Teach Smarter Not Harder post MACUL
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Teach Smarter Not Harder post MACUL

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Teach Smarter Not Harder post MACUL Teach Smarter Not Harder post MACUL Presentation Transcript

  • Teach Smarter Not Harder Porter W. Palmer Discovery Educator Network
  • Essential Question
    • How can we use digital tools in the classroom to engage students in their own learning processes and increase instructional time?
  • Learning Progression Consider types of classroom assessment Explore the Continuous Improvement Model Share tools to support those 4 components View slide
  • Summative vs. Formative Assessment
    • Summative assessment – assessment of learning
      • State-wide tests
      • NAEP
      • Exams
      • MANY classroom tests
    • Formative assessment – assessment for learning
    “ Formative assessment is not a test. Rather, it is an ongoing process in which teachers use test-elicited evidence to adjust their instruction or students use it to adjust their learning tactics .” Jim Popham View slide
  •  
  • Teaching without assessment is like…
  • Continuous Improvement Model
  • FOCUS F - Formulate a plan. - Disaggregate student performance data. O - Optimize time by preparing and following a timeline. - Plan the instructional calendar. C - Concentrate on teaching standards and collaborate with the instructional team. - Teach the instructional focus in the classroom. U - Utilize assessments at short, frequent intervals. - Conduct frequent student assessments, maintain and monitor the teaching and learning process. S - Sustain learning with tutorial, enrichment, and maintenance activities. – Provide tutorials for re-teaching or enrichment for objectives that have been mastered. Anderson , G., & Davenport, P. FOCUS on student achievement: Integrated system for improving student performance, p.8.
  • Formative Assessment
    • Research on formative assessment has shown that when teachers practice good formative assessment and students participate in it, BOTH achievement and motivation increase.
    • This achievement increase can be as much as .4 to .7 standard deviations. That ’s like moving from the 50 th percentile to the 65 th or 75 th percentile.
    • These effect sizes are larger than most of those found for educational interventions.
  • How do you know what your students need?
    • Survey Monkey
    • Google Docs
    • Google Forms
    • Poll Everywhere
    • Quizlet
    • Local Assessment Data
    • DE Assessment
    F - Formulate a plan. - Disaggregate student performance data. O - Optimize time by preparing and following a timeline. - Plan the instructional calendar.
  • C - Concentrate on teaching standards and collaborate with the instructional team. - Teach the instructional focus in the classroom.
  •  
  • Check for Understanding
    • Wall Wisher (Get student input)
    • RubiStar
    • DE Quiz Builder
    • DE Assessment
      • Progress Zone
      • http:// tinyurl.com / algebraPA
    U - Utilize assessments at short, frequent intervals. - Conduct frequent student assessments, maintain and monitor the teaching and learning process.
  • S - Sustain learning with tutorial, enrichment, and maintenance activities. – Provide tutorials for re-teaching or enrichment for objectives that have been mastered.
  • Stay Connected to the DEN!
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    • http://dencommunity.com