Session of teacher Connect

1. Session 1 Teacher Connect

6. Question Board

10. Classroom CONNECT ions Activating prior knowledge, time on task, link to previous learning, formative assessment Minds on! Use in Classroom Teaching Strategy

12. Group Norms

15. Core Beliefs Graffiti Graffiti graffiti graffiti Graffiti

18. Resources: Ministry Documents

20. DPA: Primary Active Walk and Talk

21. Break

23. Types of Assessments Diagnostic Formative Summative

24. Approaches to Assessment

25. Assessment for Learning: Where are you? Starting Points for Assessment and Evaluation A Diagnostic Assessment using CPS

26. Emphasis on Assessment

27. Is there evidence that improving assessment for learning improves student achievement?

28. … an unequivocal YES …

29. Assessment for Learning: Feedback

30. Numerical score; Right/wrong; Anecdotal feedback; No grade necessary for formative tasks Assessment for Learning: Feedback

33. General (“need more practice”) Identify what is done well, what needs improvement, and how to get there Specific, Focused Assessment for Learning: Feedback

34. Task: You have been hired to write a speech defending a position on a significant, current social issue.

35. 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

36. Review the components of a paragraph (e.g. topic sentence, supporting ideas, concluding sentence) and use them consistently throughout the speech. Tell them how…

37. 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…

38. “ 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 )

39. Little or no follow-up Opportunities for students to respond to comments Assessment for Learning: Feedback

43. LUNCH

49. What do you notice?

51. Non-exemplary word wall

52. Exemplary word wall

53. Break

56. What’s My Number?

59. “ In differentiated classrooms, teachers begin [teaching] where students are, not at the front of a curriculum guide.” Teachers in differentiated classrooms are students of their students. Tomlinson , The Differentiated Classroom, 2000

69. Question Board

71. Ten Top Things They Didn’t Teach in Teacher’s College