Standards-based lesson plans º Student & Teacher Materials – Online – Interactive – Offline (printable) º Partner-reviewed Web links What Does Verizon Thinkfinity Provide?
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www.tie.net º Access and use resources at school or at home º No subscription/ membership fees Verizon Thinkfinity Homepage
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www.tie.net How Do You Find Resources at Verizon Thinkfinity? Free Teacher Resources
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www.tie.net Verizon Thinkfinity Calendar How Do You Find Resources at Verizon Thinkfinity?
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www.tie.net 21st Century Skills How Do You Find Resources at Verizon Thinkfinity?
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www.tie.net Verizon Thinkfinity Search Engine How Do You Find Resources at Verizon Thinkfinity?
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www.tie.net Individual Partner Sites How Do You Find Resources at Verizon Thinkfinity?
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www.tie.net Worksheets Interactives E-Sheets Podcasts Printable Maps Primary Source Documents Rubrics Web sites Virtual Museums Graphic Organizers Photographs Video Clips Online Manipulatives Quizzes Audio Clips What Can You Find on Thinkfinity?
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www.tie.net do you find the resources? Three Main Ways: 1. Navigation through Content Partner sites 2. 3.
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www.tie.net Educator Homepage
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www.tie.net Three Main Ways: 1. Navigation through Content Partner sites 2. Search Engine 3. do you find the resources?
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www.tie.net Enter keyword here Thinkfinity.org
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www.tie.net Three Main Ways: 1. Navigation through Content Partner sites 2. Search Engine 3. Educator Homepage do you find the resources?
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www.tie.net Educator Homepage
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www.tie.net Who uses the resource - teacher? students? both? What strategies are going to be used - cooperative learning? discovery approach? What classroom configuration will work best to employ this activity? What does this activity look like for students? How will you know if the activity is successful? There are several critical decisions we will need to make regarding the use of the Verizon Thinkfinity resource we have selected, such as:
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www.tie.net 1.From myThinkfinity, click on “Complete a Survey.” 2.Choose the appropriate survey from the list. 3.Respond to the questions and click on Submit to record your responses. Training Survey 4. Wait to receive confirmation that your survey has been completed.
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www.tie.net go to www.voki.comwww.voki.com select REGISTER
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www.tie.net free accents can be changed easily embeddable fun for all adds variety limited to 60 seconds of the speed of the speech cannot be customized. must spell phonetically
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www.tie.net Where am I going? 1.Provide a clear and understandable vision of the learning target. 2.Use examples and models of strong and weak work. Where am I now? 3. Offer regular descriptive feedback. 4. Teach students to self-assess and set goals. How can I close the gap? 5. Design lessons to focus on one aspect of quality at a time. 6. Teach students focused revision. 7. Engage students in self-reflection and let them keep track of and share their learning.
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www.tie.net Emetrics Data Sorts Achievement Series Excel Sorting Features netTrekker Office 2007: PowerPoint/Excel Thinkfinity
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www.tie.net PASS/Staff Survey http://www.surveymonkey.com/s/D55J9FY
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