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DLMOOC - Wk 7 Lens into the Classroom - Assessing Deeper Learning
DLMOOC - Wk 7 Lens into the Classroom - Assessing Deeper Learning
DLMOOC - Wk 7 Lens into the Classroom - Assessing Deeper Learning
DLMOOC - Wk 7 Lens into the Classroom - Assessing Deeper Learning
DLMOOC - Wk 7 Lens into the Classroom - Assessing Deeper Learning
DLMOOC - Wk 7 Lens into the Classroom - Assessing Deeper Learning
DLMOOC - Wk 7 Lens into the Classroom - Assessing Deeper Learning
DLMOOC - Wk 7 Lens into the Classroom - Assessing Deeper Learning
DLMOOC - Wk 7 Lens into the Classroom - Assessing Deeper Learning
DLMOOC - Wk 7 Lens into the Classroom - Assessing Deeper Learning
DLMOOC - Wk 7 Lens into the Classroom - Assessing Deeper Learning
DLMOOC - Wk 7 Lens into the Classroom - Assessing Deeper Learning
DLMOOC - Wk 7 Lens into the Classroom - Assessing Deeper Learning
DLMOOC - Wk 7 Lens into the Classroom - Assessing Deeper Learning
DLMOOC - Wk 7 Lens into the Classroom - Assessing Deeper Learning
DLMOOC - Wk 7 Lens into the Classroom - Assessing Deeper Learning
DLMOOC - Wk 7 Lens into the Classroom - Assessing Deeper Learning
DLMOOC - Wk 7 Lens into the Classroom - Assessing Deeper Learning
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DLMOOC - Wk 7 Lens into the Classroom - Assessing Deeper Learning

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Slides to accompany this consultancy protocol - more details, resources, and archive at www.dlmooc.net

Slides to accompany this consultancy protocol - more details, resources, and archive at www.dlmooc.net

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Transcript

  • 1. Welcome to Lens into the Classroom–Assessing Deeper Learning We will begin at 4:00 pm PST, Thursday March 6, 2014
  • 2. Agenda ● Introductions, Overview ● Consultancy Protocol
  • 3. Consultancy Overview ● ● ● ● ● ● ● ● ● Overview of the work and dilemma [6 minutes] Question prep [1 minutes] Clarifying questions [5 minutes] Question prep [1 minutes] Probing Questions [8 minutes] Group Conversation [10 minutes] Presenter Reflection (3 minutes) Debrief [5 minutes] Closing the Loop [2 minutes]
  • 4. Norms • • • General: Hard on the content, soft on the people. Be kind, helpful and specific. Step up, step back (monitor your airtime).
  • 5. Background Jennifer Pieratt, Ph.D. Former 10th grade teacher at HTHNC School Development Coach ● Schools in CA, AZ, NM, TX ● Various demographics ● Start up, turnaround, district extension New Tech Network • • • • 130 schools + Common design principles of teaching that engages, technology that enables, culture that empowers Culture that promotes trust, respect, responsibility Commitment to PBL and CCR
  • 6. New Tech Network and Common Assessments Collaboration SCALE based on Envision 5 School-wide Learning Outcomes Oral communication Written communication Collaboration Knowledge and Thinking Agency Corresponding Assessments By grade, discipline (K&T) Roll out • • • • • •
  • 7. The Dilemma 6 minutes How can I leverage the NTN collaboration rubric to help promote deeper learning in teacher’s classrooms? ● Seeing a focus on “soft skills” and divide and conquer vs “conceptual learning” (E Cohen, I Horn) ● Challenges with IAKTs and grading content mastery through collaboration/group assessments. (Rubrics posted on DLMOOC site)
  • 8. Clarifying Questions 5 minutes Clarifying questions are simple questions of fact. The litmus test for a clarifying question is: Does the presenter have to think before s/he answers? If so, it’s almost certainly a probing question. Some examples of clarifying questions: • How many teachers use this rubric? How are students involved this assessment? •
  • 9. Question Prep and Response Format 1 minute 1. Brainstorm questions for the presenter 2. Participants enter their questions in the Q&A or on Twitter. How can I leverage the NTN collaboration rubric to help promote deeper learning in teacher’s classrooms
  • 10. Probing Questions 8 minutes Probing questions are intended to help the presenter think more deeply about the issue at hand. The presenter often doesn’t have a ready answer to a genuine probing question. Examples of probing questions could be: What is your biggest worry with this issue? How do students currently reflect on their growth? Other possible probing questions begin with: How did you decide/determine/conclude...? What's another way you might...? Probing questions should not be “advice in disguise”, such as “Have you considered…?” • • • •
  • 11. Question Prep and Response Format 1 minute 1. Brainstorm questions for the presenter 2. Participants enter their questions in the Q&A or on Twitter. How can I leverage the NTN collaboration rubric to help promote deeper learning in teacher’s classrooms?
  • 12. Group Conversation 10 minutes The conversation is not directed to the presenter. It is directed to the group and focuses on the presenter's dilemma. ●Group Instructions/Questions: ■ Begin with warm feedback. What are the strengths in this situation? ■ What are the gaps? What isn't the presenter considering? ■ What recommendations does anyone have in response to the question posed by the presenter? ■ Make a list of the recommendations and post them on the G+ or Twitter How can I leverage the NTN collaboration rubric to help promote deeper learning in teacher’s classrooms?
  • 13. Presenter Reflection 3 minutes • The presenter has the opportunity to respond to the discussion. • It is not necessary to respond point by point to what others said. • The presenter may share what struck him or her and what next steps might be taken as a result of the ideas generated by the discussion.
  • 14. Debrief 5 minutes • The debrief is not a time to continue discussing the dilemma. • Instead focus on questions like… Did we have a good question? Did we stick to the question? Did our probing questions push the presenter’s thinking? Was there a moment where we got off track? How did we do with following the norms? Was there a moment where the conversation made a turn for the better? o o o o o o
  • 15. Closing the Loop 2 minutes Participants what they have learned from participating in this protocol and how it could inform their own practice. Post your reflections on G+ or on Twitter.

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