27J Instructional Model presentation to 27J new teachers
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In 3 sentences or less, the document summarizes: We can teach all students if we want to, as we already know how based on research. However, whether we achieve this depends on how committed we feel to improving outcomes for disadvantaged students, given we have not succeeded for them so far.
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27J Instructional Model
The document outlines an instructional model used by 27J that has four tiers of instruction. Tier 1 is high-quality classroom instruction. Tier 2 provides scaffolding for small groups. Tier 3 delivers more intensive instruction outside the classroom. Tier 4 is for students with exceptional needs. The model emphasizes collaboration, leadership to ensure programs are implemented, and using data and assessments to guide instruction.
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2. It provides details on formative assessment, noting its positive impact on student achievement, especially for lower performing students. Both assessment of learning and assessment for learning are needed. Students and teachers use formative assessment to understand learning goals and close gaps.
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Guided Response Review and evaluate at least two of your peers’ d
Guided Response
: Review and evaluate at least two of your peers’ discussion postings. Does the assessment choice and rationale for assessments effectively meet diverse learner needs without being biased towards language proficiency, learning style preference, or cultural background? Provide suggestions for how to collect and analyze the assessment data based on the identified assessment strategy. In addition, propose at least one solution for students whose assessment results indicate a lack of progress.
It need to be two reponds and please put the students name next to there reponds. Separate responds
Peer 1: Kimberly
Assessments are the prime discussion of most education topics in our society today. We see both positive and negative reactions to how big a role our assessments play in schools nationwide. We hear teachers, parents, community members speak of how all students are doing in school is learning how to take a test. I would argue that while assessments are a driving factor, it is the content in which it assesses that matters. The actual test is just a piece of paper with questions, but the student's ability to figure out how to answer these questions will play a large role in their success in the 21st-century workforce.
In the video it is stated, “Assessments often get a bad rap, this is because some people often believe it is good to teach to the test and not teach to the individual student (Koschmeder, 2012)”. Differentiation should play a large role in the administration of assessments. In the past, the teacher would lecture and at the end of the unit, students took a test. Regardless of whether or not they mastered the material, they were given a grade and everyone moved on the next concept. Differentiated assessments change the dynamic and defend the quote above by diving instruction to the individual student and their needs. Teachers in a differentiated classroom give students an assessment before, during and after the learning takes place. This model drives instruction by showing the teacher actually what each student needs before the learning begins. The teacher has a clear picture of what the students already know and in turn what they still need to learn. The formative assessment, which takes place during the learning process gives the teacher the insight on how it is going. Are the students understanding? Do they need more clarification or the instruction in a different medium to understand? The formative assessment stage is the prime time to look for any barriers within students and find a way to overcome them so students can reach mastery. The summative assessment is the model that was used alone in most traditional past classrooms. It is the end of unit test. While the summative is still used, the difference is that when the pre and formative assessment are used, the summative becomes more meaningful as the students have already had the individualized instruction they need. My principal once told an exampl ...
Defining Adaptive Learning Technology
The document summarizes the results of a survey on the use of adaptive learning technology in K-12 education which found that 40% of respondents reported using adaptive learning software, with the top grades being 3-5, and that while educators saw benefits like personalized learning, there were also challenges around technology infrastructure and aligning software with pedagogical approaches.
Setting objectives
The document provides information about setting learning objectives and targets. It discusses how learning objectives should be specific, measurable, attainable, relevant and time-bound. When students are provided clear learning objectives, their achievement on tests is on average 34 percentile points higher. However, only 4% of classrooms have clear evidence of a learning objective. Effective learning objectives are accessible and understood by students, embedded throughout instruction, measurable, aligned with tasks, and used for student self-assessment. Separating the learning target from the activity or context makes it more transferable. Success criteria should include verbs that allow students to demonstrate their learning.
CTD Spring 2015 Weekly Workshop: Assessment that supports learning
This document discusses formative assessment and how it can support learning when used effectively. Formative assessment provides timely feedback aligned with learning goals to guide student practice. Rubrics are discussed as a form of formative assessment that can clarify expectations for students and provide targeted feedback to help them improve. The document emphasizes establishing learning outcomes and aligning assessments and instructional activities to those outcomes in order to best support student learning.
Formative assessment
Use with the book:
Embedded Formative Assessment as well as the Educational Leadership article cited on bottom of slides
9 Instructional Strategies that Work in the Classroom
Based on Marzano's essential 8, this is the workshop presentation for k12 teachers on all 9 research based instructional strategies that,when implemented right, will improve students academic achievement. The presentation is long, so in every session teachers were given the opportunity to self-assess their needs for improvement in 3 strategies only and so each workshop focused on different strategies to cater for the need of the attendees.
Learning @ school 2011
1. The document outlines the shared vision of the Stanley Avenue School learner as being educated for life-long learning, focusing on learning to learn, know, do, be, and get along with others.
2. It discusses using emerging technologies like Ultranet, netbooks, and mobile devices to help students take charge of their learning and enhance communication between home and school.
3. Examples of how technologies are being used will be highlighted and students will share their perspectives on using technologies for learning.
Differentiation_and_Student_Success (1).ppt
This document provides an overview of differentiated instruction. It defines differentiated instruction as teaching strategically to meet the needs of diverse learners. The presentation emphasizes that differentiated instruction is based on flexible grouping, ongoing assessment, and collaborative learning. It outlines elements of differentiated curriculum, including content, process, and products. The document also discusses learning styles, assessments, formative assessment, and the teacher's role in leading differentiated instruction.
Differentiation and student_success
This document provides an overview of differentiated instruction strategies for empowering student success through diversity. It discusses using flexible grouping, ongoing assessment, and respectful activities to meet student needs. Teachers are encouraged to differentiate instruction by content, process, product, learning environment, and assessment based on learning profiles, styles, and intelligences. Specific strategies presented include compacting the curriculum, tiered assignments, learning contracts, and pre-tests with extensions. The goal is to challenge all students at their own level and promote individual success.
04 Formative and Summative Assessment Practices for the Co-Taught Classroom.ppt
The document discusses formative and summative assessment practices for co-taught classrooms. It defines assessment and describes how assessment should involve students and focus on learning rather than testing. Effective assessment identifies learning goals, involves students, and provides feedback. Formative assessment in particular should help students understand where they are, where they are going, and how to close gaps. The document provides examples of formative assessment strategies and discusses using standards-based grading to focus on achievement over factors like behavior. It emphasizes using assessment to improve learning rather than compare students.
Learning Targets
The document provides guidance on writing effective learning targets, outlining a process for teachers to 1) identify the intended learning for a lesson, 2) define the essential thinking processes, 3) design assessments of understanding, and 4) write the learning target as an "I can" statement along with what students need to understand and how they will show their understanding. Sample learning targets are provided and teachers are instructed to work with colleagues to write and provide feedback on each other's learning targets.
Understanding by design
UbD is an Educational planning approach, where focus is on designing the curriculum, assessments and classroom instructions by looking at the outcome. It is and can be used in all the fields while planning.
Giving children ownership of their learning Srividya Mouli
The document discusses a holistic assessment process adopted by TVS Academy in Hosur, India to give students ownership of their learning. The process involves setting goals, getting feedback, analyzing performance, and making corrections. Students engage in self-assessment, peer assessment, and teacher assessment. They create portfolios to track their progress and present their learning at student-led conferences. The process aims to develop students' 21st century skills and help them take responsibility for their own learning and progress. Challenges in implementing the process and solutions to address them are also outlined.
Quality Programming Academics
The document summarizes strategies for developing effective educational programming that teaches important life skills. It discusses seven survival skills students need, such as critical thinking and collaboration. It also outlines approaches for motivating disengaged students, including emphasizing effort, creating hope, and expressing enthusiasm. Additionally, the document presents elements of effective classroom management, like developing cohesive groups, promoting positive behavior through modeling and reinforcement, and using strategies to increase desirable conduct.
Wormeli differentiated instruction_may_2009_color_version
This document discusses differentiating instruction for students. It provides several questions teachers should ask themselves to determine if they are successfully differentiating, such as whether they understand their students' strengths and needs. It also outlines the key skills teachers need, like understanding formative assessments and applying cognitive science. Teachers are encouraged to have flexibility in their instructional methods and grouping of students.
Day 2 presentation what is assessment
This document discusses assessment in education. It begins by outlining learning outcomes related to understanding assessment and its links to educational theory. It then discusses the purpose of assessment in measuring student progress and providing feedback. The document notes potential barriers to effective assessment, such as overuse, inappropriate methods, and demotivating less successful students. It outlines different types of assessment, including diagnostic, formative, and summative assessment. It discusses what can be assessed, including knowledge, skills, understanding, and aptitude. The document emphasizes the importance of assessment in focusing learning and providing feedback to students.
Be the Change - See the Change
This document introduces a new district-wide program called "Be the Change - See the Change" which is based on behaviorist learning theories. The program aims to improve student learning outcomes by incorporating behaviorist strategies such as establishing clear instructional objectives, improving teacher-student communication, and using mastery learning. These strategies are grounded in behaviorist principles like operant conditioning and are intended to strengthen desirable student behaviors through positive reinforcement. The program also provides professional development for teachers on implementing these behaviorist techniques in their classrooms.
Understanding by design teaching with the end in mind curriculum and planni...
The document discusses Understanding by Design (UbD), a backwards design curriculum planning model developed by Wiggins and McTighe. UbD involves three stages: 1) identifying desired results such as standards, goals, and essential questions; 2) determining acceptable evidence of student learning through assessments; and 3) planning learning experiences and instruction. The document argues that UbD can be effectively combined with a learner-centered approach by involving students in deciding essential questions, allowing choice in assessments, and incorporating collaborative learning experiences. Using UbD with a learner-centered method enables students to take an active role in the learning process and apply their knowledge in personally meaningful ways.
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This document provides an overview of a training on classroom formative assessment for coaches and administrators. It discusses how formative assessment connects to various district and school initiatives. It also discusses the need for reflection on current practices and change, managing discrepancies in knowledge, and seeking feedback to improve. Key topics that will be covered include the indispensable conditions for improvement, connecting formative assessment in school groups, thinking about change, managing different understandings, tacit knowledge among colleagues, and confidence through feedback.
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The document discusses different types of goals and their effects on performance for complex versus simple tasks. It finds that:
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2) Urging people to do their best works better than goals for complex tasks as it allows people to focus on learning.
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This document is a planning sheet for professional development activities for staff during the 2009-2010 year. It lists various topics that could be covered through different delivery methods including professional development days, staff meetings, professional learning communities, and other formats. Questions are also included that may need to be addressed through professional development.
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2) It offers regular feedback on student work and progress through notebook checks, summaries, rubrics and data-driven discussions to help students understand where they are currently.
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27J Instructional Model presentation to 27J new teachers
- 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.” Ron Edmonds, “Effective Schools for the Urban Poor,” Educational Leadership, October 1979, p.23
- 6. Collaboration 4 3 2 1 CST (individual student) PLC (programmatic)
- 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. Sadler, D.R. (1989). Formative assessment and the design of instructional systems. Instructional Science 18(2), 119-144.
- 8. Assessment FOR Learning—Seven Strategies Where am I going? 1. Provide a clear and understandable vision of the learning target. Use examples and models of strong and weak work. Where am I now? 3. Offer regular descriptive feedback. Teach students to self-assess and set goals. How can I close the gap? 5. Design lessons to focus on one aspect of quality at a time. 6. Teach students focused revision. 7. Engage students in self-reflection, and let them keep track of and share their learning.
- 9. Assessment In response to a given piece of feedback, students have to be able to say to themselves: I know what this means I know what to do next I’m OK I will keep trying