This session explores effective teacher’s rigorous teaching and testing practices. The presenter discusses the importance of professional learning communities, differentiation, multiple intelligences, revised Bloom’s taxonomy, data driven instruction, performance based assessment, and formative assessment. The presenter provides practical solutions to educational leaders who want to improve the achievement level of all students.
MissionV - Virtual Worlds Technology for the support of High Potential Students MissionV
Presentation given in Second Life by Margaret Keane of MissionV Education Ltd at the Bavarian Center for Gifted and Talented Children Global Gifted Conference, May 28th 2011
This presentation is part of a workshop which aims to enable participants to apply key theories of collaborative learning to activity design, to appreciate why group work and collaborative learning are important and to select and implement appropriate online tools to support collaboration and group work. The theories which are explored include, the zone of proximal development, Social Interdependence, Cognitive Development Effect, Connectivism and Cognitive Elaboration Perspectives.
Rethinking Teaching Identities: ePortfolios Supporting Teachers as a Professi...ePIC
Diana Laurillard ( Institute of Education University of London, UK) keynote at ePIC 2012 on Rethinking teaching identities: e-portfolios supporting teachers as a professional community
MissionV - Virtual Worlds Technology for the support of High Potential Students MissionV
Presentation given in Second Life by Margaret Keane of MissionV Education Ltd at the Bavarian Center for Gifted and Talented Children Global Gifted Conference, May 28th 2011
This presentation is part of a workshop which aims to enable participants to apply key theories of collaborative learning to activity design, to appreciate why group work and collaborative learning are important and to select and implement appropriate online tools to support collaboration and group work. The theories which are explored include, the zone of proximal development, Social Interdependence, Cognitive Development Effect, Connectivism and Cognitive Elaboration Perspectives.
Rethinking Teaching Identities: ePortfolios Supporting Teachers as a Professi...ePIC
Diana Laurillard ( Institute of Education University of London, UK) keynote at ePIC 2012 on Rethinking teaching identities: e-portfolios supporting teachers as a professional community
An after school session focusing on co-teaching, the challenges and the promise. Samples from a grade 8 co-taught science class, schools focusing on Allington and Gabriel's 'Every Child, Every Day' principles, Birchland's results.
Overview of some principles for teaching English and teaching in general. Here's the interactive presentation. http://eflclassroom.com/flash/teachingskills.swf
Building Data Literacy Among Middle School Administrators and Teachers
Data literacy is an essential trait for middle school administrators and teachers to possess. In this session, the Research and Accountability Team from Durham Public Schools will discuss how it has expanded its focus on Data-to-Action to building data literacy amongst its middle school administrators and teachers during 2013-14.
J. Brent Cooper, Terri Mozingo & Karin Beckett Durham Public Schools - Durham, NC
Improving the 6th Grade Transition for Middle School Students
This session will present two middle school principals' efforts to improve the middle school transition for rising 6th grade students. Results from a 6th grade parent survey and Summer Bridge Program will be discussed. New school strategies and implementations to ease the 6th grade transition will also be discussed.
Presenters: J. Brent Cooper, Holly Emanuel, Terri Mozingo & Latonya Smith - Durham Public Schools & Brogden Middle School - Durham, NC
Closing the Gap With STEM Education: Why, What, and How
Participants will learn why there is a growing need for STEM education in the United States, what STEM education is, how STEM education at the middle school level contributes to closing the gap, and how to successfully plan and implement a middle school program.
Ken Verburg Project Lead the Way - Lexington, SC
Keeping the Faith: Conversations to Advance the Middle School Concept with Integrity
Many educators continue to provide authentic middle school programs and practices - even when faced with budgetary challenges and public misperceptions. Presenters will share suggestions for articulating and advocating the middle school concept. Using presentation software, audience participants will engage in discussing these issues in an open forum.
Presenters: Bob Houghton, Howard Coleman, Kathleen Roney, Laurie Ramirez & Dave Strahan-Appalachian State University, UNC-Wilmington, & Western Carolina University
What is Your Student’s Writing Telling You?
Join DPI ELA consultants in an interactive session that explores what exemplary 6-8 student writing aligned to the CCSS looks like in ELA classrooms. Participants will look at student writing samples across the three types of writing: argument/opinion, informative/explanatory, and narrative writing and identify techniques aligned to the Standards.
Presenter: Anna Frost - NC Department of Public Instruction - Raleigh, NC
Developmentally Appropriate Practices to Support the Young Adolescent
How do you foster academic growth for students in the middle? Developmentally appropriate practices are critical at all levels for student learning and engagement. Refocusing on the middle school model aligns instructional practices with the unique developmental needs of students ages 11 through 15. Teaming, Advisory, and Content Integration enable teachers to leverage the talents of adolescents. This collaboration strengthens teacher leadership, builds student-teacher relationships, and fosters critical conversations around teaching and learning.
Presenters: Patterson Denise & Stephanie Dischiavi - Northview Middle School - Hickory, NC
Reading Challenge: Engage Your Readers Through Technology
Engaging students in meaningful independent reading is often a daunting task. This session will share a reading challenge that uses technology to motivate students to read and respond to their reading. Discussion boards, digital book talks, and multimedia projects are utilized to enhance, inspire, and empower students in this challenge.
Presenter: Erica Preswood - University School - Johnson City, TN
Seminars and Inquiry-based Learning in an Autonomous Learning Environment
Collaboration is essential for developing 21st century skills. This presentation will be an interactive discussion of the logistics of integrating Inquiry-based Learning across the curriculum, using seminars to engage all learners, and the value of collaboration with all subject area teachers. The presenters will reflect on classroom successes and challenges.
Presenters: Liz Everett & Seth Stephens - CW Stanford Middle School - Hillsborough, NC
Durham Public Schools and NC Write: A District-Wide Literacy Initiative
Durham Public Schools has partnered with Measurement Incorporated’s NC Write program to launch a district-wide literacy initiative. With an emphasis on Six Traits of Writing and Understanding by Design, district literacy specialists create digital interdisciplinary performance assessments to measure Common Core ELA standards and empower students to be college/career-ready.
Presenters: Trish Martin, Rhonda Kaye & Heidi Elmoustakim-Measurement Inc- Durham, NC
Teaching Middle... A Spiritual Practice
Teaching is profound, personal, and complex- almost a spiritual practice. Using that metaphor, perhaps we can draw on inner resources which will allow us to remain balanced and compassionate even on our most difficult days. This presentation will not espouse any specific religious tenets but gently look at philosophical underpinnings common to all.
Presenter: Ann Mary Roberts - Radford University - Radford, VA
Different Families Different Dances: Children of Alcoholics in the Classroom
When you live in a family where a parent has an addiction you learn ways of coping to help the family and get your needs met. Sometimes those strategies are counterproductive in the classroom. Participants will learn about Children of Alcoholics and strategies to help students be more successful in school.
Presenter: Ann Mary Roberts - Radford University - Radford, VA
Including Inclusion: Sharing the Classroom for Student Success
This session will offer comic relief to the many challenges of inclusion; while providing practical strategies for creating a successful inclusion classroom. Teachers will explore various inclusion models and ways to effectively communicate, plan and organize for students’ success. PREREQUISITE: Sense of humor and love for Middle-Scholars is required.
Presenters: Angela Monell & Shakera Wilson - Porter Ridge Middle School - Indian Trail, NC
Portrait of a 21st Century Student
What adjectives would you use to describe a 21st century student? If you are interested in helping students ask deeper questions, collaborate effectively and produce quality projects, this session is for you. We will explore resources and strategies that develop those much need skills for future academic and professional success.
Presenter: Cheryl Ellis - Zaner-Bloser Publishing - Franklin, TN
Is Google DRIVE-ing you Crazy?
From Google Docs to Google Presentations to Google Sites, Google provides more than a search engine and G-Mail accounts. Learn about the many functions and applications of Google Drive that will take you one step closer to the 21st century classroom. Bring a laptop and a G-Mail account and get ready to DRIVE through Google!!!
Presenters: Monica Martin, Heather Martin, & Lynn Potter-Caldwell County Schools-Lenoir, NC
Engaging Students in the Common Core through SAS Curriculum Pathways
Are you intimidated by the increasing push to use technology in your classroom? This session will dive into SAS Curriculum Pathways, a free resource, where you can create effective, interactive lessons that engage students to meet Common Core standards. You will walk away with a 21st Century tool and resources for immediate use in your classroom.
Presenters: Julie Stern & Katie Hutchison - East Cary Middle School - Cary, NC
New Interactive Career and College Planning Activities for Middle School
This new set of 21 online activities (7 per grade) includes guided exercises, readings, inventories, videos, and games to help students learn about themselves and options for their future. Please join us to see activities, student work products, and to consider how these free activities from CFNC.org can fit into your school plan.
Presenters: Mark Wiles & Lisa Sommerfeldt - University of North Carolina General Administration - Greensboro, NC
Engaging Students in the Common Core through SAS Curriculum Pathways
Are you intimidated by the increasing push to use technology in your classroom This session will dive into SAS Curriculum Pathways, a free resource, where you can create effective, interactive lessons that engage students to meet Common Core standards. You will walk away with a 21st Century tool and resources for immediate use in your classroom.
Presenters Julie Stern & Katie Hutchison - East Cary Middle School - Cary, NC
Mentor Text: What It Is and How to Use It Effectively
Mentor texts are a valuable way to allow students to integrate literature and student writing. Participants will be exposed to a variety of reading material, helpful texts, and student samples to help with the understanding of what mentor text is and how best it can be used. Participants will also participate in writing exercises that can translate into a positive classroom experience.
Presenter: Melanie Dalton - Alexander Graham Middle School - Charlotte, NC
Give Your Students a Voice With Interactive Notebooks
Interactive Notebooks will change the way your students organize their thoughts, show creativity and express their knowledge of a subject. Using Interactive Notebooks, your students will have a significant decrease in lost papers and a more personalized education. Though this session is directed towards Science, Interactive Notebooks are easily adaptable for other subjects.
Presenter: Catie DiVito - Broad Creek Middle School - Newport, NC
More from North Carolina Association for Middle Level Education (20)
Honest Reviews of Tim Han LMA Course Program.pptxtimhan337
Personal development courses are widely available today, with each one promising life-changing outcomes. Tim Han’s Life Mastery Achievers (LMA) Course has drawn a lot of interest. In addition to offering my frank assessment of Success Insider’s LMA Course, this piece examines the course’s effects via a variety of Tim Han LMA course reviews and Success Insider comments.
Acetabularia Information For Class 9 .docxvaibhavrinwa19
Acetabularia acetabulum is a single-celled green alga that in its vegetative state is morphologically differentiated into a basal rhizoid and an axially elongated stalk, which bears whorls of branching hairs. The single diploid nucleus resides in the rhizoid.
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
Welcome to TechSoup New Member Orientation and Q&A (May 2024).pdfTechSoup
In this webinar you will learn how your organization can access TechSoup's wide variety of product discount and donation programs. From hardware to software, we'll give you a tour of the tools available to help your nonprofit with productivity, collaboration, financial management, donor tracking, security, and more.
Model Attribute Check Company Auto PropertyCeline George
In Odoo, the multi-company feature allows you to manage multiple companies within a single Odoo database instance. Each company can have its own configurations while still sharing common resources such as products, customers, and suppliers.
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
Francesca Gottschalk - How can education support child empowerment.pptxEduSkills OECD
Francesca Gottschalk from the OECD’s Centre for Educational Research and Innovation presents at the Ask an Expert Webinar: How can education support child empowerment?
Embracing GenAI - A Strategic ImperativePeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
Macroeconomics- Movie Location
This will be used as part of your Personal Professional Portfolio once graded.
Objective:
Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
Digital Artifact 2 - Investigating Pavilion Designs
Uncover the Truth About Rigorous Teaching and Testing
1. Uncover the Truth about
rigorous teaching and
testing practices
Presented by Tesha Isler, Ed.D.
Assisted by Amy Nichols
Wayne County Public Schools
Teaching and Learning Coaches/Human Resources
Middle School Conference
1
2. Agenda
Rigorous
How will you apply
Teaching Practices
what you learned?
Rigorous
Testing Practices
2
3. Uncover the Truth…
• WHAT are we teaching?
• HOW are we teaching it?
• HOW do we know our students are
learning it?
3
4. What are we teaching?
NCDPI Common Core and Essential Standards Wikispace:
http://www.ncdpi.wikispaces.net/
Sample Items and Performance Task:
http://www.smarterbalanced.org/sample-items-and-performance
Stanford University Resources:
http://wordsift.com/site/about
Joan Sedita site that focuses on Content Literacy:
www.keystoliteracy.com
Helpful Georgia site:
https://www.georgiastandards.org/Common-Core/Pages/Math-K
4
5. How are we teaching it?
Dare to Differentiate Wikispace:
http://daretodifferentiate.wikispaces.com/
Cooperative Learning Role Cards:
http://www.readwritethink.org/files/resources/lesson_im
Reciprocal Teaching:
http://www.readingrockets.org/strategies/reciprocal_tea
Problem Based Learning:
http://www.youtube.com/watch?v=LMCZvGesRz8
5
6. How do we know our students
are learning it?
West Virginia Department of Education:
http://wvde.state.wv.us/teach21/ExamplesofForm
Why Formative Assessments Matter:
http://www.edutopia.org/blog/formative-
assessments-importance-of-rebecca-alber
New York Performance-Based Assessment:
http://performanceassessment.org/images/p
erformance/NYPBAS_chart.jpg
6
8. D
i ff
er
en
tia
tio
n
Co Lea
op rni
er a ng
tiv
e
Enga
geme
nt
Challenge and
Critical Thinking
Pro
jec
tB
ase
Re dL
Teaching
c ip
ear
nin
ro g
8 ca
lT
ea
ch
in
g
10. Differentiation
• Varied approaches to what students need
to learn, how they will learn it, and/or how
they can express what they have learned
• Classroom Profiles
Tomlinson, 2003, p.151
10
11. How can I create a differentiated
classroom?
• Create a Classroom Profile
• Who are my challenged, average, and gifted students?
Low: Three crucial points, three concepts
Direct Approach-Teacher explanation
Middle: All aspects of the topic
Modeling, Independent work, Review and Practice
High: In-depth study
Minimal instruction with probing questions for
independent study
11
12. Write a Poem Design a Poster or a Wordle Think of Song Titles
Think of a list of words that Make a list of words that Make a list of song titles that
have meaning for co-teachers. describe co-teaching. Create a could describe co-teaching.
Write a short poem that uses poster or a wordle, laying these Write the list down. Be
these words. words out in an attractive prepared to sing one of your
pattern of positions and colors. songs for the group.
Choice board for Make a Model
Use simple household
materials like toilet paper rolls,
balloons, string, and pipe
Create a Human Sculpture
With your group members,
create a human sculpture that
depicts co-teaching.
Create a Skit
Create a skit that shows a co-
teaching scenario.
differentiated cleaners to make a model of
what co-teaching looks like.
projects
Draw a Picture Make a Bumper Sticker Create a Collage
Draw a picture that depicts co- Create a bumper sticker with a Think about words and images
teaching. slogan that describes co- that the concept of co-teaching
teaching. evokes in your mind. Find
pictures and words in
magazines and create a
collage.
12
16. Technology One-On-One
Edmodo Group Code: urlul0
http://www.symbaloo.com/mix/homewebmix2385
16
17. Theory of Multiple Intelligence:
3 of the 8 intelligences
Kin
ry e sth
t o e
u di t ic
A
Visual
17
18. Challenge and Critical Thinking
• Revised Bloom’s Taxonomy
• Problem-Based Learning
Know Know and
complex apply
content complex
content
Know and
Know apply
content content
http://www.leadered.com/rrr.html 18
19. BLOOM’S REVISED TAXONOMY
Creating
Generating new ideas, products, or ways of viewing things
Designing, constructing, planning, producing, inventing.
Evaluating
Justifying a decision or course of action
Checking, hypothesizing, critiquing, experimenting, judging
Analyzing
Breaking information into parts to explore understandings and relationships
Comparing, organizing, deconstructing, interrogating, finding
Applying
Using information in another familiar situation
Implementing, carrying out, using, executing
Understanding
(Based on Explaining ideas or concepts
Pohl, 2000, Interpreting, summarizing, paraphrasing, classifying, explaining
Learning to
Remembering
Think,
Recalling information
Thinking to 19
Recognizing, listing, describing, retrieving, naming, finding
Learn)
20. Problem-Based Learning
Requires the use of real-world problems. This
adds an exciting authenticity for students, but it
creates challenges for the teacher. Real-world
problems, by their nature, are messy. It often is
difficult to predict how long it will take students to
develop a solution. These problems are based
on the existing curriculum, but they do not rely
on traditional classroom resources such as
textbooks and exams.
20
24. D
As iffe
se ren
ss tia
ts
m te
Se
en d
lf A
ss
ss e
me
nts
Asse
s sm e
Form nt
ative
Performance Base
d
Va
Testing
riet
y of A
As s se
ssm
in ses ent
fo s
rm m s
s en
24
in t t
st ha
ru t
ct
io
n
25. Formative Assessments
“Formative assessment is a process used
by teachers and students during
instruction that provides feedback to
adjust ongoing teaching and learning to
improve students’ achievement of
intended instructional outcomes”
(Popham, 2008).
25
26. Performance Based Assessments
• Performance assessment is one alternative to
traditional methods of testing student
achievement. While traditional testing requires
students to answer questions correctly (often on
a multiple-choice test), performance assessment
requires students to demonstrate knowledge and
skills, including the process by which they solve
problems. Performance assessments measure
skills such as the ability to integrate knowledge
across disciplines, contribute to the work of a
group, and develop a plan of action when
confronted with a new situation.
Retrieved 26
from http://www.projectappleseed.org/assesment.html
27. Alignment Between Content and
Performance Tasks
What do you want students to know?
What do you want students to do to
show
what they know?
27
28. Variety of Assessments
• Student products • Student Assessments
Demonstrate Indicate a wide range,
understanding by being reflect the learning, and
able to use the learning in
different contexts follow the rubric
Indicate student use of a Provide feedback to
variety of inquiry skills to both the teacher and the
solve problems, create students on what is
products, and access working and what is not
information
Donna Walker Tileston, 2011, 10 Best Teaching Practices
28
29. Assessments
The assessment should help students
make connections to:
Understandings
Past concepts Skills
29
31. Rigorous Teaching - 100
What is the main rigorous teaching practice?
A. Differentiation B. Engagement C. Cooperative Learning D. Questioning
A. Differentiation
31
32. Rigorous Teaching - 200
What is the best way to differentiate according to my case study?
A. Cooperative Learning B. Engage C. Classroom Profiles D. Humor
C. Classroom Profile
32
33. Rigorous Teaching - 300
What is the highest level of Bloom’s Revised Taxonomy?
A. Evaluating B. Creating C. Remembering D. Applying
B. Creating
33
34. Rigorous Teaching - 400
What is considered a transformed approach to teaching?
A.Facilitate learning B. Student Centered
C. Application focused D. All of the above
D. All of the above
34
35. Rigorous Teaching - 500
Name three of the eight multiple intelligences (The intelligences that are critical to
use daily)
Auditory, Visual, Kinesthetic
35
36. Rigorous Teaching - 600
Name all the components of Rigorous Teaching
Differentiation, Cooperative Learning, Engagement, Challenge and Critical
Thinking, Project Based Learning, and Reciprocal Teaching
36
37. Rigorous Testing - 100
What is the main rigorous testing practice?
A.Variety of Assessment B. Performance Based assessment
C. Self Assessment D. Formative Assessment
D. Formative Assessment
37
38. Rigorous Testing - 200
How does the best become the best?
A. Communicate often B. Work Hard
C. They never stop learning D. Laugh Often
C. Never stop learning
38
39. Rigorous Testing - 300
The assessment should help students make connections to
A.Understanding, past concepts, skills B. Information, community
C. Performance based assessment D. Real life, information, skills
A. Understanding, Past Concepts, Skills
39
40. Rigorous Testing - 400
What is performance based assessment?
Performance assessment is one alternative to traditional methods of testing
student achievement. While traditional testing requires students to answer
questions correctly (often on a multiple-choice test), performance assessment
requires students to demonstrate knowledge and skills, including the process by
which they solve problems. Performance assessments measure skills such as the
ability to integrate knowledge across disciplines, contribute to the work of a group,
and develop a plan of action when confronted with a new situation.
40
41. Rigorous Testing - 500
What is formative assessment?
“Formative assessment is a process used by teachers and students during
instruction that provides feedback to adjust ongoing teaching and learning to
improve students’ achievement of intended instructional outcomes” (Popham,
2008).
41
42. Rigorous Testing - 600
How do you align content and performance tasks?
You ask: What you want them to know? What do you want students to do to show what
they know?
42
43. How will you apply what you have
learned?
• Tell a partner how you will use these
strategies in your classroom.
43
44. Lifelong Learners
• The best become the best because they
never stop learning.
“If we want to be serious about students’ learning,
we need to be serious about our own learning. We
need to continually seek and accept ideas, help,
and criticism. Feedback works.”
Alexis Wiggins in Education Week, Oct. 20, 2010
(Vol. 30, #8, p. 19)
How do we know they are learning?
44
ASSESSMENT
45. Professional Learning Communities
• Professional Learning Communities (PLCs) shift the
focus of school reform from restructuring to
reculturing (Louis, 2006). A PLC is an ongoing
process used to establish a schoolwide culture that
develops teacher leadership explicitly focused on
building and sustaining school improvement efforts
(Bolam, McMahon, Stoll, Thomas, & Wallace, 2005;
Huffman, 2000). Through participation in PLCs,
teachers enhance their leadership capacity while
they work as members of ongoing, high-performing,
collaborative teams that focus on improving student
learning (Rentfro, 2007).
Retrieved from http://www.centerforcsri.org/plc/program.html
45
46. Teaching
1. Embrace rigorous expectations for
all students.
2. High expectations with challenge and
expecting students to problem solve and
think.
3. Demonstrate expertise in use of
instructional strategies, technology and
best practices.
4. Facilitate rigorous and relevant
instruction based on how students learn.
5. 46
Use assessments to guide and
48. The 10 Best Teaching
Strategies
• Creating an Environment that facilitates learning
• Differentiating for Different Learning Styles
• Helping Students Make Connections from Prior
Knowledge
• Teaching for Long-Term Memory
• Constructing Knowledge through Higher-level Thinking
Processes
• Fostering Collaborative Learning
• Bridging the Gap between all learners
• Evaluating Learning with authentic assessments
• Encouraging In-Depth Understanding with Real-World
Applications
• Integrating Technology Seamlessly Into Instruction
Tileston, D.10 Best Teaching Practices “How Brain Research, Learning Styles,
48
and Standards Define Teaching Competencies” Corwin, 2011.
Click on either ELA or mathematics. On the next page, you can scroll through some examples. If you look at the top of this screen, you can choose grade specific sample items by clicking on "View More Math Sample Items.“ Preview text and pull out potential vocabulary words, particularly Tier 2 words
Create a Classroom Profile Who are my challenged, average, and gifted students? Low: Three crucial points, three concepts Direct Approach-Teacher explanation Middle: All aspects of the topic Modeling, Independent work, Review and Practice High : In-depth study Minimal instruction with probing questions for independent study
When using Storybird.com, students had to use the writing process and work backwards. The students had a rubric to guide them to the final product. I used my writing/reading standards to help mold this assignment. This website can be used in any grade level with the grade level’s standards. Students using stretch learning were able to
GOAL OF ITI MODEL: MASTERY ASSESSMENT: EE Ch. 23 What do you want students to understand? (patterns) using real life settings-BEING THERE What to you want them to do with what they understand? (programs) assess what’s worth assessing rather than what is easy to assess Mastery as in competence: not only in mastering skill or concept but he/she knows how to apply it in the real world Incorporated into a MENTAL PROGRAM Curriculum MUST BE authentic if assessment is to be authentic REAL WORLD TESTS OF MASTERY Ability to use language of discipline in social/complex situations Ability to perform appropriately in unanticipated social situations Ability to solve real world problems using skills and concepts Ability to show, teach, explain the idea or skill to another person who has a real need to know ROLE OF KEY POINTS State what’s worth learning and therefore what’s worth assessing Provide base for instructional planning Serve as communiqué to students, staff and parents about curriculum content Record what is being taught RUBRICS 3 C’s of Assessment EE p. 23.6-7 CORRECT: conforming to fact, free from error, accurate COMPLETE: having all parts/elements COMPREHENSIVE: of large scope, inclusive, extensive mental range or grasp
Along with the creating confidence by insuring success, teachers should create assessments that help students make connections to past concepts, understandings, and skills.
Although there is no universal definition of a PLC (Stoll et al., 2006; Williams, Brien, Sprague, & Sullivan, 2008), the following definitions offer a range of ways to describe a PLC: An ongoing process through which teachers and administrators work collaboratively to seek and share learning and to act on their learning, their goal being to enhance their effectiveness as professionals for students’ benefit (Hord, 1997) A school culture that recognizes and capitalizes on the collective strengths and talents of the staff (Protheroe, 2008). A strategy to increase student achievement by creating a collaborative school culture focused on learning (Feger & Arruda, 2008). Team members who regularly collaborate toward continued improvement in meeting learner needs through a shared curricular-focused vision (Reichstetter, 2006). A group of people sharing and critically interrogating their practice in an ongoing, reflective, collaborative, inclusive learning-oriented and growth-promoting way (McREL, 2003). Educators committed to working collaboratively in ongoing processes of collective inquiry and action research to achieve better results for the students they serve (DuFour, DuFour, Eaker, & Many, 2006). An inclusive group of people, motivated by a shared learning vision, who support and work with each other to inquire on their practice and together learn new and better approaches to enhance student learning (Stoll, Bolam, McMahon, Thomas, Wallace, Greenwood et al., 2005). While these definitions capture the spirit of PLCs, they are only a starting point for understanding them. What makes a PLC difficult to define is that it is not a prescription, a new program, a model, or an innovation to be implemented. Rather, a PLC is an infrastructure or a way of working together that results in continuous school improvement (Hord, 1997).