Day 2 training

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  • Sandra
  • Tom
  • These are examples of types of assessment and ways to assess
  • More types of assessing
  • Emphasize what is at the bottom – one is not better than the other. PLCs will be creating Formative Assessments
  • Criteria for Success should be Student Focused. Use of “I can” statements is appropriate here.
  • Denise
  • Day 2 training

    1. 1. PCS Curriculum Review Week June 18-21, 2012 Ridgewood Elementary School Day 2
    2. 2. Welcome Back!
    3. 3. Group ActivityFind someone from another team and share: 1. Something you are proud you accomplished yesterday 2. Something you hope to accomplish today 3. Something you have a question on from yesterdayAs you listen to your partner… 1. Congratulate them on their accomplishment 2. Answer their question (if you are able)
    4. 4. Day 1 Reflections/FeedbackChocolate Not enough feedback givenThe opening session helped get everyone Limited examples were providedon the same pageFacilitators Some confusion with Big IdeasGroups were well motivated and fun to Unwilling to kill the “Sacred Cow” –work with coming with pre-conceived documentsWell organized Wanting to do a diary planCRW TeamPositive attitudes of participantsTime to work togetherGood discussions in our groups
    5. 5. 3-2-1 Reveals (Day 1)Expectations Surprises ClarificationsDonuts The amount of work it takes What needs to be done by to write a quality guide the end of the week?Confusion No fights/hurt Can we work with other feelings/arguments groups?Long and laborious day Snacks Identifying Big IdeasAnxiety about the process Laughter Essential VocabularyMore training on the It got easier as the day # of Essential Questionscurriculum went on needed The Sacred Cow Daily targets It ‘s doable & not How often will they be impossible updated next year? Flexibility on the approach Will it be friendly to BTs? Addressing Gaps
    6. 6. Norms for the Week• Start & end punctually• Dress appropriately• Listen actively• Disagree respectfully• Participate enthusiastically• Focus completely (monitor your technology)• Have Fun
    7. 7. Remember…What is learned here leaves here
    8. 8. Schedule: Day 2• 8:00-8:30 – Opening Session• 8:30-12:00 – Work Session• 12:00-1:00 – Lunch (on your own)• 1:00-4:15 – Working on the Work• 4:15-4:30 – Listening/Debrief Session
    9. 9. Direction for Today1. Review Yesterday’s Work2. Understand how Assessment fits in with the District Curriculum Guides3. Map Essential Questions and learning targets for first ½ of year/course4. Establish pacing for mid-marking period benchmarks
    10. 10. Deliverables for Today1. Draft essential questions for at least the first ½ of the course/year2. Establish pacing for mid-marking benchmarks & marking period benchmarks3. Draft learning targets & criteria for success for at least the first ½ of the course/year
    11. 11. Criteria for Success
    12. 12. 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 plausible perspective among others and question its assumptions • View it as its author/speaker saw it • Avoid and point out common misconceptions, biases, or simplistic views
    13. 13. Success: Assessing• Varied types, over time: • authentic tasks and projects • academic exam questions, prompts, and problems • quizzes and test items • informal checks for understanding • student self-assessments
    14. 14. Group Activity As a table-group….Compare formative and summative assessmentContrast formative and summative assessment Record your thoughts in a meaningful way for you to remember them.
    15. 15. Assessments: Formative & Summative Formative Summative Used by teachers and students during Used at the end of a unit, class, semester instruction Purpose is to inform instruction Purpose is to measure learning retention On-Going Assessment Time-bound, One-time Assessment Not graded for a accountability (student Graded for accountability (student and/or or teacher) teacher) Descriptive in nature Evaluative in nature One is NOT better than the other; they both have their place and are essential to learning
    16. 16. Assessments: Our Responsibility• Marking-period benchmark assessments will be developed at the district level• Mid-marking period common assessments will be developed by each PLC• CRW participants are NOT CREATING assessments• CRW teams ARE developing the criteria by which students will be measured
    17. 17. Group WorkFor each content area/grade your group isresponsible for:1. Create Essential Questions for the first ½ of the year/course2. Identify where end of marking period and mid-marking period pacing should fall (so assessments can be created by PLCs)3. Create Learning Targets and Criteria for Success for the first ½ of the year/course4. Identify Assessment Ideas5. Align learning targets and criteria success to the standards
    18. 18. 3-2-1 Reflection Activity• List 3 things you were expecting when you arrived today• List 2 pleasant surprises• Write 1 question you need clarification on for tomorrow

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