New teacher Induction Program Session 3APresentation Transcript
Welcome GECDSB Teacher CONNECT Session 3
Report on any of the strategies or ideas you may have used as a result of these sessions.
Record your thoughts on the index cards provided.
Please discuss your bell work with someone from a different table and school.
Character Development in the Greater Essex County District School Board character development pecha kucha.wmv
Character Development: Why are we doing this? We want our students to think critically , feel deeply and act wisely .
An Overview of the Initiative
A quality education is about more than academic achievement – it is about the development of the whole person.
Student engagement is essential to all character development processes.
Character development must be a whole-school effort. All members of the school community share the responsibility to model, teach and expect demonstrations of the universal attributes in all school, classroom and extracurricular activities.
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Character Development: What it is and what it is not
is about critical and analytical thinking, questioning, anticipating problems and contributing to solutions
is about self-awareness, reflection and understanding – doing what’s right because it’s the right thing to do
must include the active involvement and engagement of students
is not about compliance
is not about behaviours motivated by extrinsic rewards and recognition
cannot be done to students
Character Development: What it is and what it is not
is a process that develops character in a deliberate and intentional manner through interactions with others and engagement in the wider community
is about inclusiveness and respect for diversity
is about ensuring that there are opportunities to engage students in general, and disengaged and marginalized students in particular, in the initiative
is about all students and all schools
is not found in a textbook, binder or manual
is not about the “few” or the exclusion of some
The Pivotal Role of Teachers
play a key role in the character development of students
are frequently identified by students as the single most important factor in their success in life
develop relationship skills and attitudes
model high expectations in academics and behaviour
integrate qualities such as honesty and fairness into lessons
organize their classrooms to reflect principles of inclusion and engagement
form relationships that build school and classroom environments that support learning and character development
Character Traits : conflict resolution, responsibility for one’s actions, respect, courage, diligence, fairness, citizenship
Historian’s Character Study
Students are to describe the causes, personalities, and results of the rebellions of 1837-38 in Upper and Lower Canada in relation to the themes of conflict and change.
Students identify types of conflict and describe strategies for conflict resolution. Students also describe the role of key personalities involved in the rebellions, and the methods they used to bring about change.
In doing so, students identify key characteristics of historical figures and learn how each historian’s character development impacts the world we live in today.
Character Development contact person in each school
“ We Care We Can” food drive
“ Pay It Forward”
Reaching Every Student …. Big Ideas
Assessment for Learning
Teachers can adjust instructional strategies effectively only if they have accurate and reliable information about what their students know and are able to do at any given time and about how they learn best.
“Students may be grouped on interests, learning styles or readiness but also may have activities set at different levels of complexity (questioning levels/ abstract thinking processes) resulting in varying products… “
The Tiered Approach
“An extremely effective approach to assessment and intervention is the ‘tiered’ approach, which sequentially increases the intensity of instructional interventions.”
“ All our knowledge results from questions, which is another way of saying that question-asking is our most important intellectual tool.”
If you don’t know what makes a good question, it is difficult to recognize one.
Levels of Thinking
Bloom’s Taxonomy Chart
Example: Goldilocks and the Three Bears
Sentence starters …
Identify the Level
List the parts of the microscope.
Predict the long-term effect of free trade on the automobile industry in Ontario.
What is the formula for calculating the speed of a free-falling object?
What form or style of art most affects your thinking and why?
Match the capital city to the country.
Taking the flaws of the protagonist and the strengths of the antagonist, create a new ending for the script.
Bloom’s Taxonomy Revised (chart)
Frame 6 questions
One question for each “level of thinking”
Effective Questioning Techniques
Assessment, Evaluation and Reporting Connecting the Pieces
The way we think about learning has changed; the way we assess learning is also changing.
Criterion-referenced not norm-referenced assessment.
Needs of society have changed. Students need to be self-directed learners.
Evidence of learning needs to triangulate looking for trends and patterns over time.
Learning improves when students are involved in assessment.
Research has proven that…
Grading and reporting are NOT essential to student learning (Waltman,1992)
Checking progress, diagnosing problems and prescribing solutions for students ARE essential to student learning (Bloom, 1981)
Does grading result in greater effort? Improved performance? The higher the quality of the feedback…the greater the improvement
Types of Assessments Diagnostic Formative Summative
Approaches to Assessment
Evaluation is the process of:
Judging the quality of student work on the basis of established criteria
Assigning a value to represent that quality
Occurs at a fixed moment in time
How does it fit?
Historical Instruction-Assessment Model
Revised Instruction-Assessment Model with Data Analysis: Precision and Personalization
In the classroom Quality Feedback Adapted from “Common Formative Assessments” (Ainsworth) Plan Teach Teach Teach Teach Test Pre-assess Analyze Results Plan for Differentiated Instruction Teach Monitor, Reflect, and Adjust Teach Post-assess
Students should know what they are aiming for, thus, they know what they are responsible for learning.
Students should know what assessment evidence will be collected.
Shared Learning Goals
Feedback for Learning
ongoing communication regarding learning
Descriptive information or assistance offered students to improve learning; based on criteria
Assessment for Learning: Feedback
Numerical score; Right/wrong; Anecdotal feedback; No grade necessary for formative tasks Assessment for Learning: Feedback
This is why I like dogs better than cats. I think dogs are really playful. The can also be strong to pull you or something. They can come in diferent sizes like a Great Dane or a Wener dog. They can also be in diferent colours. Some are just muts. others are pedigree. Best of all dogs are cute and cuddly. That is why I like dogs a lot better than cats.
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Students who are given comments only – rather than marks or marks and comments – make more gains in achievement and feel more positive about the experience (Butler, 1998).
Quality Feedback to Improve Learning
Specific (based on criteria)
Multiple opportunities for practice and quality feedback
General (“need more practice”) Identify what is done well, what needs improvement, and how to get there Specific, Focused Assessment for Learning: “Quality” Feedback
Task: You have been hired to write a speech defending a position on a significant, current social issue.
Some of your paragraphs should be more logically organized. For example, in paragraph 2… You have a very good understanding of the facts surrounding your issue. Identify what is done well Identify what needs improvement
Review the components of a paragraph (e.g. topic sentence, supporting ideas, concluding sentence) and use them consistently throughout the speech. Tell them how…
It informs teachers about their instructional approach and next steps. Six of my students struggled with effective paragraphs. They need a mini-lesson on paragraph structure…
“ Research indicates that oral feedback is more effective than written feedback, particularly for low-achieving, at-risk students.” (James, McCormick, & William,(n.d.). Leading Math Success , p 50 )
Little or no follow-up Opportunities for students to respond to comments Assessment for Learning: Feedback
is specific and focused
includes opportunities for improvement and follow-up
Assessment for Learning: Feedback
Identify what is done well
State in non-evaluative terms what needs improvement
State in concrete terms how to improve.
Examine the writing sample
Review the learning activity.
Examine the student response and the teacher notes.
Divide the chart paper into as many sections as there are people.
Individually, record feedback suggestions on the placemat. Include the 3 part feedback: What was done well, what needs improvement and how to improve it.
Choose a quality feedback statement and write in the centre of your page.
Self and Peer Assessment
descriptive feedback to other members of the class.
response journals, learning logs, checklists, rubrics, etc.
reveal the degree of own learning.
Peer and Self Evaluations may NEVER be used in determining a grade.
Self-Assessment Through Rubrics
Rubrics can be a powerful self-assessment tool –if teachers disconnect them from grades and give students time to support and revise their work.
If students can produce it, they can assess it; and if they can assess it, they can improve it.
What is going on here?
Randy Paula Sasha Cohen
Evidence of Learning Observation of Process Conversations Collection of Products Triangulation
Observing the Learning
Observations teachers make while students are learning. Records become evidence.
What is the purpose of the learning activity? What are students to learn?
What particular focus will I choose for this observation?
How will I record and organize my observations so they are useful?
Conversations About Learning
Class meetings, individual or group conferences, read students’ self-assessments of their own work
Students assess their work in relation to criteria, analyze works samples from their portfolios, or prepare to share their learning with parents in a student-lead conference
Variety of methods
Paper and pencil
Students can create more comprehensive collections of evidence to demonstrate their learning because they know and can represent what they’ve learned in various ways to serve various purposes.
In classrooms where assessment is used to improve student learning
Understand what they are expected to know and be able to do
Know what the provincial standard looks like (Level 3 on Achievement Chart)
Understand why, when and how they are being assessed and how the information will be used
In classroom where assessment is used to improve student learning
Practice and receive feedback prior to summative assessment
Engage in self-reflection, peer & self-assessment
Use feedback to help identify what steps they will take to improve their performance
Know why the learning is of value and can apply their learning to authentic / real world contexts
After Learning RAN Chart
On post-its, in point form, reflect on
Place on chart paper under each of the terms
Parent-Teacher Conference Goals
Pass the Chart!
What to have …
student work: samples/portfolios
remedial or enrichment work/suggestions
During the Conference What to say ? Where to sit ? What to do ? What to have ?