a310-g act: planning to assess progress & acting and assessing friday january 14, 2011
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A310-G ACT: Planning to Assess Progress & Acting and Assessing Friday January 14, 2011. Continuity. Learning Objective. Understand strategies for building continuity between meetings. adult learning experiences. What strategies have we used?. Pair share (2 minutes). - PowerPoint PPT PresentationTRANSCRIPT
A310-G
ACT:Planning to Assess Progress
&Acting and Assessing
Friday January 14, 2011
Continuity
Learning Objective
Understand strategies forbuilding continuity between meetings.
adult learning experiences
What strategies have we used?
• Pair share (2 minutes)
Objectives for Today• Understand strategies for building continuity
between adult learning experiences.
• Understand how to use a range of data sources to keep track of changes in student learning.
• Understand the importance of supporting and celebrating adult learning.
Agenda for Today
Monday 1/10 Tuesday 1/11 Wednesday 1/12 Thursday 1/13 Friday 1/14
Step 7: Planning to Assess Progress
Giving and Receiving Feedback
Step 8: Acting and Assessing
Creating Continuity
Norms Revisited
• What do our norms look like and sound like when we are following them?
• How do we handle it when our norms are breached?
• What would our next level of work around norms be?
Step 7: Acting and Assessing
Learning Objective
Understand how to use a range of data sources
to keep track of changes in student learning.
Simultaneous Plans
ACTION PLAN & PLAN TO ASSESS PROGRESS
Planning to Assess Progress
• Planning to collect data– Short-term– Medium-term– Long-term
• Setting goals– Improvement goals– Proficiency goals
© Anne E. Jones 2011
What Data Tells Me
© Anne E. Jones 2011
Percentage of students who chose:
B. 43%
A. 25%
C. 31% [*Correct Answer]
D. 1%
Given: Below 70% = Not MasteredQuestion From S-CAT:
Which model is shaded blue to represent ⅔?
A
B
C
D
© Anne E. Jones 2011
Problem Given: ½ + ⅓ = ?Child A: 2/5“I added the numerators first and got 2 and then the denominators and
got 5. That gave me 2/5.” Child B: 2/5“First I changed ½ to 2.1 and then I changed 1/3 to 3.1. Then I added 2.1
+ 3.1 and got 5.2. Then I changed this back to a fraction—2/5.” Child C: About 3/4“Well, I don’t know how to add the fractions. But I thought about how
big the two fractions are. I imagined a pizza and what ½ and 1/3 of it would look like. It just seemed like if you added ½ a pizza and 1/3 of a pizza you’d get about ¾ of a pizza. I don’t know if it’s right, it’s just kind of an estimate.”
From: http://www.uwlax.edu/sotl/tutorial/designingaresearchplan.htm
© Anne E. Jones 2011
Student Interview
A Private Universehttp://www.learner.org/resources/series28.html#jump1
© Anne E. Jones 2011
What will the data tell you?
• Word Problem
– If it took Dan ½ hour to walk 1 mile to the store at a constant speed, how fast was he walking?
– Solve and show your work.
1 1/2 miles
© Anne E. Jones 2011
Part 3: Short Term Data Collection
• What did the data tell you?
1 1/2 miles
© Anne E. Jones 2011
What will the data tell you?
• Word Problem
– If it took Dan ½ hour to walk 1 mile to the store at a constant speed, how fast was he walking?
– How did you approach this problem?
I read it first, then saw 1/2 and 1 so I added those together to get how fast he was walking.
© Anne E. Jones 2011
Part 3: Short Term Data Collection
• What did the data tell you?
I read it first, then saw 1/2 and 1 so I added those together to get how fast he was walking.
© Anne E. Jones 2011
What will the data tell you?• Word Problem– If it took Dan ½ hour to walk 1 mile to the store at a
constant speed, how fast was he walking? Solve and show your work.
– Teacher’s Question: I asked Michael to talk through a word problem in the text that asked him to solve for the rate given the distance and the time. (Data Wise, 2006, p. 142)
© Anne E. Jones 2011
Part 3: Short Term Data Collection
• Michael seemed uncertain and said he would need to know
how fast the guy was going. He asked if it was supposed to be
in miles. I said, “What do you think?” He stalled, and I asked if
there was a formula he might apply. Then a light bulb went
on, and he recalled the formula (rate)(time) = (distance). At
this point, he plugged in the numbers correctly and solved for
the rate.Data Wise, 2006, p. 142
21
© Anne E. Jones 2011
What did the data tell you?
• Michael seemed uncertain and said he would need to know
how fast the guy was going. He asked if it was supposed to be
in miles. I said, “What do you think?” He stalled, and I asked if
there was a formula he might apply. Then a light bulb went
on, and he recalled the formula (rate)(time) = (distance). At
this point, he plugged in the numbers correctly and solved for
the rate.Data Wise, 2006, p. 142
22
© Anne E. Jones 2011
What does the data tell you?
• Clarify – “What do we want to learn?”
• Anticipate - “What will the data you?”
• Learn – “What did the data tell you?
Giving and Receiving Feedback
Learning Objective
Understand the importanceof supporting and celebrating
adult learning.
Breakout Room Assignments
Step 8: Acting and Assessing
Learning Objective
Understand the importanceof supporting and celebrating
adult learning.
Key Elements of Observing Practice
Questions about Video
Objective for the Week Revisited
Learn how to use the Data Wise Improvement Process
and the ACE Habits of Mind to lead educators
in using data to improve teaching and learning
The Joy of Collaboration
Congratulations!