Follow-Up Table Talk
November 12, 2013
Amy Huckstadt, Lynn Meister, Erin Shook, & Dyana
VanWyngaarden
1. What have you tried concerning selfassessment and self-reflection?
2. What worked well?

3. What would you like to impr...



OBJECTIVES:

I will be able to:







Define strategy 4 & 7
Explain how to implement
strategies 4 & 7 in the
cla...
Where Am I Going?
Strategy 1:

Provide students with a clear and understandable
vision of the learning target.
Strategy 2:...
THE COMPONENTS OF VALID
SELF-ASSESSMENT:

Self-assessment::
Students make judgments about what they
know, have learned, or...
In My Classroom:
The following example was used as a formative assessment
at the end of my Contemporary Issues class.

Lea...
Uninsured
Deductible
Premium
Medicaid

Medicare
Copay
Preventative

Care

Choose 1
term from the
list.
It should be...
Got it!
You define the
vocabulary term
correctly and
provide a detailed
example of the
term either from
history or a
hypot...
Self-Reflection:

Students:

•connects students to
their growth.
•is embedded in the
lesson design.
•offers opportunities ...


Students must look over their collection
of tracked work and think metacognitively about their learning.

Students shou...
As I reflected on my
self-reflection activity:
o Thoroughly

explain how
they should self-reflect.
*If answers are more
op...




Directions:
• Daily Students complete a
warm up
• After going over the answer
students ask themselves:
• Did I get it corr...


In your folder you have received a resource
packet with many examples of Strategy 4 &
7. Pick one example that you coul...
November table talk  revised
November table talk  revised
November table talk  revised
November table talk  revised
November table talk  revised
November table talk  revised
November table talk  revised
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  • PLC Cycle:Formative Assessment falls as the third step in the PLC Cycle.What is formative assessment?After establishing what we are going to teach students (learning targets), and then teaching it(through varied instructional strategies), we must assess student understanding.This assessment occurs in a variety of ways: discussion, q &a, exit slips, bell work, homework assignment, quiz, etc.When an assessment is used for learning, when it is used to inform a teacher’s instruction, then it is formative.Typically, teachers: assess student understanding of the learning target formatively determine their next instructional steps as a result of student performanceeither re-teach or enhance the initial learningeventually administer a summative assessment.
  • What are the 7 Strategies?Jan Chappuis has developed 7 Strategies of Assessment for Learning. These 7 strategies revolve around 3 questions (for the students):1) Where Am I going?- Strategy 1 (Captain Target: Learning Target); Strategy 2 (Model Master: Models or examples of the continuum of quality)2) Where Am I Now?, - Strategy 3 (Flash Feedback: Effective Feedback); Strategy 4 (Goal Guard: Student Self-Assessment & Goal Setting)3) How do I Close the Gap?- Strategy 5 (One-der-Woman: focus on 1 target at a time); Strategy 6 (Robin Revision: focused revision); Strategy 7 (Reflecto Man: Tracking learning and Self-Reflection)Why are we going to study the 7 Strategies?LT is going to engage in the study and application of these 7 strategies of assessment this school year because research has demonstrated:“Innovations that include strengthening the practice of formative assessment produce significant and often substantial learning gains.” (Black & Wiliam, 1998b)“formative assessment practices greatly increase the achievement of low-performing students” (p. 3)7 strategies are “designed to meet students’ information needs to maximize both motivation and achievement, by involving students from the start in their own learning” (Chappuis, p. 11). These 7 strategies facilitate meta-cognition, which strong learners already engage in, but low-level learners need to be taught explicitly to think about their thinking.Today’s focus:In August we were briefly introduced to these strategies. In today’s session, we are going to delve into strategies 4 & 7.
  • Strategy IV- Additional Information to convey: Strategy 4 “teachesstudents to identify their strengths and weaknesses and to set goals for further learning” so they can answer the questions:Where am I now?What am I good at?What do I need to work on?What should I do next? (p.13)There are three components involved to this strategy: 1) self-assessment of the learning target (Where am I ? What am I good at? What do I need to work on?) 2) justification (Why do I need to work on ___?) 3) goal setting in regard to the learning target (What do I need to do next in relation to the intended learning target?)Example of a student goal:
  • Student response clarified: Cole chose to define the term preventative care. He defined it as steps you take/things you do in order to prevent a disease from happening. His example was, “I get a physical before playing sports to make sure that I’m healthy and help prevent me from getting hurt during the season.”
  • Strategy VII- Additional Information to convey:“Long-term retention and motivation increase when students track, reflect on, and communicate about their learning” (p.13)Strategy 7 begs the question, How do I close the gap?Engagement is not serendipitous. It occurs with careful teacher planning. This strategy allows students to answer positively to the question: “Can I do this?” They are actively living the concept of “growth-mindset” versus “ability-mindset.” This strategy can prevent learned helplessness for students who often feel no control over their academic fate…with proper guidance, they can see where growth is possible.The Gap=divide between where you are and the learning target/end goalSelf-reflection:Is a gap-closing strategy because of its impact on student motivation and retention.Students track progressReflect on their learning processes and growthShare observations about achievement or about themselves as learners
  • This teaches students to think about the process of learning, and how to change their own process to yield better outcomes in the future.
  • http://www.youtube.com/watch?v=FOsyHV8AxRU
  • http://www.youtube.com/watch?v=5hSDMQHETVU
  • It is important on this slide to talk about difference between the options correct and incorrect and the thumbs up, down or to the side. Here are some examples. (I didn’t type it, as it would make the slide way too crowded). A student who got a question right might…Still feel uncertain because they had to look at their notes to complete the problemFeel not good about it because they had to ask their elbow partner for help and they really walked them through the whole thingFeel really good because they did it right and didn’t need any help.Feel uncertain because they actually guessed and feel they got lucky.A student who got the warm up wrong might…Feel good because they made a really silly mistake (copied the problem from the screen wrong and thus got it wrong)Feel good because they just missed a negative, spelled something wrong or something small that they realize was just a small error (trying to think of different content area examples). Feel uncertain because they understand what they did wrong but don’t feel totally confident on the fact that they are not going to do that in the future Feel not good at all because they still don’t even understand what they got wrong and why or how to fix it. Also I think it is important to talk about the icons (star, stairs, lightbulb). I would mention that they are very easy to remove if teachers don’t like the look of it… BUT it would be helpful to explain the purpose is actually to help teachers give feedback. I would explain that if the students are used to seeing these symbols and what they mean then when grading something you could quickly draw stairs next to a topic that kids might need to work on or put a star by something they did really well at (a quick way to give descriptive feedback). So this could help with grading papers, essays, math tests/quizzes or really anything that needs feedback. Also I would talk about teachers needing to model this. Maybe even making a strong and weak example to show their kids.
  • Dean. (2008, May 7). When the self emerges: Is that me in the mirror? [Web log comment]. Retrieved from http://www.spring.org.uk/the1sttransportAuthor, A. A., & Author, B. B. (Date of publication). Title of document. Retrieved from http://Web address Angeli, E., Wagner, J., Lawrick, E., Moore, K., Anderson, M., Soderland, L., & Brizee, A. (2010, May 5). General format. Retrieved from http://owl.english.purdue.edu/owl/resource/560/01/
  • November table talk revised

    1. 1. Follow-Up Table Talk November 12, 2013 Amy Huckstadt, Lynn Meister, Erin Shook, & Dyana VanWyngaarden
    2. 2. 1. What have you tried concerning selfassessment and self-reflection? 2. What worked well? 3. What would you like to improve? 4. What questions do you have?
    3. 3.   OBJECTIVES: I will be able to:     Define strategy 4 & 7 Explain how to implement strategies 4 & 7 in the classroom Review classroom applications of selfassessment and selfreflection and determine how to apply them to my own classroom Ask questions concerning the implementation of strategies 4 & 7  AGENDA:  Entrance Slip: 4 Questions Review of Strategy 4 & 7 Video Example of Classroom Application Group Discussion  If time remains:      Generate warm-up activity Peruse resource packet
    4. 4. Where Am I Going? Strategy 1: Provide students with a clear and understandable vision of the learning target. Strategy 2: Use examples and models of strong and weak Where Am I Now?work. Strategy Strategy 3: 4: Offer regular descriptive feedback. Teach students to self-assess and set goals. How do I Close the Gap? Strategy 5: Strategy 6: Strategy 7: Design lessons to focus on one learning target or aspect of quality at a time. Teach students focused revision. Engage students in self-reflection, and let them keep
    5. 5. THE COMPONENTS OF VALID SELF-ASSESSMENT: Self-assessment:: Students make judgments about what they know, have learned, or have mastered. The judgment should be tied to a learning target. Justification: Students show evidence in their work as rationale for their judgments. Goal Setting: Students make a plan for continued learning. Goals should be specific and
    6. 6. In My Classroom: The following example was used as a formative assessment at the end of my Contemporary Issues class. Learning Target: • define and give examples of important healthcare vocabulary (directions on next slide). Activity: •Students shared their term/definition/example with a partner. •Each partner had to use the rubric (they’ve seen this before) to assess their partner’s definition and example. • This was NOT the first time they’ve done this, therefore I didn’t have to spend time explaining the rubric in detail; however the first time I did.
    7. 7. Uninsured Deductible Premium Medicaid Medicare Copay Preventative Care Choose 1 term from the list. It should be different from your partner’s term.
    8. 8. Got it! You define the vocabulary term correctly and provide a detailed example of the term either from history or a hypothetical (made-up) example. Your example relates back/helps to Evolving… Beginning … You define the vocabulary term correctly. Your give an example; however it doesn’t help to define the vocabulary term. You are unsure of the definition of the vocabulary term. You can’t provide an example of the term from history or a hypothetical
    9. 9. Self-Reflection: Students: •connects students to their growth. •is embedded in the lesson design. •offers opportunities for students to share their progress. •is a gap-closing strategy because of its impact on student motivation and retention. •track progress •reflect on their learning processes and growth •share observations about achievement or about themselves as learners
    10. 10.  Students must look over their collection of tracked work and think metacognitively about their learning. Students should draw conclusions about::  What they have learned  How they have learned it  What worked and didn’t work  What they would do differently
    11. 11. As I reflected on my self-reflection activity: o Thoroughly explain how they should self-reflect. *If answers are more open-ended, break down what information should be included. o MODEL the process to them! *strong/weak examples
    12. 12.    
    13. 13. Directions: • Daily Students complete a warm up • After going over the answer students ask themselves: • Did I get it correct or incorrect? • What is my confidence level? • What strengths do I have on this topic? • What do I not understand or need to work on? • What am I going to do in order to achieve higher success? • At the end of the week they reflect on their strengths, weaknesses and a plan for the following week.
    14. 14.  In your folder you have received a resource packet with many examples of Strategy 4 & 7. Pick one example that you could adapt to your curriculum & use in your classroom. Be prepared to share…
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