izone360 cbla community workshop elisa zonana tuesday, 10/23/12 link to workshop materials:...

iZone360CBLA Community Workshop

Elisa ZonanaTuesday, 10/23/12

Link to Workshop Materials:Cfn101-izone.wikispaces.com/cbla

Goals

• Revise or create a competency-aligned UbD or rubric

• Collaborate

• Understand

• Set goals

Essential Questions

• What big ideas about learning are important to keep in mind for our CBLA work?

• What does a unit or rubric aligned with competency development look like?

• How do we support transfer work in our instruction?

Today’s Differentiation

There will be room for people to work on different things with the support of coaching.

Goals

What do you hope to achieve and/or learn today?Some possibilities include:• revised or newly created UbD • revised or newly created rubric • better understanding of___• collaboration • other

Today’s Agenda

1. Article reading & discussion to ground our work

2. Overview of competencies and CBLA

How does this work connect to iZone360?

Article Reading: From the Noncognitive Report:Teaching Adolescents to Become Learners

• Why this article?• Recommended reading: How Children

Succeed: Grit, Curiosity and the Hidden Power of Character by Paul Tough

• Link to article: cfn101-izone.wikispaces.com/cbla; click on ‘Noncognitive Report’

From the Noncognitive Report:Teaching Adolescents to Become Learners

Read Chapter 6: Evidence on Learning Strategies (pp. 41-48)*You can skip the section “Are Learning Strategies Malleable” from p. 44- bottom of p. 46*End on p. 48 at “Would Changing Student Use…Achievement Gaps”

Guiding Questions:• How does this connect with CBLA?• What resonates with you?• What questions are coming up for you?

Turn &Talk

• How does this connect with CBLA?

• What resonates with you?

• What questions are coming up for you?

Learning Strategies

“Learning strategies encompass several related psychological processes: metacognition, self-regulated learning, time management, and goal setting. Together, these concepts constitute a group of learner-directed strategies, processes, and “study skills” that contribute to academic performance.”

A general definitionA competency…

…is a cluster of skills drawn on to accomplish a rigorous task.

… can include bodies of knowledge, skills, traits, abilities, behaviors, attitudes or beliefs.

Competency: Keep in mind…

• It is not what skills students have or behaviors they show, but what they accomplish.

• Competence is about results: what they are able to do with their skills and behaviors.

Competency-Based Learning and Assessment (CBLA) asks that…

…students show mastery of their learning by independently applying what they have learned by drawing on a cluster of skills, knowledge, behaviors & abilities in an authentic and novel way.…our assessments and feedback support that work.

Competencies & CCSS

We can think of the competencies as a synthesis of the CCSS

Competencies + Reading CCSS

INFER, INTERPRET & EXPLAIN

1. Draw inferences from text

with evidence.

2. Determine central ideas

and key details.

3. Analyze ideas across

the text.

Why Competencies?

• Living in the 21st Century World

Why Competencies?

• Living in the 21st Century World

• Flexible, personalized learning that can be customized to each student

Why Competencies?

• Living in the 21st Century World

• Flexible, personalized learning that can be customized to each student

• Relevance and engagement

Why Competencies?

Relevance & Engagement

“[Literacy] instruction must have value in these young people’s current time and space if it is to attract and sustain their attention. It must address their issues and concerns in a way that will lead them to examine their own lives.”

-Alfred Tatum (author of Teaching Reading to Black Adolescent Males: Closing the Achievement Gap)

Possible Competencies• ATTEND, EXAMINE & DISCERN View, read, and listen with focused attention to what matters. Examine closely and methodically, discerning important though easily overlooked details and patterns. • QUESTION & INVESTIGATEAsk and refine a researchable question, design a valid experiment or inquiry, and gather appropriate information to complete the inquiry. • INFER, INTERPRET & EXPLAINDevelop powerful meanings, models, and theories based on evidence and analysis. • CONSTRUCT & CRITIQUE ARGUMENTSBuild a case for and defend conclusions reached, based in sound logic and valid evidence. Question and critique the arguments of others, as warranted.

• COMMUNICATEMake ideas and information understood, mindful of audience, purpose, and setting.

• PLAN, ASSESS & ADAPT Frame and clarify goals, and make deliberate plans for how to achieve them. Seek and obtain feedback and assess progress; make adjustments, as needed, to achieve goals.

• COLLABORATE Work effectively with others to achieve common goals.

• IMAGINE, ENVISION & INNOVATEDevelop new and helpful ways of looking at opportunities, challenges, and problems.

Competency Materialsby subject area

Go to Link: cfn101-izone.wikispaces.com/cbla

• Competencies 2.4• ELA, Social Studies, Science Competencies

Competency Materials: Rubrics

Go to Link: cfn101-izone.wikispaces.com/cbla• Communicate Rubric Frame• Plan Rubric Frame• Investigate Rubric Frame & Rubric

UbD

• Take a look at the template:

-Where are you feeling strong? -What areas feel puzzling or difficult?

UbDStage 1: TMA

• Transfer (T): What do you want them to be able to do with the content - independently and in a new context?

• Meaning (M): What kinds of understandings do you want them to have and what kind of thinking do you want them to do?

• Acquisition (A): what specific knowledge and skills do they need to be able to make meaning and transfer?

UbD Stage 2: AssessmentsTransfer/Performance Tasks

• Performance Task=Transfer Task

• What are notable characteristics of transfer tasks?

UbD Stage 2: AssessmentsThe 2-Question Validity Test

• Could students do the assessment(s) well but not really have mastered or understood the content?

• Could students do poorly on the assessment(s) but really have mastery of the content in question?

Worktime: UbD or Rubric Work

Resource Reminder:• Competencies• Competencies by subject area• Rubric frames and rubric• CCSS• Performance Tasks

*Suggested Break-out Group: create a rubric for ‘Argue’

Stage 3: Learning PlanGeneral Ideas

• Transfer, Meaning-Making and Acquistion woven throughout

• Aligns with Stage 1 & Stage 2

• Is flexible

Stage 3: Learning PlanConsidering Scaffolds

Think about scaffolding on buildings we see all around NYC. What are they? What is their purpose?

What are the purposes of scaffolds?

• Specific support or guidance that enables students to achieve a task which would not be possible without that support.

• Designed to promote deeper learning when concepts and skills are first taught and are initially beyond the reach of students’ current understandings.

• Support differentiation, as students enter into learning at different levels

Kinds of Scaffolds

• Templates & guides• Sentence starters• Graphic organizers• Teacher prompts, directions, reminders,

assistance• Other?

Releasing Scaffolds

• It is important that teacher supports/scaffolds are gradually released as students become more independent.

Methods for releasing scaffolds

• Be explicit and prepare students

Methods for Releasing Scaffolds

• Be explicit and prepare students• Be deliberate about the kind of feedback you

give

Kinds of Feedback

• How we are doing in regards to reaching a goal

• Be Descriptive instead of giving advice or evaluation

“Seven Keys to Effective Feedback” by Grant Wiggins (available on the Wiki page)

Independence Rubric

1. Did with no teacher assistance2. Required only 1-2 quick reminders3. Required some directions, hints, scaffolds

and reminders4. Required Significant teacher assistance:

scaffolded prompting, directions, reminders5. Even with considerable teacher assistance,

could not complete task

Methods for Releasing Scaffolds

What can you try in your classroom with this goal in mind?

Stage 3: Learning Plan2-Question Validity Test

• Could the students do all of the activities/lessons but not really be able to explain/justify/infer meaning or transfer their learning as demanded by assessments in Stage 2?

• Could students fail to do all the activities but still be able to do the assessments that require higher-order thinking & meaning-making?

Worktime:Continued

Resource Reminder:• Competencies• Competencies by subject area• Rubric frames and rubric• CCSS• Performance Tasks

UbD Checklist Transfer and meaning goals are aligned with competencies, standards

Assessments provide multiple opportunities to formatively and summatively assess outcomes in Stage I

Summative assessments require students to independently apply their learning in new contexts and non-routine situations

Learning activities for transfer, meaning and acquisition have been woven throughout Stage III that take into consideration students’ different levels and learning needs and styles

Learning activities emphasize high impact/high level practices that push rigor

The curriculum and assessments make a strong attempt at being relevant to students and the “real world” by incorporating purposeful audience and design, use of technology, and/or transfer and meaning outside the classroom

Sharing Protocol• Sharing Protocol: 30 minutes

• 1. Pre-Work (2 minutes)• Decide on a presenter and a facilitator• The presenter shares what s/he is hoping to get from the protocol (this is the objective of the protocol) & a focusing question for the feedback.

• 2. Presentation (2 minutes)• The presenter has an opportunity to share the work and provide the focusing question for feedback.

• 4. Examination of the work (5 minutes)• Participants look closely at the work, taking notes on where it seems to be in tune with the stated goals, and where there might be a problem. Participants focus

particularly on the presenter’s focusing question.• Presenter is silent; participants do this work collaboratively.

• 5. Pause to reflect on warm and cool feedback (1 minute)• Participants take a couple of minutes to reflect on what they would like to contribute to the feedback session.• Presenter is silent; participants do this work silently.• • 6. Warm and Cool Feedback (10 minutes)• Participants share feedback with each other while the presenter is silent. The feedback generally begins with a few minutes of warm feedback, moves on to a few

minutes of cool feedback (sometimes phrased in the form of reflective questions), and then moves back and forth between warm and cool feedback.• Warm feedback may include comments about how the work presented seems to meet the desired goals; cool feedback may include possible “disconnects,” gaps,

or problems. Often participants offer ideas or suggestions for strengthening the work presented.• The facilitator may need to remind participants of the presenter’s focusing question.• Presenter is silent and takes notes. • 7. Reflection (5 minutes)• Presenter speaks to those comments/questions he or she chooses while participants are silent.• This is not a time to defend oneself, but is instead a time for the presenter to reflect aloud on those ideas or questions that seemed particularly interesting.• Facilitator may intervene to focus, clarify, etc. • 8. Wrapping Up Any Loose Ends (3 minutes)• All participants and the presenter exchange any ideas that the protocol didn

Next Steps

What is something from today that you will commit to doing or trying in your work or classroom?

Next Steps

For 2nd CBLA workshop in February, what would be helpful to do or learn?

Feedback

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