Group ActivityFind someone from another team and share:1.Something you are proud you accomplishedyesterday2.Something you hope to accomplish today3.Something you have a question on fromyesterdayAs you listen to your partner…1.Congratulate them on their accomplishment2.Answer their question (if you are able)
Day 1 Reflections/FeedbackSnacks Presenter missed the boat on the Targetsand Criteria for Success (I Can/I Will)Directions were clear No paper handoutsGreat group to work withConsensus and little conflictGot to work quicklyPace of the work
3-2-1 Reveals (Day 1)Expectations Surprises ClarificationsLots of conflict Very knowledgeable group Will the guides change?Boring/Slow/Tedious Everyone got along I Can/I Will (Target/Success)To be overwhelmed It became more clear as theday went onCross-Curriculum and ITESBreakfast Ease of use of documents Traditional Alg 2 & GeoConsensus was reached VocabularyDid not have to re-inventcurriculumTimeline for US Hist I & IISize of groups How are you?
Norms for the Week• Start & end punctually• Dress appropriately• Listen actively• Disagree respectfully• Participate enthusiastically• Focus completely (monitor yourtechnology)• Have Fun
Schedule: Day 2• 8:00-8:30 – Opening Session• 8:30-11:45 – Work Session• 11:45-1:00 – Lunch (on your own)• 1:00-4:30 – Working on the Work• 4:30-4:45 – Listening/Debrief Session
Direction for Today1. Review Yesterday’s Work2. Understand how Assessment fits inwith the District Curriculum Guides3. Map Essential Questions andlearning targets for first ½ ofyear/course4. Establish pacing for mid-markingperiod benchmarks
Deliverables for Today1. Draft essential questions for at least thefirst ½ of the course/year2. Establish pacing for mid-markingbenchmarks & marking period benchmarks3. Draft learning targets & criteria for successfor at least the first ½ of the course/year
Success: Assessing• You really understand when you can…• Explain, connect, systematize, or predict• Demonstrate meaning and importance• Apply or adapt information to novel situations• Recognize information/skill is one plausibleperspective among others and question itsassumptions• View it as its author/speaker saw it• Avoid and point out common misconceptions,biases, or simplistic views
Success: Assessing• Varied types, over time:• authentic tasks and projects• academic exam questions, prompts, andproblems• quizzes and test items• informal checks for understanding• student self-assessments
Group ActivityAs a table-group….Compare formative and summative assessmentContrast formative and summative assessmentRecord your thoughts in a meaningful way foryou to remember them.
Assessments: Formative & SummativeFormative SummativeUsed by teachers and students duringinstructionUsed at the end of a unit, class, semesterPurpose is to inform instruction Purpose is to measure learning retentionOn-Going Assessment Time-bound, One-time AssessmentNot graded for a accountability (studentor teacher)Graded for accountability (student and/orteacher)Descriptive in nature Evaluative in natureOne is NOT better than the other; they both havetheir place and are essential to learning
Assessments: Our Responsibility• Marking-period benchmark assessments willbe developed at the district level• Mid-marking period common assessments willbe developed by each PLC• CRW participants are NOT CREATINGassessments• CRW teams ARE developing the criteria bywhich students will be measured
Group WorkFor each content area/grade your group isresponsible for:1.Create Essential Questions for the first ½ ofthe year/course2.Identify where end of marking period and mid-marking period pacing should fall (soassessments can be created by PLCs)3.Create Learning Targets and Criteria forSuccess for the first ½ of the year/course4.Identify Assessment Ideas5.Align learning targets and criteria success tothe standards
3-2-1 Reflection Activity• List 3 things you were expectingwhen you arrived today• List 2 pleasant surprises• Write 1 question you needclarification on for tomorrow