Boot Camp ThreeUWGSpring 2015

Agenda• Write commentary for Task 2 with artifacts (videos)• Students will self-assess after writing commentary• Deep Dive into Task 3• What to think about; what to do; what to write• Underline words that are unknown and discuss• Progression of rubrics (level 1 to level 5)- what do

they notice?• Show sample for Task 3- ask students to evaluate

based on rubrics• Discuss thoughts/evaluations as a whole group• Homework- what to do and bring for the next Boot

Camp• edTPA Self-Assessment & Boot Camp Schedule

Dive Into Task 3• Look at what students should think about before

doing Task 3; underline any words or phrases that are unfamiliar.

• Read what students should do for Task 3; underline any words or phrases that are unfamiliar.

• Read what students should write for Task 3; underline any words or phrases that are unfamiliar.

• Progression of Rubrics With your elbow partner, review Rubric 11- levels 1

through 5; what do you notice about the progression? What words/phrases do you need clarification? Share with the whole group.

• Same process and discussions for Rubrics 12-15

Example of Task 3

•Prompt 1: After reading the response for Prompt 1 and reviewing Rubric 11, how would you evaluate this student’s response (remembering to base your evaluation on rubric language)?

•Read the responses for Prompts 2b & review Rubric 12.

•How would you evaluate this response based on the rubric’s language?

Task 3 rubrics

Same process and discussions: Prompt 2c with rubric 13 Prompt 3 with rubric 14 Prompt 4 with rubric 15

Next Boot Camp

Task 3 Review Bring all task 3 items to boot camp

(Assessment commentary, work samples, evidence of feedback, and evaluation criteria)

Bring laptops

Start working on Task 4

• Identify students to be highlighted and complete MATH Context for learning

•Develop formative assessment and evaluation criteria (math)

•Collect and analyze student work samples (math)

•Select 3 student work samples representing an area of struggle (math)