Lynn Radicello

Welcome to Day 3

Here are some notices from 3,2,1….

WHAT WAS SOMETHING YOU THOUGHT ABOUT OR SHARED WITH SOMEONE REGARDING

OUR WORK LAST TIME?

Welcome Back!

Day One Agenda

Creating The Learning Environment Introductions & Building Community

Framing the Learning Agenda, Purpose, Goals, Outcomes In The News and Influencing Our Thinking

Framework Focus: Planning Instruction Standards-Based Education: Beginning with the

end in mind Overview of the SBE Planning Process

Day Two Agenda

Framework Focus: Planning Instruction

SBE Planning Process Standards Based Instruction Essential Understanding/Questions Task Analysis NYS – Common Core Learning Standards

Binder: Workshop Exercised

Page 1

Table Turn-N-Talk

What do you remember?

Focus Questions:

What makes planning for teaching and learning in a standards based environment different from the past?

How can we be more purposeful in our instructional decision making so that we can provide students with the rehearsals and practice they need to meet the standard to be successful?

Day Three Agenda

WelcomeProfessional Practice Conversations

Move into Oval Two Assessment

Boarding Pass

9

Boarding pass

Personal information What is your favorite vacation spot?

What do you like to do there?

If you could have any job other than being an educator, what would it be?

What would you like to see happen in education before you

retire?

I nstruction for All: Learning Partners Name: ________________

I nstruction for All

Learning Partners

Designed by P. Shaw – Syracuse, NY (2005)

Sit with this partner

Each person draw the ovals

Explain to your partner

Professional Practice:for Day 3

Identify unit/lesson for Jan. Presentation

Identify NYS StandardRefine essential and

guiding question How will you define

Success? Write a brief

description-include” Standard, Outcomes,

Essential and Guiding Questions and how to define success

Resources to Support: Demonstrate ENGAGE

NY Overview of NYS CCLS Just Ask Sample Units

While you are there, sign up for newsletter

As you have your conversation…

Find the planning questions –top ten or top 19

What oval are you in-so far?

In December

• What CCLS will your unit be aligned with?

• While there may be several – what 1-3 will be the focus?

Moving to Oval Two

Harvard Video

Self-Assessment:Classroom Assessment

SEE PAGE 151

INSTRUCTION FOR ALL

Time to Take a Break!10 Mins.

BATHROOMS, DRINKS, REFRESHMENT, AND

MOVEMENT!

Self – Reflection: page 151

Share with partner….

Where do you shine?

Where might be a goal?

VIDEO

Dr. Seinfeld

WHAT ASSESSMENT PRACTICES MIGHT HAVE BEEN USEFUL FOR THIS

TEACHER?

Video Reflection:

COMPLETE AT YOUR TABLE…..

Binder p. 23 and 24

Numbered Heads Together….(p. 103)

Count off at your tables….

To share responses….A number will be selected Then a tableThat person will shareOthers will support

At your tables….Formative

vs. Summative

Brainstorm

Craft a definition for each

Share

Know Your Purpose

•Check-up

Formative (Assessment for

Learning)

•AutopsySummative (Assessment of

Learning)

Formative? Summative?

A science teacher has students complete a graphic organizer identifying the different parts of a cell. He grades the assignment and returns it to students. He speaks privately with a few students (who did not pass) to tell them that they’ll need to study more since this information will be on the unit test at the end of the chapter.

Formative? Summative?

A Kindergarten teacher asks her students to write their first name and draw a self-portrait. She identifies those students who can’t spell their name and targets them for specific sound/letter instruction.

Formative? Summative?

Each student in Jazz Band played an on-demand musical piece as part of their final exam. The score was factored in and became a part of their final average.

Occurs during the learning process

Identifies students

experiencing difficulties

Results are used to help

students continue to

learn (informs instruction)

Informs teachers as to

the effectiveness of instruction for

current students Informs students

in regards to progress in becoming proficient (provides feedback)

Typically are NOT used to assign grades

An assessment is formative if it…

Examples of INFORMAL Formative Assessments

Exit/Entrance

SlipsJournals

Questioning Discussions

Observations Whiteboards

Occurs after the learning process

has ended

Is not used to improve students’

understanding of content

Results are used to inform

stakeholders of individual student

achievement

Informs teachers as to the

effectiveness of instruction for

future students

Informs students about their academic

standing in relation to others

Assigns a grade to indicate

student progress at a specified point in time

Summative if it…

Examples of Summative AssessmentsEnd of Unit or Chapter

Tests

State Assessmen

ts*Benchmar

k Assessmen

ts

Final Exams

Placement Tests

Achievement Tests

What are some ways you use formative and summative

assessments?

Balanced Assessment

Common

Summative

Formative

Balanced Assessment

WHAT DOES COMMON MEAN?

The 5th grade team collaboratively designs an assessment that is focused on common learning goals. Each teacher grades his/her own assessments & they reconvene to discuss the results. During the analysis, one teacher reveals she gave an additional week’s worth of instruction to students prior to administering it because she felt they needed more time to master the material.

WHAT DOES COMMON MEAN?

Three English 7 teachers each develop a section (accompanied by an answer key or rubric) for a short story unit assessment and combine them into one. All students will take the assessment, but some of the assessment items are generic so the teachers can modify them to fit the stories taught.

COMMON? NOT COMMON?

Common? Not common?A team of 10th grade Geometry teachers agree to administer the quiz located at the end of each chapter to all students. They don’t teach the same units at the same time, but all the units are taught before the end of the year.

What does common mean?

Is developed collaboratively

by teachers who teach the same grade level or

content

Uses a common process for

determining the criteria for

quality work

Measures the same learning

targets no matter the teacher

Administered systematically

and timely to all students enrolled

in a course or grade

Results are scored and analyzed

collaboratively

Facilitates a systematic, collective

response to struggling students

An assessment is common if it…

Sound Familiar?

Teach, test, and hope for the best

Spray and pray

I taught it, they just

didn’t learn it.

Putting It All Together

The more you teach without finding out who understands the

information and who doesn’t, the greater the

likelihood that only already-proficient students will

succeed. Grant Wiggins, 2006

Where do interim assessments fit?

BALANCED ASSESSMENT SYSTEM

HALLMARKS OF INTERIM ASSESSMENTS

Developed collaboratively & may mimic high-

stake tests

Given quarterly (not unit tests) to

all students enrolled in a

course or a grade

Aligned with standards/state

tests/college readiness

Cumulative (reassess

previously taught standards)

Collaboratively scored and analyzed

Result in action planning

Involve students in the process

Are the starting point of

instruction

BALANCED ASSESSMENT SYSTEM

In-the-momentFormative

Provides a link between the two

Larger year-end goal

Interim

Summative

I can quote reasons and proof from what I read to show my close reading of primary

and secondary sources of information.I can identify the difference between primary

and secondary

sources

I can identify the purpose of

a text

I can quote and

accurately paraphrase from a text

Learning Targets

Decide HOW

to assess

Determine your assessment

strategy

Selected Response

Constructed and

extended written

response

Performance

assessment

Assessment methodsMethod Ideal for

assessingExamples Scoring

Selected Response

Knowledge-level learning targets

Multiple ChoiceFill-in-the-blankT/FMatching

Number or percent of points

Extended written

response

Chunks of knowledge that interrelate &

student reasoning

EssayShort Answer

Rubric

Performance Assessment

Learning best achieved through observable actions

(skills) (or the development of

products

Playing an instrument

Changing the oil in a car

Conversing in a foreign language

Widening the Assessment conversation:

Assessment JigsawBinder p 25(Everyone is a 5!) Count off 1-4 or 1-5Regroup into expert groups-read, discuss,

determine key points to shareRegroup into base group- to share---

Hold off on reading p 159-161 if

you are a 5!

BE TEMPORAL ELEGANT

BE BACK IN 1 HOUR

Lunch

“S’more” on Formative Assessment

Read text p 159-161 and “Formative Assessment” JustASK article

Put a ! Next to one you are intrigued by…

What is a RAFT?

The RAFTs Technique (Santa, 1988) is a system to help students understand their role as a writer, the audience they will address, the varied formats for writing, and the expected content.

The RAFT Strategy is a writing technique that offers students a creative way to demonstrate understanding. Students take on an unusual point of view while writing for a specific audience. This is a great differentiation strategy because teachers can develop any number of possible RAFT’s that can be adjusted for skill level and complexity. Teachers can offer student choice, appealing to their interests and learning profiles, while adapting to student readiness levels. The possibilities for the RAFT categories are endless and the products are very creative.

RAFT: Purpose

The purpose of RAFTs is to give students a fresh way to think about approaching their writing. It occupies a nice middle ground between standard, dry essays and free-for-all creative writing. RAFTs combines the best of both. It also can be the way to bring together students' understanding of main ideas, organization, elaboration, and coherence...in other words, the criteria by which compositions are most commonly judged.

RAFT: an acronym that stands for:

Role of the Writer - Who are you as the writer? Are you Sir John A. Macdonald? A warrior? A homeless person? An auto mechanic? The endangered snail darter?

Audience - To whom are you writing? Is your audience the Canadian people? A friend? Your teacher? Readers of a newspaper? A local bank?

Format - What form will the writing take? Is it a letter? A

classified ad? A speech? A poem?

Topic / Time - What's the subject or the point of this piece? Is it to persuade a goddess to spare your life? To plead for a re-test? To call for stricter regulations on logging

Learning about the RAFT

Read page 135-40 in Instruction for All Students

See list of ROLES: pp.189-194

See list of Products: pp. 183-188

RAFT Examples:ROLE AUDIENCE FORM Time/Topic

Desert Sun Thank you Note

Sun’s Role in the Desert

Rain Drop Earth Poem Beauty of the Water Cycle

Lung Owner Owner’s Guide To maximize a productive life

MLK Jr. TV Audience 2030

Speech The Dream Revisited

Colonist King George An Advice Column

How to make us happy

Equivalent Fraction

Equivalent Fraction

Song/Rap How we be came equivalent

Comma Student Diary Entry I wish you understood where I belong

Adjective Noun Resume How I can help you

Role Audience Format Topic 

Exponent 

Jury 

Instructions 

Laws of Exponents 

 Acute Triangle

 

 Obtuse Triangle

 Dear John Letter

 Our Differences

 Percent

 Student

 How-To Guide

 Mental ways to

calculate percent 

 Prime Number

 

 Rational Numbers

 Club Membership

Form 

 How to Join My

Club

 Parts of a Graph

 

 TV Audience

 Script

 Which of Us Is Most

Important? 

 Plus Sign

 

 Multiplication Sign

 Romantic Card

 Why We Go Together

 

Math RAFT

Language Arts RAFTRole Audience Format Topic

 Huck Finn

 Jim

 Letter

 What I Learned on

the Trip 

 Billy Colman

 

 Family

 Eulogy

 

 My Love for Little Ann and Old Dan

  

Comma 

Sentences 

Thank You Note 

Glad I Could Be of Service

  

Prepositional Phrase

 

 Author

 Persuasive Speech

 

 How I Can Help You

Express Yourself 

 Juliet

 

 Self

 Diary

 My Short Romance

 Grendl

 

 Beowulf

 Letter

 You Need to See My

Side of the Story 

Science RAFTRole Audience Format Topic

 ExperiencedWater Drop

 New Water Drops

 Travel Guide

 Journey through the

Water Cycle 

 Lungs

 

 Brain

 Persuasive Speech

 

 Why Quit Smoking

 Seed

 Self

 Diary

 Changes As I

Germinate 

 Cell

 

 New Cells

 Owner’s Manual

 

 My Parts and How

They Function 

 Safety Goggles

 

 Family

 Letter

 Safety in the Lab

 White Blood Cell

 

 Red Blood Cell

 Romantic Letter

 I Will Keep You Safe

 

Social Studies RAFTRole Audience Format Topic

  

President Franklin D.

Roosevelt 

  

His wife,Eleanor Roosevelt

  

  

Conversation

  

Why I issued Executive Order

9066

  

Neighbor of a Japanese American

family

  

An uncle in New York City

  

FriendlyLetter

  

What I think about the situation with

the Japanese Americans

   

Young Japanese American girl or boy

 

  

Future generations of Americans

  

Poem of at least 8 lines

  

Why people should be judged on their

merit, not their race, religion, or the

way they look. 

  

Guard at an internment camp

 

  

Writing in a personal diary

  

  

Diary entry of at least 8 sentences

  

Describing daily life in the internment

camps  

RAFT Rubric  1 2 3 4

 Accuracy

The information provided in RAFTS is very incomplete and/or has major anachronisms.

The information provided in RAFTS has some small inaccuracies, omissions or anachronisms.

The information provided in RAFTS is accurate but could use more support or specific details related to subject or time period.

Information & details in RAFTS are always accurate and properly reflect information, ideas and themes related to the subject and time period.

 Perspective

Viewpoint or ideas are sketchy and not drawn from time period. RAFTS does not show insight into how characters feel or act during the event(s).

Viewpoint or ideas reflect current concerns rather than time period. RAFTS does not show insight into how characters feel during the event(s).

RAFTS maintains a reasonably consistent point of view and includes ideas relevant to role and time period played. Character’s feelings about the event(s) are evident.

RAFTS maintains clear, consistent point of view, tone and ideas relevant to role and time period played. Ideas and information always tied to role and audience of time. Characters are insightfully shown.

 Focus

RAFTS wanders from topic; focus cannot be seen or has many side comments.

Central topic and purpose of RAFTS can be seen, but focus is inconsistent.

RAFTS stays largely on topic; its ideas are mostly supported.

RAFTS stays on topic, consistently maintains form or type; details and information are included and directly support the purpose.

 Use of Class Time

Class time used to disrupt others. Class resources are not or inappropriately used.

Class time and resources used to do work for other classes and/or chat with friends.

Class time used mostly effectively to research the era and create coherent stories.

Class time used efficiently and appropriately to research the era and create interesting, well written, stories; extra effort or involvement beyond class.

 Presentation

Writing is unclear and has gaps or confusions. Essay is marred by numerous errors, which disrupt reader’s understanding.

Writing wanders or is somewhat repetitious. Essay contains several sentence errors and mechanical mistakes that may interfere with clarity of ideas. Audience is irritated by errors.

Writing is clear and direct. Essay contains some fragments, run-ons or other errors; occasional mechanical mistakes. Audience is informed.

Writing is fluent and interesting. Essay contains few or no fragments or run-on sentences; rare errors or mechanical mistakes result from risk-taking. It engages and informs audience.

Building Your Own RAFTS

At your table group, and/or like subject area partners, brainstorm many ideas with your current standard or subject of study.

Generate a few ideas that you could apply in your classroom before our next meeting.

RAFT

P 135-139 in text for examples

Rubric/checklist p. 175-180

Potential Products p. 183-194

Work Time

Develop/Identify summative and pre-assessment for your unit…..

What formative assessments will you use?

Professional Practice

Continue to refine assessment for your December lesson/unit

Active Learning- Be prepared to share a few that you have used ( from the list on p 88-89 or others)

With your New Learning Partner

THINK BACK TO A SCHOOL OR COLLEGE EXPERIENCE WHEN YOU WERE POSITIVELY

ENGAGED IN THE LEARNING

EXPLAIN WHAT WAS HAPPENING IN THIS SITUATION THAT INFLUENCED YOUR ENGAGEMENT?

WHEN LEARNING IS ACTIVE AND INTERACTIVE STUDENTS ARE MORE

ENGAGED WHEN INTERACTING WITH YOUR CONTENT

Learning is ACTIVE and INTERACTICE

SELF-ASSESS YOURSELF USING THE SELF-ASSESSMENT:

PAGE 85

Making Learning Active:How am I doing?

Active Learning Text Tagging

See pp. 88 and 89As you read the list of strategies Tag each with the

following icons:

Check the ones you have either done with students or experienced as a student. You know it

Star the ones you have heard of but have never done

! Exclamation Mark the ones you want to learn about

Work Time

Develop/Identify summative and pre-assessment for your unit…..

What formative assessments will you use?

MIPost

oint

mportant