1. PLANNING & ASSESSMENT<br /><ul><li>What do you want your students to know and be able to do?
2. How will you know they have learned it?
3. What will you do when students struggle with the learning?
4. Plan with the end in mind…Backwards design (UBD)</li></li></ul><li>What is the Purpose ?<br />Formative<br /> Diagnostic, Pre Assessments, quick, in-the moment, ‘dipstick’ checks for student understanding, ongoing, purposeful, provide opportunities to improve learning, room for improvement, inform teacher instruction and next steps.<br />Summative<br />Final evaluations on student learning<br />
5. Types of Assessments<br />Performance – students required to demonstrate understanding and skills by actually performing a task (e.g., write a story, give a speech, operate a machine)<br />Authentic – kind of performance assessment that stresses application of understanding and skills to real problems in ‘real-world’ contextual settings (e.g., student teaching)<br />
6. Types of Assessments<br />Alternative – non-traditional methods (no paper/pencil tests) used to assess<br />Traditional – Tests/ quizzes<br />
7. Pre Assessments<br /><ul><li>Use Pre Assessments to find out what your students already know.
8. Use Pre Assessments to find out the misconceptions of students.
9. Use data from Pre Assessments to plan for the next steps in learning.</li></li></ul><li>Pre Assessment: Placemat Activity…<br />
10. Pre Assessment: Journal Writing…<br />
11. Pre Assessments…<br />KWL charts (Graphic Organizers)<br />Grafitti Wall<br />Yes/No Cards<br />Word Splash<br />Turn and Talk<br />Source: http://www.saskschools.ca/curr_content/constructivism/how/preassessment.html<br />
12. Assessments…<br />
13. Planning & Preparation<br />
14. What do you want your students to know & be able to do?<br /><ul><li>Clear expectations
15. What do you want? Don’t make the students guess
16. What makes a good/bad response
17. How will the student know they have reached the goal?
18. Give constructive/timelyfeedback </li></li></ul><li>Planning using KUD<br />Whenever planning a unit/lesson you should be able to answer these 3 key questions: <br />What do I want my students toKnow?<br />What do I want my students toUnderstand? <br />What do I want my student to be able toDo?<br />
19. What is a KUD?<br />
20. Know your learning outcomes...<br /><ul><li>Howwillyou model the learning outcomes and what success looks like?
21. Howwill students demonstrate their learning of the outcomes?
22. Howwillyou know when students “don’t get it”? And how will you respond?</li></li></ul><li>Know your students…<br /><ul><li>Complete a learning inventory to identify your students’ preferred learning style.
23. Design learning activities that align with the needs of your students.
24. Have a balance of learning assessments.
25. Not “one size fits all”.
26. Differentiate for success.
27. Offer choice whenever possible.</li></li></ul><li>How will you know?<br />Evidence should be:<br />Timely (Don’t forget the pre-assessment!)<br />On-going and purposeful<br />Get students involved in setting success criteria<br />Based on pre-determined and clear criteria<br />
28. How will you respond?<br />What is RTI?<br />All students can reach high levels of achievement if the system is willing (and able) to vary the amount of time students have to learn and the type of instruction they receive. <br />Differentiated Instruction<br />
29. Response to Intervention<br />RTI is a method to ensure that students receive early intervention and assistance before falling behind. <br />Students receive supplementary support, guided by assessment data referred to as progress monitoring.<br />Timely and effective intervention.<br />
30. Tiers of Intervention<br />Increased time, intensity, frequency and expertise<br />Tier 3 : 5 – 10 %<br />Tier 2 : 10 – 15 %<br />Tier 1 : 75 – 85 %<br />
31. Your Turn…<br />**The grade 8 science class is beginning a new unit on The Particle Theory of Matter. The teacher needs the students to use appropriate vocabulary related to their investigations of the particle theory of matter (vocabulary such as: boiling and melting points, pure substance, scientific theory, particle theory of matter, etc.). She decided to have the students copy the definitions down as notes in their science notebook from the overhead (about 30 definitions). The students enter the classroom and are told to sit down and begin writing. Some students choose to silently engage in the note-taking (about 6 students), while many choose to chat with friends while writing. The teacher responds with a ‘no talking’ rule. Halfway through the class, the teacher realizes that there are 4 students who have not yet begun to write down the first definition and there are some who are already completed the notes. The teacher estimated that it would take the entire 40 minutes to write these notes, so she decides that the students who are done are allowed to have ‘free time’ until the end of class. <br />
32. Questions…<br />How may this teacher have planned more effectively?<br />How will you catch yourself if you make the same type of mistakes (ineffective planning)?<br />Watch for the traps of: worksheets, ‘free’-time, busywork, “40 minutes of silence” expectations, low-level thinking tasks, sit-and-get lessons.<br />Lesson Closure: schedule approximately 5 minutes at the end of each lesson to have students reflect, summarize, or for you to highlight the main focus for the class. THE BELL IS NOT ADEQUATE CLOSURE.<br />