27J Instructional Model presentation to 27J new teachers

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I get an hour and a half to explain the mission to 27J new teachers.

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27J Instructional Model presentation to 27J new teachers

  1. 1. “We can, whenever and wherever we choose, successfully teach all students whose schooling is of interest to us. We already know more than we need in order to do this. Whether we do it must finally depend on how we feel about the fact that we haven’t so far.”<br />Ron Edmonds, “Effective Schools for the Urban Poor,” Educational Leadership, October 1979, p.23 <br />
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  6. 6. Collaboration<br />4<br />3<br />2<br />1<br />CST<br />(individual student)<br />PLC<br />(programmatic)<br />
  7. 7. The indispensable conditions for improvement are that the student comes to hold a concept of quality roughly similar to that held by the teacher, is able to monitor continuously the quality of what is being produced during the act of production itself, and has a repertoire of alternative moves or strategies from which to draw at any given point.<br />Sadler, D.R. (1989). Formative assessment and the design of instructional systems. Instructional Science 18(2), 119-144. <br />
  8. 8. Assessment FOR Learning—Seven Strategies <br />Where am I going?<br />1. Provide a clear and understandable vision of the learning target.<br />Use examples and models of strong and weak work.<br />Where am I now?<br />3. Offer regular descriptive feedback.<br />Teach students to self-assess and set goals.<br />How can I close the gap?<br />5. Design lessons to focus on one aspect of quality at a time.<br />6. Teach students focused revision.<br />7. Engage students in self-reflection, and let them keep track of and share their learning.<br />
  9. 9. Assessment<br />In response to a given piece of feedback, students have to be able to say to themselves:<br />I know what this means<br />I know what to do next<br />I’m OK<br />I will keep trying<br />

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