compiled presentation - the conference exchange · farrop**theory*of*action improvements%in%...
TRANSCRIPT
Development of the FARROP: ‘12-‐’16
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• The Formative Assessment for Students and Teachers (FAST) State Collaborative on Assessment and Student Standards (SCASS) commissioned the development of the FARROP.
• A set of ten dimensions that covered important aspects of formative assessment practice in the classroom were defined and a rubric for each dimension that describes how teaching practice evolves from beginning to expert practice was developed.
• Guidelines for conducting peer observation and self-‐assessment were created.
FARROP Theory of Action
Improvements in teaching and
learning practices
Improvements in student learning
Increased awareness of strengths,
weaknesses and quality practice
Engagement in self/peer
assessment (giver and receiver of FB)
Commitment to improve and try out
new ideas
Access to video examples of quality
formative assessment practice
Increased student role in learning
processes
Consistent and accurate
measurement of and feedback on 10
dimensions of classroom formative assessment
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The Teamü Michigan Assessment
Consortiumü Ed Roeberü Denny Chandler
ü Michigan Department of Education
ü Oakland Schoolsü Ann Arbor Public Schools
The Teamü Michigan Department of
Educationü Michigan Assessment
Consortiumü Oakland Schools
ü Valerie L. Millsü Marie Smerigan
ü Ann Arbor Public Schoolsü Anne Marie Nicoll Turner
Series Goals1. To explore and build knowledge around the use of the formative assessment process as indivisible from the daily work of planning, teaching, and reflecting.
2. To explore ways in which the work of teaching, utilizing formative assessment strategies, is enhanced with collaborative planning and reflection on instruction andstudent’s work products.
Michigan Project Logistics
S Approximately 40 Algebra I teachers in two cohortsS Ann Arbor SchoolsS 8 Oakland County Districts
S Joined via both invitation and open solicitation
S 5 full-‐day sessions over the course of the year
S Project provided video equipment, secure website for posting, paid teachers a stipend and for substitute teachers
S Modified Case Study Lesson Study professional learning model
Professional Learning Design: Blended Case Study and Lesson Study
FARROP Case Study
Modified Lesson Study
Face-to-Face Session
Enact & Record Lesson
Lesson/Video Reflection with Colleague
In-School Activities
Professional Learning Cycle
Whole Group Reflection & Synthesis
Transfer New Ideas Into Practice
New FA Dimension Reinforce and DeepenUnderstanding
10 Dimensions• Learning Goals• Criteria for Success• Tasks and Activities That
Elicit Evidence of Learning• Questioning Strategies to
Elicit Evidence of Learning• Extending Thinking During
Discourse• Descriptive Feedback• Peer Feedback• Self-‐Assessment• Collaborative Culture of
Learning• Use of Evidence to Inform
Instruction
10 Dimensions• Learning Goals• Criteria for Success1. Tasks and Activities That
Elicit Evidence of Learning• Questioning Strategies to
Elicit Evidence of Learning• Extending Thinking During
Discourse• Descriptive Feedback• Peer Feedback• Self-‐Assessment• Collaborative Culture of
Learning• Use of Evidence to Inform
Instruction
10 Dimensions• Learning Goals• Criteria for Success1. Tasks and Activities That
Elicit Evidence of Learning2. Questioning Strategies to
Elicit Evidence of Learning• Extending Thinking During
Discourse• Descriptive Feedback• Peer Feedback• Self-‐Assessment• Collaborative Culture of
Learning• Use of Evidence to Inform
Instruction
10 Dimensions• Learning Goals• Criteria for Success1. Tasks and Activities That
Elicit Evidence of Learning2. Questioning Strategies to
Elicit Evidence of Learning• Extending Thinking During
Discourse• Descriptive Feedback3. Peer Feedback• Self-‐Assessment• Collaborative Culture of
Learning• Use of Evidence to Inform
Instruction
10 Dimensions• Learning Goals• Criteria for Success1. Tasks and Activities That
Elicit Evidence of Learning2. Questioning Strategies to
Elicit Evidence of Learning• Extending Thinking During
Discourse4. Descriptive Feedback3. Peer Feedback• Self-‐Assessment• Collaborative Culture of
Learning• Use of Evidence to Inform
Instruction
Professional Learning Design: Blended Case Study and Lesson Study
FARROP Case Study
Modified Lesson Study
Face-to-Face Session
Enact & Record Lesson
Lesson/Video Reflection with Colleague
In-School Activities
Professional Learning Cycle
Whole Group Reflection & Synthesis
Transfer New Ideas Into Practice
New FA Dimension Reinforce and DeepenUnderstanding
MiPlace -‐ eTools to Support Learning and Collaborationwww.miPlacek12.orgLearning:• Atlas Units for Samples of
High Demand Tasks• Lesson Planning Templates to
Scaffold Planning Around Rubric Indicators
Collaboration:• Focused Chat Room• Access to Other’s Lesson
Plans/Reflections and Video
Scaffolding
Descriptive Feedback Rubric: Four IndicatorsThere are four indicators to help you think about the differences within rows and across the levels. Descriptive Feedback indicators.• Purpose of the feedback (descriptive or evaluative)
• Scaffolding of next steps
• Systematic provision to all students
• Application and Internalization of feedback
Purpose
Scaffolding
Systematic
Application & Internalization
Lesson Template
Lesson Planning Template PromptFARROP Indicators
Descriptive Feedback
What are the learning goals and success criteria?
Purpose of the feedback (descriptive or evaluative)The teacher provides descriptive feedback on a specific piece of work that supports the learning goals and/or reflects the criteria for success.
What are all the ways the task can be solved? Which of these methods do you think your students will use?
What misconceptions might students have or errors might they make? What questions will you ask to uncover and/or address the misconception?
What are the critical points in the teaching-learning cycle when students will require feedback? How will feedback be given (oral/written;; individually/small group/whole class)?
Scaffolding of next stepsCorrective feedback appropriately scaffolds the next steps students are to take, pointing out one or more areas to work on, followed by a suggestion, reminder, or question to elicit further learning from the students.
Lesson Planning Template PromptFARROP Indicators
Descriptive FeedbackWhat will you hear/look for that lets you know how/what students are thinking regarding the mathematical goals for the lesson?
Systematic provision to all studentsIt is clear that the teacher has a systematic approach for providing feedback to most or all students
In what way will the teacher or students record the feedback?
When will instructional time to follow up on feedback and allow for revisions be provided?
Application and Internalization of FeedbackStudents are provided with ample structures and supports (e.g., time, feedback structures, etc.) to review the feedback, ask questions in order to internalize the feedback, or apply the feedback to their work in meaningful ways.
How will you monitor student responses to feedback, (e.g., feedback log, conferencing)?
What will you do tomorrow that builds on this lesson?
MiPlace -‐ eTools to Support Learning and Collaborationwww.miPlacek12.orgLearning:• Atlas Units for Samples of
High Demand Tasks• Lesson Planning Templates to
Scaffold Planning Around Rubric Indicators
Collaboration:• Focused Chat Room• Access to Other’s Lesson
Plans/Reflections and Video
Professional Learning Design: Blended Case Study and Lesson Study
FARROP Case Study
Modified Lesson Study
Face-to-Face Session
Enact & Record Lesson
Lesson/Video Reflection with Colleague
In-School Activities
Professional Learning Cycle
Whole Group Reflection & Synthesis
Transfer New Ideas Into Practice
New FA Dimension Reinforce and DeepenUnderstanding
Participant Reflections Around Project Goals1. Extending Knowledge and
Use of Formative Assessment
2. Beliefs Around the Importance Collaborative Planning and Reflection for Effective Teaching
Participant Reflections
Ø Review the four-‐lesson planning/reflection documents you and your partner designed this year. Work with your partner to identify two shifts you have made with respect to your formative assessment practices over the course of the year. Illustrate your ideas by referencing selections from your planning and reflection documents or video.
Students as owners of the learning
S “The second big shift is students are as much a part of the process as the teacher. Sessions 3 and 4 (Peer and Descriptive Feedback) were the most difficult for us because we never thought of how students would be more involved. Those two sessions helped us to identify ways in which students could actively use the feedback to push their growth.”
Thinking about the importance of lesson planning
S “We’re focused and specific in our lesson planning in regards to the rubric and the end goal. In the first lesson general descriptions were given for the task students would engage in and what the teacher might be looking for. By session 3 our planning included more specific language for questioning throughout the lesson/activity that would build on student understanding and thinking.”
Knowledge and Use of Formative Assessment
Thinking about effective questioning strategies
S We were a little bit scattered across the five levels of the rubric earlier on in the year, but we have seen progression to the higher levels of progressing and extending later on in the year. We felt like we were doing pretty well with the integration of questioning and using this evidence to drive the lesson in different directions based on student questions and inferences, but felt that we could progress on wait time and getting more students engaged based on these questions. The questions we asked were not as strong, where students had to actually synthesize an answer, as opposed to just answering calculation questions.
Shifts In Beliefs Around the Utility of Collaboration
Thinking about reflection and collaboration S We never talk about lessons in between teaching them.
Sometimes we meet as a department to talk about tasks we have given, but to talk about a lesson and then go back and teach it differently and then evaluate it again has been transformational. We can’t do this on a daily or even weekly basis, but it has made us more aware of what is happening in the classroom. That being said, we have developed a note taking routine that we try to complete at the end of a lesson. In the last few minutes of class we try to take quick notes to reference before the next lesson or to use at a later a date. This quick self-‐ eval has given us notes to look back on when we have a time to talk about specific lessons.”
Shifts In Beliefs Around the Utility of Collaboration
Thinking about collaboration
S “The second shift I think was concerning collaboration. We often meet with each other to discuss where we are in terms of content, but rarely get to discuss how we are teaching the content. Working together on the planning/reflection documents allowed us to bounce ideas off each other and improve upon best practice in our classroom. Just coming up with the questions we would ask the students and sharing ideas about how the questions should be phrased was extremely helpful.
Facilitator Reflections
1. FARROP Dimensions are a “just right” grain size for growing practice
2. The rubrics are useful tools3. The digital, easy access, “one
stop” web site for planning, video, and resources enabled collaboration and active participation
4. The case study – lesson study is powerful professional learning model
Arizona K-12
-‐ How We Began
Margaret Heritage partnership2010 -‐ 2013 – ADE School Improvement 2014 -‐2015 – ADE K-‐12 Standards Learning experiences with Margaret Heritage
• Review and implementation of CSAI Modules (Heritage, UCLA)
• DOE full PD for ELA and Math• DOE full day training on common
definition and understanding of formative assessment
Margaret Heritage and WestEdpartnership2015-‐2016 – Pilot online course – 7 States
• Formative Assessment Insights Course• Arizona – 15 districts, 1200
participants, 300 completed the course
Extension from FAI online course…– 6 schools/districts/ESA’s from FAI COP committed to FAST-‐ER Grant• All part of formative assessment COP from previous school year• Professional relationships already established
– Completion of all/majority of FAI– Knowledge of district/site initiatives • System commitment to Formative Assessment
-‐ Recruitment
-‐ The Roll Out• Each school/district is unique
– Unique site/district rollout as an option
• State level support – Monthly online meetings with site/district leads and ADE lead– Guidance on technology purchases, budgets, and implementation
plans
• Learning experiences with a true leader in the field– Coordination of 3-‐4 state level learning events
• 2 with Margaret Heritage and teacher guest speaker• Due to changes in the budget, a third Margaret Heritage event will culminate the grant project in the fall of 2017
• State level Formative Assessment Summit – June 23, 2017– Partner summit with Margaret Heritage and WestEd– Culminating state level Formative Assessment conference of two
years of systemic formative assessment grants/initiatives
-‐ The Roll OutCounty Education Service Agencies
Individual schools/districts
• Coconino ESA – 10 MS/HS social studies teachers
• Gila ESA – 40 individual teachers – 4 districts
• Chandler School District – 12 individual teachers, 1 coach.
• Sonoran Schools -‐ New leadership, continued 6 months, withdrew due to leadership decision, some teachers continued
• Salt River Schools – had to decline, change in leadership
-‐ The Roll Out Reality
• Common Requirements – Online or hybrid implementation of FARROP modules– Margaret Heritage (2010) book study– Teacher choice of focus on 2-‐3 FARROP rubrics– Self reflections and peer reflections utilizing FARROP rubrics– Videotaping classroom lessons
• Sharing is caring but….only if the teacher is confident about sharing their personal classroom video
– Data collection at pre, and post intervals including qualitative data
• Optional components– Optional attendance at SaturdayMargaret Heritage learning
events and Arizona Formative Assessment Summit in June 2017 (travel, mileage, and stipends included)
-‐ FAST-‐ER Grant
-‐ Current Results
• No cost extension utilized for all involved through fall 2017– Pre-‐data has been collected.– Initial/starting points from self and peer reflection data collected on 2-‐3 specific rubrics.
• June 23-‐ Arizona Formative Assessment Summit
-‐ Lessons Learned• Site level leadership support is critical to advance the common
language, understanding and implementation of FA.
• Having the chance to come together as a full project with Margaret Heritage took learning to completely new heights!
• It is critical that the site/district leadership team and DOE work as a community of practice.
• It is critical that implementation decisions made by each site/district are valued and supported by the DOE.
• A state level agency can positively influence implementation of best practices through a COP and partnership with site/district leaders.
-‐ Looking Forward
• Continued work with site/district COP members, WestEd, and Margaret Heritage as a state level partnership.
• Continued collaborative grant opportunities with WestEd.
• Look for additional funding sources to continue implementation of FAI,FARROP and a hybrid of both.
• Continued focus on FA as a state DOE.
Discussant: Cindy Ziker, Ph.D.June 28, 2017
Field Testing the CCSSO Formative Assessment Educator Reflection Tool
• Michigan’s formative assessment initiative targeted Algebra 1 teachers in multiple districts and included a partnership between Oakland Schools and the Michigan Assessment Consortium;• Utah worked with 23 team leaders in 13 districts and charter schools from across the state to provide video modules on feedback, questioning and metacognitive strategies;• Arizona extended a formative assessment community of practice that implemented the FARROP in 2 ESA’s and 1 LEA’s;• Maryland’s ‘Formative Assessment for Maryland Educators’ (FAME) initiative supports a statewide peer coaching structure that uses the FARROP for three cohorts of educators.
Recap of this presentation:
• Michigan: o Blended Case Study and Lesson Study Profession Learning Model focusing on using 4/10 FARROP Dimensions in mathematics classrooms (Algebra I)
o Support for transfer of new FA strategies into practice via aligned lesson planning template, collaboration, and video artifacts.
• Utah:o Teachers are empowered when given the opportunity to review and reflect on their instruction. o Peer-‐to-‐peer review and reflection is creating new opportunities for collaboration.
• Arizona:o Different approaches to implementation were specific to the needs of the site/district. Implementation models were supported by FA project lead and coaches for some models.
o Retention of participants was extremely high. We believe this was because this was seen as a continuation of learning from the previous schools years focus on FAI pilot online course.
o Developing a trusting COP is critical. As is site leadership support and involvement in new learning
• Maryland:o Tight but loose model allowed districts and schools to customize work to their goals, needs, and local context-‐ a narrow focus, either on the peer coaching model itself or a dimension, lead to a more successful implementation
o The common FAME foundation served as a basis for support, collaboration, and problem solving.
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