Phy. Ed District PD January 23, 2012


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  • 5 minutes: After you greet your participants, share the routines and procedures that will be part of our district PD days. One routine involves bringing our group back together when we are engaged in collaborative learning. When we need to come back together, look for the “high five.” When you see it, know we will be coming back together—raise your hand. Another procedure is related to information that we share at our meetings. Participants will be sent to an email so that they can access all of the materials/documents from the district PD sessions. A third procedure deals with cell phones. Teaching and Learning will be registering participants on Keep Certified once all staff member assignments have been updated. Hours will be assigned after the February 20 session.
  • 5-7 minutes After sharing the key objectives for the morning, have elbow partners talk about the prompts for a couple of minutes. Invite 3-4 people who didn’t share during the quote to share which of the objectives are going to be critical for their professional learning and which will impact their students’ learning. REINFORCE THE CONCEPT THAT OUR FOCUS ON QUESTIONS 1 AND 2 WILL BE SUSTAINED—BOTH IN OUR WORK DURING DISTRICT PD AND AT SITES WITH COLLABORATIVE TEAMS—IT’S A PROCESS…A COLLABORATIVE JOURNEY.
  • 10 Minutes
  • 30-45 minutes
  • About 60-65 minutes into the PD
  • 30 minutes
  • 5 minutes
  • 10 minutes
  • 15 minutes – Including whole group sharing at the end.
  • 5 minutes
  • 30-45 minutes
  • Phy. Ed District PD January 23, 2012

    1. 1. January 23, 2012
    2. 2. High Five Look for the “high five” as a signal to come back together—a signal to wrap up your final point during a discussion as a sign of transition. Meeting Documents The documents from the district PD meetings will be sent via a distribution list for your collaborative team. Once the documents are sent, you will have access to your collaborative team’s email distribution list. In Case of Emergencies Please silence cell phones during our work with one another. You are welcome to check messages during our breaks. Keep Certified Registration Be certain to sign-in so that you will earn CEUs. CEUs will be awarded after the February 20 session. Participants will be registered automatically on Keep Certified.
    3. 3. <ul><li>Engage in collaborative learning that deepens our understanding of the first two questions of collaborative teams (PLCs): </li></ul><ul><ul><li>Question 1: What do we want students to know, understand, and do? </li></ul></ul><ul><ul><li>Question 1a: What do we need to know, understand, and do as reading teachers or media specialists? </li></ul></ul><ul><ul><li>Question 1b: What do our colleagues need to know, understand, and do about our work? </li></ul></ul><ul><ul><li>Question 2: How will we know if our students are learning? </li></ul></ul><ul><li>Collaboratively share our work aligned with questions 1 and 2 of collaborative teams (PLCs) </li></ul>
    4. 4. <ul><li>&quot;Teacher collaboration in strong professional learning communities improves the quality and equity of student learning, promotes discussions that are grounded in evidence and analysis rather than opinion, and fosters collective responsibility for student success.” </li></ul><ul><li>~McLaughlin & Talbert, 2006 </li></ul>
    5. 5. <ul><li>With an elbow partner, discuss your reaction to this quote. </li></ul><ul><li>Join another partner group, and summarize the thoughts on this quote. </li></ul>
    6. 6. <ul><li>In your group of four… </li></ul><ul><li>Locate the Teaching and Learning Website: </li></ul><ul><li>On the left sidebar, click on the Physical Education Group </li></ul><ul><li>With your group, click on the “Essential Learning Outcomes” in the section “Resources” </li></ul><ul><ul><li>Using the template provided, collaborate and record your analysis of the Essential Learning Outcomes from the work on October 17 th . </li></ul></ul>
    7. 8. <ul><li>Using one of the definitions of formative assessment, identify the most essential aspect of the definition that all teachers need to know. </li></ul><ul><li>Join others who have the same definition (same color of paper). </li></ul><ul><li>Reintroduce yourselves and then generate a brief summary of the definition that all teachers need to know. </li></ul><ul><li>Be prepared to share with the whole group. </li></ul><ul><li>Please give your summary to the group facilitator. </li></ul>
    8. 9. <ul><li>We use the general term assessment to refer to all those activities undertaken by teachers—and by their students in assessing themselves—that provide information to be used as feedback to modify teaching and learning activities. Such assessment becomes formative assessment when the evidence is actually used to adapt the teaching to meet student needs ” (Black & Wiliam, 1998 p. 140) </li></ul>
    9. 10. <ul><li>“… the process used by teachers and students to recognize and respond to student learning in order to enhance that learning, during the learning” (Cowie & Bell, 1999 p. 32) </li></ul>
    10. 11. <ul><li>“… assessment carried out during the instructional process for the purpose of improving teaching or learning” (Shepard et al., 2005 p. 275) </li></ul>
    11. 12. <ul><li>“ Formative assessment refers to frequent, interactive assessments of students’ progress and understanding to identify learning needs and adjust teaching appropriately” (Looney, 2005, p. 21) </li></ul>
    12. 13. <ul><li>“ Assessment for Learning is the process of seeking and interpreting evidence for use by learners and their teachers to decide where the learners are in their learning, where they need to go and how best to get there” (Broadfoot et al., 2002 pp. 2-3) </li></ul>
    13. 14. <ul><li>Assessment for learning is any assessment for which the first priority in its design and practice is to serve the purpose of promoting students’ learning. It thus differs from assessment designed primarily to serve the purposes of accountability, or of ranking, or of certifying competence. An assessment activity can help learning if it provides information that teachers and their students can use as feedback in assessing themselves and one another and in modifying the teaching and learning activities in which they are engaged. (Black et al., 2004 p. 10) </li></ul>
    14. 15. <ul><li>Formative assessment is about  assessment   for  learning as opposed to summative where assessment is  of  learning. It is  assessment  that can range from the very informal to the very formal in its design but the key thing is that it gives  feedback  to students so that they can move forward in their learning. It will identify the standard of work that a student is presently achieving thus providing information about progress to date. This will in itself help a student to understand what is expected of him/her in relation to academic expectations and give suggestions as to how to develop work further in order to improve. </li></ul>
    15. 16. <ul><li>“ An assessment functions formatively to the extent that evidence about student achievement elicited by the assessment is interpreted and used to make decisions about the next steps in instruction that are likely to be better, or better founded, than the decisions that would have been taken in the absence of that evidence. </li></ul>
    16. 17. <ul><li>Read the introductory paragraphs and the numbered sections in the article, “Every Day in Every Classroom” from Educational Leadership. </li></ul><ul><li>Use the “Details—Main Idea” template to record the most essential information from the excerpt. </li></ul><ul><li>Don’t complete the Main Idea summary section of the template, however. </li></ul>
    17. 18. <ul><li>Form two lines that face each other. </li></ul><ul><li>When prompted, briefly share what you summarized for the introductory paragraphs. </li></ul><ul><li>When prompted, one line will rotate 3 people and then share the summary from excerpt #1. </li></ul><ul><li>Repeat for the remaining excerpts. </li></ul><ul><li>After the last rotation, join three other people and record a “main idea” that can be shared with the rest of the group. </li></ul>
    18. 19. <ul><li>As a group of three… </li></ul><ul><li>Identify an essential learning outcome for which you want/need to create assessments. </li></ul>
    19. 20. <ul><li>Individually… </li></ul><ul><li>Generate a few assessment options and record them on the template provided. </li></ul><ul><li>As a Group… </li></ul><ul><li>When prompted, rejoin your group members and share the assessment options you have identified & record them on the “Formative Assessments” document on the Teaching and Learning website. </li></ul>
    20. 21. Document essential learning outcomes, essential knowledge, essential skills that students need to learn Create, document a variety of assessment options to check for and demonstrate student understanding Essential Outcome Assessment Option 1 Assessment Option 2 Assessment Option 3 Assessment Option 4
    21. 22. Created as an example from an Essential Learning Outcome developed on October 17. Essential Outcome Assessment Option 1 Assessment Option 2 Assessment Option 3 Assessment Option 4 Understand the principles related to weight lifting Have students start class by matching the muscle group handed to them to the corresponding definition found throughout the room. Create an exit slip that identifies a weight lifting machine and the student will have to provide the muscle group it focuses on. Students write a brief “safety” tutorial on how to use a weight-lifting machine properly, without being injured. Students identify what areas they would like to become “stronger” at and then identify the weight-lifting machines that correspond.