New teacher Induction Program Session 3A


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  • Dan: to look at pecha-kucha for Character Development
  • Reindeer Run…..explain the whole school effort…
  • Turn to an elbow partner and discuss how you could embed character development into a lesson this week
  • Board calendar - Board calendar was developed with a focus on Character Development on the inside cover and the key characteristics on the bottom of the first 7 months Character development posters were created based on the plaques designed in 2001, with different designs for elementary and secondary. French versions of the posters were also produced for the French Immersion schools. Posters should be in every GECDSB classroom.
  • Electronic template – being created for sharing good ideas and best practices among schools. It will be posted on the Board intranet with additional details (ex. Costs, contact person, etc) October 14 th Symposium – explain what happened here… In November, a very successful food drive was organized in partnership with Mayflower Moving and the local Rotary Clubs. Over 250 000 pounds of food were delivered to food banks across Windsor and Essex County Each principal, in both elementary and secondary, was asked to identify a character development contact person. (Key contact in the schools - helped ensure that posters were hung in each classroom, assisted with PD sessions, often person in school already highly involved in CD initiatives) A common insert on Character Development and the 7 Character traits is being developed for 2008-2009 student planners
  • Secondary DVD script: In the past four years there has been an overall shift from an implied to an explicit and highly intentional focus on the learner as the focal point in Ontario’s secondary schools. There is also an increased focus on a caring school culture, on the tracking and monitoring of individual students (our Student Success Clients) and on expanded program choices (Cooperative Education, Specialist High Skills Majors). The ongoing work of secondary educators has given the Ministry of Education directional support it needed to provide further guidance in raising the bar and closing the gap in achievement for all students. These supports are delineated in the newly released Learning for All document which was highlighted in our September system PD.
  • It describes knowing your students as an important first step in an integrated process of assessment and instruction to improve student learning at both elementary and secondary levels. Class profiles, which give you valuable info about your students, are an integral part of the assessment for learning process. Remember those 3 students whose names you wrote on your Class Profile sheet early in Sept? You had looked at your Class Achievement data and determined these three showed gaps in their learning. Let’s recap the BIG IDEAS of that PD session. The overarching BIG IDEA in Reaching Every Student is called UDL or Universal Design for Learning. When you think of Universal Design for Learning think of the ramp analogy. Just as the ramp to a building provides access to many other than the person using a wheelchair or walker, so is UDL a ramp for us to provide students with access to the curriculum. Is it now possible for those 3 whose names you wrote on Sept 2 nd to access the curriculum and become successful? Another BIG IDEA, Assessment for Learning is at the centre of these possibilities. (QUOTE: There is considerable research which confirms that assessment for learning is one of the most powerful ways of improving learning and raising standards because it is rooted in helping students learn more. ) See next slide for another quote. Once you have a grasp on where your students are in their learning and know where they need to go, precision can take place- which is a system that links assessment for learning to evidence informed instruction on a daily basis. Which leads us to the next BIG IDEAS of differentiated instructional strategies and the tiered intervention approach.
  • DI can be done effectively if you have a solid understanding of the scope and sequence or continuum of concepts you are teaching. Differentiated Instruction based on readiness involves knowing where particular students are on the learning continuum then planning program features and instructional strategies, resources and supports to meet them where they are and move them along this continuum. Some students may require remediation or less complex expectations ; others may need extensions or opportunities for independent study. TIPS Developing Mathematical Literacy 2004
  • “The questions that you pose as a teacher will lead to certain types of thinking happening in your classroom.” From a young age, we build understanding by asking questions of one’s self and others. Questions such as: What is this? What does it do? How does it work? What else can it do? Story grammar
  • Recognized as Bloom’s Taxonomy - this slide reflects the more recent revisions (ministry added verbs as descriptors of each category) to the original version 1 st click: knowledge 2 nd click: comprehension … 6 th click: synthesis/creating Advance slide
  • Have participants look at Bloom’s Taxonomy Chart – handout (Quickly) draw their attention to: Action words describing each type of thinking Sentence starters handout to promote questioning in each type of thinking Click - “Example: goldilocks …” appears “Please turn in your handout and have a look at the questions for Goldilocks & the 3 Bears. With a partner , discuss some of the questions you find on these handouts. These sample questions will help you develop higher level thinking, by using questioning. Advance slide
  • Activity – Which level? “Read these questions & using the 2 handouts (chart & sentence starters…) determine the “level” of thinking involved.” FYI (for presenter) Answer code: 1 – knowledge 2 – synthesis 3 – knowledge (not application, they aren’t applying the formula – merely identification) 4 – evaluation 5 – knowledge (pure recall) 6 – synthesis (create) “Now let’s practice creating or “framing” questions. (Advance to next slide)
  • Materials – Bloom’s chart, pictures Consider what your 6 questions would be if you used this picture as your subject. Use a giant dice – roll on floor; have one person from each table provide group with question at specific level No. 1- knowledge, no. 2 understanding, etc
  • At desks use smaller dice. Roll dice to pick level of question. Can choose any picture. Application in the classroom- give an example of use of Adjusting questions for: Differentiated Instruction The Tiered approach Assessment for Learning
  • Delving Video -
  • Dan to run….give them 4 partners…discuss what they have in their bubble organizer in the four topics discussed thus far in the morning Also discuss when they can use this in their classroom. Mention that it is low stress etc
  • Sharon
  • The reason they have put a lot of money and effort into implementing new assessment & evaluation processes is because in the 80’s a great deal of research took place on how students learn and what helps student improve their learning. And what they discovered is this “Grading and reporting are NOT essential to student learning” That is if you grade students papers and you give them a grade on their report card it isn’t going to translate in greater effort nor improved performance. What does have significant impact on student performance however is feedback. The more specific the feedback the greater the improvement. Based on this research the government set out to reform assessment practices from grades 1 to 12.
  • Assessment is the process of: gathering evidence of understanding from a variety of sources providing students with descriptive feedback Three types of assessment: Diagnostic, Formative, Summative Diagnostic assessment enables the teacher to ascertain what students currently know and can do before learning begins. Formative assessment provides students with feedback to help them improve their learning during learning. Summative assessment refers to assessments conducted at the end of a learning period, e.g., a unit, a term
  • First, Assessment OF learning… A student is assessed on how well he or she solves problems, shows understanding of concepts, applies mathematical procedures, and communicates required knowledge. Accountability purposes; to determine a student’s level of performance for reporting purposes It occurs AFTER learning and is often referred to as summative assessment . Second In the Assessment FOR learning context… Teachers observe students as they learn, reflect on student responses, provide oral and written feedback to students, and adjust instruction based on these observations. Purpose : Improve learning; should be a regular part of teaching; information gained and put to use in instructional planning It occurs DURING learning and is also known as formative assessment. In the assessment for learning model, assessment is an instructional tool that promotes learning rather than an event designed solely for the purpose of evaluation and assigning grades. Teachers use assessment FOR learning to uncover the full extent of a students knowledge and skills. Learners self-assess and use assessment information and insights to adjust behaviors and improve performance. The ultimate goal!
  • DEB Historically, the teaching/learning cycle did not account for the assessment FOR learning piece. Typically, teachers followed the pattern of instruction-assessment that you see here. Educators and students are walking a different path from where the roots of education began. Over a hundred years ago, schools were developed to address the problem of how to rank, sort and group children for their roles in the industrial world. Today, we are seeking to ensure each young person is prepared to be an independent, self directed, lifelong learner –a person who will likely have many careers over a lifetime. Using strategies from the past is hurting not helping achieve this goal. Research tells us a model for instruction and assessment that emphasizes precision and personalization is more effective . In this structure, the teacher uses assessment to determine students’ prior experiences and background knowledge and their degree of skill PRIOR to instructional planning. After analysis of those results, the teacher is better-prepared to plan for differentiated learning activities that meet the needs of all classroom learners. The teaching process becomes more dynamic as the teacher actively monitors students’ responses, reflects upon the implications of the response and adjusts lessons to address students’ needs. The teacher may use observation, journals, checklists, conferencing, quizzes, etc., to gather assessment data. This data will informs the teacher and students of the students’ strengths and weakness so next steps for improvement can be formulated. Students are provided with descriptive feedback they can use to improve the quality of their work, and help students see and feel in control of their journey to success. Each opportunity for feedback reveals to students increments of achievement and how to do better next time. Assessment FOR learning means the grading function is laid aside. This is not about accountability – those are assessments OF learning. This is about getting better.
  • DEB When students have a clear picture of what the expected learning looks like and the assessment evidence that will be collected right from the beginning of instruction, then instruction and student learning are more focused and student success is enhanced. Having a clear learning destination helps students to learn. When we talk about the learning with students they have a chance to engage, to bring prior knowledge to the learning, and to feel a sense of ownership. They are better able to be partners in the learning-assessment process. When our planning begins with the end in mind, our end-of-term evaluation becomes easier, as there are fewer surprises for students or their parents.
  • Marks, scores and letter grades alone do not provide students with the information they need to improve their work. They are merely symbols that represent degrees of quality. Too often, however, these symbols become the sole focus of assessment. Assessment information that improves learning provides students with timely, clear and specific direction about what to do differently to improve the quality of their work. When students have multiple opportunities for practice and receive quality feedback , there are more likely to improve their learning. -during, as well as, after the learning Easily understood and relates directly to the learning Is specific, so performance can improve Involves choice on the part of the learner as to the type of feedback and how to receive it Is part of an ongoing conversation about the learning Is in comparison to models, exemplars, samples, or descriptions Is about performance or the work –not about the person
  • We experience feedback, in various forms, in our daily experiences… … while working on the computer – instant feedback when an error is made … when learning something new, or trying to perfect a skill … golf … when speaking with an audience…as I am now. While I am speaking to you with the goal of sharing information, a part of me is monitoring your feedback with respect to your engagement in the topic, and looking for signs of understanding or agreement. In 1992, researcher John Hattie, after analyzing 8,000 studies about feedback, wrote: “ the most powerful single modification that enhances achievement is feedback”
  • What does the literature say about the nature of “effective” feedback? Feedback that engages students and moves their learning forward is feedback that causes thinking to take place. Much of the feedback that students receive is in the form of a numerical score or grade (e.g. 7/10), What is preferred is feedback in anecdotal form – both oral and written. Since feedback is formative assessment, no grade needs to communicated. There is a substantial body of research showing that feedback in the form of a grade or score rarely helps improve student learning. Simply telling them whether they are wrong or right can actually have a negative effect on learning. Not grading work that is formative also reduces the competitive focus among students (what did you get), and directs them to think more about the learning process…what do I do well, and how can I get better?
  • Elbow partner: What feedback is given here? EL p. 57 -in this example, the teacher chose to make written comments on each student’s paper and return papers to students the day after they turned them in. (So far, so good!) -However, the feedback is all about the mechanics of writing. Doesn’t match the learning target for the assignment, which was to structure a paragraph to make a point and to have that point contained in a topic sentence. -Because the feedback is based entirely on mechanical errors, the next step for this student appears to be to fix the mechanics errors, however, the teacher has fixed them for her.
  • Reflect on this quote. 30-60-90 Use music and stop watch
  • Examples of general feedback (e.g. need more practice; greater care needed with homework). To be effective, feedback should shift from being general to Being specific and focused: Identify what is done well, what needs improvement, and most importantly, And what the student needs to do, in very concrete terms, in order to improve.
  • Here’s an example of an evaluation task. One of the activities students are required to do during the instructional period is to write a first draft and submit it for feedback. The next slides are examples of example of feedback that meets the criteria from the previous slide…
  • Here is an example of feedback that a teacher might provide to a student working on the task.
  • Not only does it cause students to think about their learning but it also informs teachers about the next steps for instruction.
  • Sport skill analogy Music skill analogy Video clip from LNS
  • Please link/insert video here Once the student has the feedback, he/she needs to be provided time and opportunity to act on it. In the scenario just presented, the student could be asked to, incorporate the feedback given as he practices for the presentation. Optimally, the teacher provides the student time and support to carry out the feedback. It may take several practice sessions with feedback to bring the work to its final, polished form, that would then be summatively assessed, evaluated and the mark recorded.
  • Read slide It causes students to think about their learning.
  • Provide participants with an example of a learning activity, together with a sample of a student’s work, and teacher comments (see exemplars for LA) Chart paper, markers for large placemat activity: Facilitator whose birthday is closest to today. At this point, mention that the task comes from the exemplar for Writing, Grades 2, 5 and 8. There is no decision at this point to change or update the exemplars. However, the tasks are still useful in many contexts. e.g. professional learning; collaboration among teachers to come to a common understanding of assessment and evaluation; Give them ample time to become familiar with the task. Ask them to write on the placemat what feedback they could provide to the student. Feedback should include What the student did well What the student needs to improve on Specific suggestions for how the student can improve. Feedback should be focused on the categories. Have a debriefing session in which table groups share their feedback suggestions.
  • DEB We tend to think of students as passive participants in assessment rather than engaged users of the information that assessment can produce. What we should be asking is, how can students use assessment to take responsibility for and improve their own learning? Student involvement in assessment doesn’t mean that students control decisions regarding what will or won’t be learned or tested. It doesn’t mean that they assign their own grades. Instead, student involvement means Student-involved assessment means that students learn to use assessment information to manage their own learning so that they understand how they learn best, know exactly where they are in relation to the defined learning targets, and plan and take the next steps in their learning. Self-assessment includes having students use response journals, learning logs, checklists, rubrics, etc. to reveal the degree of their learning. Peer-assessments are opportunities for students to offer descriptive feedback to other members of the class.
  • EL. P. 60
  • Criterion vs Norm referencing – Show video of American Idol – Randy, Paula and Shawn video clips Norm referencing: comparing person to person, Criterion referencing: comparing performance to list of criteria to meet
  • DEB When evidence is collected from three different sources over time, trends and patterns become apparent, and the reliability and validity of our classroom assessments is increased. This process is called triangulation.
  • RAN-Response, analysis and new learning
  • 1:55 Create a team Everyone must be on the same page Include other school personnel: LST, ECE, CYW, Input from rotary teachers, administration if required Conflicting messages should be avoided The message must be consistent Provide a two-way communication opportunity that focuses on the child’s progress (academic/social): strengths, areas of concern, next steps development (academic/social): strengths, areas of concern, next steps school program Pete
  • Pete How are you talking to? Handout Tools for Schools –the different types generational learners. Who are your parents? Tune In!
  • 1:57 to 2:10 Pass the Chart - Pete Three charts: You, Your Room, Your Stuff 9 tables so 3 of each chart (3 rotations) Ask participants to brainstorm (chart paper) how they might prepare for a parent teacher conference using these heading as a guide. Pass the chart, read what others have written and check if they agree or question mark if they don’t understand or disagree. After all the passes, have one group read their suggestions, while the other two groups check off like answers, repeat until all items have been mentioned once. Add Pass the Chart to the Tactic Chart You: Appearance: is it appropriate to the social setting that you are teaching in, wear a watch Learn names: be familiar with custody issues, divorce, name changes Reread report cards: be familiar Post-its of salient points: aep folder, copy of report card and focus what you want to capture in the interview, include any cultural differences, etc. Your Room: Tidied, Organized (chairs in hall, ask about a secretary and /or monitors), Student work on display, Centre signs - Areas of Classroom clearly marked Hallway : (i) copies of core resources (ii) copies of Ontario Curriculum (iii) Kindergarten spreadsheet Desktops/Tabletops: (i) Learning logs (ii) Kid’s work Your Stuff: parent materials: double check OSR’S, IEP, Health records, Custody issues Remedial materials: have it prepared to give the parent a concrete example of how to help Sample Textbooks Student Work Folders No markbook in sight- keep the records confidential
  • What to have: Records/assessments for the student Student work samples/portfolios Remedial or enrichment work/suggestions (must be there so that the parents have a concrete sample Record sheet of daily learning Pete
  • 2:10 Pete
  • Where to sit: table and chairs, make sure they are at the same level and side by side students’ desks are a possible choice (group together) avoid physical barriers, such as the teacher’s desk Pete
  • What to do: Watch the clock: be aware of the need to maintain a schedule that is sensitive both to the parent(s) you are speaking with and those waiting in the hall. If you sense the conference needs additional time, offer to meet with the parent again on another day. Watch your body language (smile, nod, eye contact, posture, placement of arms) Pete
  • It is worth noting…when we communicate….. Pete
  • What to say: -introductions : take into account possible cultural considerations Important to know names of parents (divorce, etc.) – Avoid Conversational Devices: such as -Excessive Praise: can be difficult to live up to -Legitimizers: removes a student’s responsibility (enabling/excuses) -Projections: are limited in substantive matter -Use Conversational Devices: such as -Avoid I statements…We Statements are less authoritative (team) &+-+ Format: Similar to approach used in report cards Say something positive,,,,,negative…..neutrality…balance. Don’t end on a negative Pete
  • Rest : Relax and be good to yourself. Document : Record what happened. Be sure to have an accurate record of the experience. Check school policy (some have specific sheets to record information and store in OSR Action Plan : Record recommendations for student, parent and you. Know that follow-up is absolutely essential File : Store: report cards, comments and action plans in a very safe but accessible place. Pete
  • It is Important that the parent teacher conference set a positive tone for the future parent-teacher relationship Pete
  • 2:20 Pete
  • New teacher Induction Program Session 3A

    1. 1. Welcome GECDSB Teacher CONNECT Session 3
    2. 2. Bell Work <ul><li>Report on any of the strategies or ideas you may have used as a result of these sessions. </li></ul><ul><li>Record your thoughts on the index cards provided. </li></ul>
    3. 3. 30/60/90 <ul><li>Please discuss your bell work with someone from a different table and school. </li></ul>
    4. 4. Character Development in the Greater Essex County District School Board character development pecha kucha.wmv
    5. 5. Character Development: Why are we doing this? We want our students to think critically , feel deeply and act wisely .
    6. 6. An Overview of the Initiative <ul><li>A quality education is about more than academic achievement – it is about the development of the whole person. </li></ul><ul><li>Student engagement is essential to all character development processes. </li></ul><ul><li>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. </li></ul>Reindeer Run promo.wmv
    7. 7. Character Development: What it is and what it is not <ul><li>is about critical and analytical thinking, questioning, anticipating problems and contributing to solutions </li></ul><ul><li>is about self-awareness, reflection and understanding – doing what’s right because it’s the right thing to do </li></ul><ul><li>must include the active involvement and engagement of students </li></ul><ul><li>is not about compliance </li></ul><ul><li>is not about behaviours motivated by extrinsic rewards and recognition </li></ul><ul><li>cannot be done to students </li></ul>
    8. 8. Character Development: What it is and what it is not <ul><li>is a process that develops character in a deliberate and intentional manner through interactions with others and engagement in the wider community </li></ul><ul><li>is about inclusiveness and respect for diversity </li></ul><ul><li>is about ensuring that there are opportunities to engage students in general, and disengaged and marginalized students in particular, in the initiative </li></ul><ul><li>is about all students and all schools </li></ul><ul><li>is not found in a textbook, binder or manual </li></ul><ul><li>is not about the “few” or the exclusion of some </li></ul>
    9. 9. The Pivotal Role of Teachers <ul><li>Teachers: </li></ul><ul><li>play a key role in the character development of students </li></ul><ul><li>are frequently identified by students as the single most important factor in their success in life </li></ul><ul><li>develop relationship skills and attitudes </li></ul><ul><li>model high expectations in academics and behaviour </li></ul><ul><li>integrate qualities such as honesty and fairness into lessons </li></ul><ul><li>organize their classrooms to reflect principles of inclusion and engagement </li></ul><ul><li>form relationships that build school and classroom environments that support learning and character development </li></ul>
    10. 10. Sample Lesson <ul><li>Subject: History </li></ul><ul><li>Character Traits : conflict resolution, responsibility for one’s actions, respect, courage, diligence, fairness, citizenship </li></ul><ul><li>Historian’s Character Study </li></ul><ul><li>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. </li></ul><ul><li>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. </li></ul><ul><li>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. </li></ul>
    11. 11. Board Initiatives: <ul><li>Board calendar </li></ul><ul><li>Posters </li></ul>
    12. 12. <ul><li>Character Development contact person in each school </li></ul><ul><li>“ We Care We Can” food drive </li></ul><ul><li>“ Pay It Forward” </li></ul>Board Initiatives:
    13. 14. Reaching Every Student …. Big Ideas
    14. 15. Assessment for Learning <ul><li>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. </li></ul>
    15. 16. Differentiated Instruction <ul><li>“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… “ </li></ul><ul><li>Theroux 2004 </li></ul>
    16. 17. The Tiered Approach <ul><li>“An extremely effective approach to assessment and intervention is the ‘tiered’ approach, which sequentially increases the intensity of instructional interventions.” </li></ul><ul><li>Vaughn 2003 </li></ul>
    17. 18. <ul><li>“ All our knowledge results from questions, which is another way of saying that question-asking is our most important intellectual tool.” </li></ul><ul><ul><ul><ul><ul><li>Neil Postman </li></ul></ul></ul></ul></ul>
    18. 19. If you don’t know what makes a good question, it is difficult to recognize one. <ul><li>Synthesis/Creating </li></ul><ul><li>Evaluation/Evaluating </li></ul><ul><li>Analysis/Analyzing </li></ul><ul><li>Application/Applying </li></ul><ul><li>Comprehension/Understanding </li></ul><ul><li>Knowledge/Remembering </li></ul>Levels of Thinking
    19. 20. Adjusting Questions <ul><li>Examine: </li></ul><ul><ul><li>Bloom’s Taxonomy Chart </li></ul></ul><ul><ul><li>Example: Goldilocks and the Three Bears </li></ul></ul><ul><ul><li>Sentence starters … </li></ul></ul>
    20. 21. Identify the Level <ul><li>List the parts of the microscope. </li></ul><ul><li>Predict the long-term effect of free trade on the automobile industry in Ontario. </li></ul><ul><li>What is the formula for calculating the speed of a free-falling object? </li></ul><ul><li>What form or style of art most affects your thinking and why? </li></ul><ul><li>Match the capital city to the country. </li></ul><ul><li>Taking the flaws of the protagonist and the strengths of the antagonist, create a new ending for the script. </li></ul>
    21. 22. Adjusting Questions <ul><li>Bloom’s Taxonomy Revised (chart) </li></ul><ul><li>Frame 6 questions </li></ul><ul><ul><li>One question for each “level of thinking” </li></ul></ul>
    22. 24. <ul><li>Effective Questioning Techniques </li></ul>
    23. 25. Bubble Organizer <ul><li>Inside-Outside Circle </li></ul>
    24. 26. Break
    25. 27. Assessment, Evaluation and Reporting Connecting the Pieces
    26. 28. Key Ideas <ul><li>The way we think about learning has changed; the way we assess learning is also changing. </li></ul><ul><li>Criterion-referenced not norm-referenced assessment. </li></ul><ul><li>Needs of society have changed. Students need to be self-directed learners. </li></ul><ul><li>Evidence of learning needs to triangulate looking for trends and patterns over time. </li></ul><ul><li>Learning improves when students are involved in assessment. </li></ul>
    27. 29. Research has proven that… <ul><li>Grading and reporting are NOT essential to student learning (Waltman,1992) </li></ul><ul><li>Checking progress, diagnosing problems and prescribing solutions for students ARE essential to student learning (Bloom, 1981) </li></ul>Does grading result in greater effort? Improved performance? The higher the quality of the feedback…the greater the improvement
    28. 30. Types of Assessments Diagnostic Formative Summative
    29. 31. Approaches to Assessment
    30. 32. Evaluation <ul><li>Evaluation is the process of: </li></ul><ul><ul><li>Judging the quality of student work on the basis of established criteria </li></ul></ul><ul><ul><li>Assigning a value to represent that quality </li></ul></ul><ul><ul><li>Occurs at a fixed moment in time </li></ul></ul>
    31. 33. How does it fit?
    32. 34. <ul><li>Historical Instruction-Assessment Model </li></ul><ul><li>Revised Instruction-Assessment Model with Data Analysis: Precision and Personalization </li></ul>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
    33. 35. <ul><li>Students should know what they are aiming for, thus, they know what they are responsible for learning. </li></ul><ul><li>Students should know what assessment evidence will be collected. </li></ul>Shared Learning Goals
    34. 36. Feedback for Learning <ul><li>Timely </li></ul><ul><ul><li>ongoing communication regarding learning </li></ul></ul><ul><li>Specific, Descriptive </li></ul><ul><ul><li>Descriptive information or assistance offered students to improve learning; based on criteria </li></ul></ul>
    35. 37. Assessment for Learning: Feedback
    36. 38. Numerical score; Right/wrong; Anecdotal feedback; No grade necessary for formative tasks Assessment for Learning: Feedback
    37. 39. Ineffective Feedback <ul><li>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. </li></ul>f f t Dachshund ,
    38. 40. <ul><li>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). </li></ul>
    39. 41. Quality Feedback to Improve Learning <ul><li>Specific (based on criteria) </li></ul><ul><li>Timely (on-going) </li></ul><ul><li>Descriptive, focused </li></ul><ul><li>Multiple opportunities for practice and quality feedback </li></ul>
    40. 42. General (“need more practice”) Identify what is done well, what needs improvement, and how to get there Specific, Focused Assessment for Learning: “Quality” Feedback
    41. 43. Task: You have been hired to write a speech defending a position on a significant, current social issue.
    42. 44. 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
    43. 45. Review the components of a paragraph (e.g. topic sentence, supporting ideas, concluding sentence) and use them consistently throughout the speech. Tell them how…
    44. 46. 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…
    45. 47. “ 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 )
    46. 48. Little or no follow-up Opportunities for students to respond to comments Assessment for Learning: Feedback
    47. 49. <ul><li>Effective feedback: </li></ul><ul><li>is anecdotal </li></ul><ul><li>is specific and focused </li></ul><ul><li>includes opportunities for improvement and follow-up </li></ul>Assessment for Learning: Feedback
    48. 50. <ul><li>Feedback Activity </li></ul><ul><li>Identify what is done well </li></ul><ul><li>State in non-evaluative terms what needs improvement </li></ul><ul><li>State in concrete terms how to improve. </li></ul>
    49. 51. Feedback Placemat <ul><li>Examine the writing sample </li></ul><ul><li>Review the learning activity. </li></ul><ul><li>Examine the student response and the teacher notes. </li></ul><ul><li>Divide the chart paper into as many sections as there are people. </li></ul><ul><li>Individually, record feedback suggestions on the placemat. Include the 3 part feedback: What was done well, what needs improvement and how to improve it. </li></ul><ul><li>Share </li></ul><ul><li>Choose a quality feedback statement and write in the centre of your page. </li></ul>
    50. 52. Self and Peer Assessment <ul><li>Peer-assessments </li></ul><ul><ul><li>descriptive feedback to other members of the class. </li></ul></ul><ul><li>Self-assessments </li></ul><ul><ul><li>response journals, learning logs, checklists, rubrics, etc. </li></ul></ul><ul><ul><li>reveal the degree of own learning. </li></ul></ul>Peer and Self Evaluations may NEVER be used in determining a grade.
    51. 53. Self-Assessment Through Rubrics <ul><li>Rubrics can be a powerful self-assessment tool –if teachers disconnect them from grades and give students time to support and revise their work. </li></ul><ul><li>If students can produce it, they can assess it; and if they can assess it, they can improve it. </li></ul>
    52. 54. What is going on here?
    53. 55. Randy Paula Sasha Cohen
    54. 56. Evidence of Learning Observation of Process Conversations Collection of Products Triangulation
    55. 57. Observing the Learning <ul><li>Observations teachers make while students are learning. Records become evidence. </li></ul><ul><ul><li>What is the purpose of the learning activity? What are students to learn? </li></ul></ul><ul><ul><li>What particular focus will I choose for this observation? </li></ul></ul><ul><ul><li>How will I record and organize my observations so they are useful? </li></ul></ul>
    56. 58. Conversations About Learning <ul><li>Class meetings, individual or group conferences, read students’ self-assessments of their own work </li></ul><ul><li>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 </li></ul>
    57. 59. Collecting Products <ul><li>Variety of methods </li></ul><ul><ul><li>Paper and pencil </li></ul></ul><ul><ul><li>Personal communication </li></ul></ul><ul><ul><li>Performance </li></ul></ul><ul><li>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. </li></ul>
    58. 60. In classrooms where assessment is used to improve student learning <ul><li>Students: </li></ul><ul><li>Understand what they are expected to know and be able to do </li></ul><ul><li>Know what the provincial standard looks like (Level 3 on Achievement Chart) </li></ul><ul><li>Understand why, when and how they are being assessed and how the information will be used </li></ul>
    59. 61. In classroom where assessment is used to improve student learning <ul><li>Students: </li></ul><ul><li>Practice and receive feedback prior to summative assessment </li></ul><ul><li>Engage in self-reflection, peer & self-assessment </li></ul><ul><li>Use feedback to help identify what steps they will take to improve their performance </li></ul><ul><li>Know why the learning is of value and can apply their learning to authentic / real world contexts </li></ul>
    60. 62. After Learning RAN Chart <ul><li>On post-its, in point form, reflect on </li></ul><ul><ul><li>Misconceptions </li></ul></ul><ul><ul><li>New Learnings </li></ul></ul><ul><ul><li>Still Wondering </li></ul></ul><ul><li>Place on chart paper under each of the terms </li></ul>
    61. 63. Parent-Teacher Conference Goals <ul><li>Team approach </li></ul><ul><li>Communication </li></ul>
    62. 64. The Conference <ul><li>Before </li></ul><ul><ul><li>Tune In </li></ul></ul><ul><li>During </li></ul><ul><li>After </li></ul>
    63. 65. Pass the Chart! <ul><li>Before: </li></ul><ul><li>You </li></ul><ul><li>Your Room </li></ul><ul><li>Your Stuff </li></ul>
    64. 66. What to have … <ul><li>records/assessments </li></ul><ul><li>student work: samples/portfolios </li></ul><ul><li>remedial or enrichment work/suggestions </li></ul><ul><li>record sheet </li></ul>
    65. 67. During the Conference What to say ? Where to sit ? What to do ? What to have ?
    66. 68. Where to sit … <ul><li>table and chairs </li></ul><ul><li>same level/side by side </li></ul><ul><li>students’ desks </li></ul><ul><li>avoid physical barriers </li></ul><ul><li> (teacher’s desk) </li></ul>
    67. 69. What to do … <ul><li>watch the clock </li></ul><ul><li>watch your body language </li></ul><ul><li>(smile, nod, eye -contact, posture, arms) </li></ul>
    68. 70. <ul><li>55% facial/body expression </li></ul><ul><li>38% tone, pitch, volume </li></ul><ul><li>7% content, the words we say </li></ul>Messages
    69. 71. What to say … <ul><ul><li>Introductions </li></ul></ul><ul><ul><li>Cultural considerations </li></ul></ul><ul><ul><li>Conversational devices </li></ul></ul>
    70. 72. After the Conference <ul><li>Rest </li></ul><ul><li>Document </li></ul><ul><li>Action plan </li></ul><ul><li>File </li></ul>
    71. 73. Establish a relationship for further communication: <ul><li>Telephone </li></ul><ul><li>Notes </li></ul><ul><li>Presentations </li></ul><ul><li>Follow-up interviews </li></ul><ul><li>Informal meetings </li></ul>
    72. 74. <ul><li>Relax, smile, and have a great parent-teacher conference </li></ul>
    73. 75. Session #4 <ul><li>December 2 nd and 3 rd </li></ul><ul><li>HW for session #4: </li></ul><ul><li>What are some of the things your school is doing to promote and support character development. </li></ul><ul><li>Bring in an authentic example of “Quality Feedback” from your class. </li></ul>