Critical Friends DPI EETT ARRA Meeting


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  • E2E formative assessment for teachers, Qualitative evaluation =case studies =specific traits, reflections evidience of specific areas of feedback that impact practice, long term interviews dating 8 years to present.
  • When colleagues engage in honest dialogue regarding learning objectives, assignments, and the resulting student work, and can remain open to suggestions and feedback, powerful learning for all parties can occur.  The new learning expands a much greater scope than just that lesson.  Our teaching can improve by applying these techniques and strategies to more and more lessons.  As we become more proficient with technology, the quality of the lessons will improve and should improve student interest and involvement. Vicki Haas E2E participant
  • . It is significant to note that at baseline over 70% of teacher lessons did not represent quality components and post the % of lessons that included high quality components increased by nearly 60%. Student opportunity to engage in challenging high quality lessons increased. Assessments of student work showed improvements also in the clarity of performance criteria, feedback offered for improvement, the inclusion of 21st century skills in lesson assessments, and the alignment of the assessment to the task and standards. Assessment continues to be a difficult area for teachers and will need to be addressed in future programming.
  • Lessons and student work samples were collected at four intervals during the project year. These samples were evaluated for the level of cognitive challenge of the student task, the opportunity for inquiry/collaboration/and communication, the depth of understanding of content required in the task, the level of connection to real world relevance for students, the level of technology use (literacy, adaptive, and transforming), and an overall pre to post comparison of these variables using a 3-point rubric scale.
  • There’s no way to assure that a probing question will be a good one — that is determined by its impacton the receiver. But we can increase the likelihood that a probing question will be good by following theideas in this Guide.What are the attributes of good probing questions? Good probing questions:• Are for the benefit of the receiver and the colleagues and students he/she impacts• Deepen and expand thinking and conversation• Sustain thinking beyond the moment• Are relevant and important to the receiver• Keep learning at the center• Help foster a sense that participants are a community of learners• Are concise• Elicit a slow, reflective response• Are exploratory - they do not contain explicit recommendations or directives• Are non-judgmental - neutral rather than positive or negative
  • Don’t avoid discomfort andrisk questions but make sure questions are appropriate to the trust level of the group
  • Examples of suggestive but still probing questions:a. What’s another way you could…?b. What sort of impact would there be if you…?c. What would it look like if you…?d. What might you see happening if you…?e. What would have to change in order for…?f. What would happen if…?g. What could you do that might cause x to…?h. Have you considered/explored/looked into/thought about…?i. Would it be possible to…?j. Is there a way to…?k. How would it work if you…?l. Do you think there needs to be…?
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