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1 Evidence Based Observation Lead Evaluator Training Part 2 – Welcome Back!
1
Evidence Based Observation
Lead Evaluator TrainingPart 2 – Welcome Back!
How do you identify the outcomes desired during a lesson without prior knowledge of the lesson or lesson plan?
Great to have the videos and conversation (Discussion time?)
It’s getting easier! Keep providing the practice!
Feeling more “focused” with practice
Follow-up ongoing training next year
Feedback:
What does stating the outcome of the lesson do for the students?
Should all classroom activities be aligned with the objective?
What does it mean when we teach to an outcome?
What are the critical attributes of active engagement?
Checking for Understanding:
“Homeplay” Practice collecting evidence of “teaching to an
outcome”
Examine an observation that you have completed, looking for evidence and bias/opinion
Identify the presence or absence of “teaching to an outcome” in your current observation tool
Explain the difference between current practice and evidence based observation
Identify and define criteria for one area of effective instruction around which evidence collection will be focused
Describe strategies that a district could employ to increase the quality of evaluations and the agreement of evaluators.
Today’s Outcomes:
What does it mean when we say “Teach to an Outcome”?
The objective of the lesson is clear to the students (Shift from “What do I want them to do today?” to “What do I want them to learn today?”)
All classroom activities are aligned with the objective
Time is used efficiently to get to the learning objective
What does it mean when we say “Teach to an Outcome”?
What? Objectives state what students are expected
to learn in that lesson.
Objectives begin with VERBS that identify the level of thinking required in the lesson.
Learning Objectives
Identify and explain the function of each of the organelles in an animal cell.
Use order of operations to solve these two problems.
Compare the introduction of Bennett’s play with the introduction of Hellman’s play.
Learning Objectives
Why? Instructional objectives narrow what students
focus on in the lesson and help the teacher keep activities, questions and responses to student’s aligned.
Learning Objectives
Outcomes: Students will be able to: Calculate unit price by dividing the price of the
product by the number of units
Compare unit prices to determine the “best deal”
Explain the mathematical thinking behind what makes it the “best deal”
Video: 6th Grade Math
Video
“What is the unit price?” was posted on theinteractive white board.
Teacher said, “Today we are going to learnabout unit price. What is unit price?”
Teacher stated, “Unit price is how much it costsfor each unit.”
“How do you find unit price?” was displayed on the white board.
Evidence Collected:
The teacher stated to the students, “Make sure your
decimals are in the right place.”
The teacher held up two boxes of cereal—differentsize boxes.
The teacher said, “You aren’t looking for the betterdeal, you are looking for the better price.”
One student worked on the white board solving 420 divided by 5.
Evidence Collected:
What does it look like and sound like when ateacher uses effective questioning
strategies?
Rubric Language:Marshall:Plans all units embedding big ideas, essential questions, knowledge and skill goals that cover all Bloom’s levels.
2011 Danielson:Teacher uses open-ended questions, inviting students to think and/or have multiple possible answers.
The teacher makes effective use of wait time.
The teacher builds on uses student responses to questions effectively.
Discussions enable students to talk to one another, without ongoing mediation by the teacher.
The teacher calls on most students, even those who don’t initially volunteer.Many students actively engage in the discussion.
Marzano:Teacher engages student with explicit decision making, problem solving, experimental inquiry or investigation task that requires them to generate and test hypotheses.
Teacher uses wait time.
Criteria for Effective Questioning Congruent (relevant) to the learning All students Invitation to think A range of questions are used to extend thinking
from a base of knowledge to higher order thinking that is more critical and creative
Continuum of Questioning
High ConsensusYes/No - Fact
Low Consensus
Why or why not? Defend your position..What if?
Questioning…
Can anyone tell me?
Beam your question to all students!
Susan, what is the answer to number 4…Popsicle sticks
Hands up if you know…
Set the expectation that all students will participate! Be ready to explain how you solved the
problem… Write down one way we know Huck wants to
belong to the rest of the “gang” Be prepared to explain one of the four main
causes of WWI Point to the parallelogram on your paper How do we solve for x?After you have “beamed” your question or directive to all, then you can ask
individuals for their responses.
WAIT TIME
Wait Time Effects Length of student responses increases between
300-700 % More inferences More speculative thinking More questions Decrease in failure to respond Decrease in discipline problems
The teacher asked, “What is dividing? What dowe do when we divide? What does it mean?”
Student responded, “It means to cut a bigwhole into smaller pieces—like cutting a pieinto smaller pieces.”
Teacher asked, “What could we divide besidespies? Student responded, “pizza.”
Evidence Collected:
Teacher asked, “ok—Do we have to dividefractions? Can we divide something that isn’tfractions?”
Student stated, “You could divide numbers.”
Teacher said, “ok, I could divide numbers, whywould I want to do that? Whatever for?”
Student said, “Like to…like if you are on a field trip you could see how many groups you need for one person to watch over.”
Evidence Collected:
The teacher asked, “Why did slavery happen?”
One student stated, “I’m going to add onwhite people needed slaves so that they couldget fast and easy money.”
Another student stated, “I think slaveryhappened because the plantation owners werelazy.”
Evidence Collected:
Practice collecting evidence of “Effective Questioning.”
Examine an observation that you have completed, looking for evidence and bias/opinion (ongoing)
Identify the presence or absence of “Effective Questioning” in your current observation tool
“Homeplay”:
On the back of your evaluation:
Write a memo to a colleague in which you summarize the key points of Effective Questioning.
Memo to a ColleagueCheck for Understanding
Thank You!See you on 11/21/11 at
Maine-Endwell at 7:30 am
