a310-g act: planning to assess progress & acting and assessing friday january 14, 2011

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!