learning intentions for today
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Bergenfield Public Schools New Teacher Academy April 11, 2011 Formative Assessment: The Five Key Areas. “Formative Assessment has the power to produce unprecedented improvements in student achievement in our schools.” Dylan Wiliam. Learning Intentions for Today. - PowerPoint PPT PresentationTRANSCRIPT
Bergenfield Public Schools New Teacher Academy
April 11, 2011Formative Assessment:
The Five Key Areas
““Formative Assessment has the Formative Assessment has the power to produce unprecedented power to produce unprecedented
improvements in student improvements in student achievement in our schools.”achievement in our schools.”
Dylan WiliamDylan Wiliam
Learning Intentions for Today
Gain an understanding of formative assessment and summative assessment
Learn the 5 key areas of formative assessment and how formative assessment moves learning forward
Experience formative assessment techniques
Enter Card
What do you know about formative assessment?
What would you like to come away with from this presentation?
Think, Jot, Pair, Share
Assessment MemoryClassroom Practices
Formative Assessment Is…Formative Assessment Is…A process of accumulating information about a student’s progress to help make instructional decisions that will improve his/her understanding and achievement levels.
Depicts student’s life as a learner
Used to make instructional adjustments
Alerts the teacher about student “early warning signs”
Allows students to build on previous experiences
Provides regular feedback
Provides evidence of progress
Aligns with instructional/curricular outcomes
5 Key Areas5 Key AreasImportance of stating learning intentions & modeling criteria for success
Questioning for understanding
Eliciting feedback to monitor and adjust instruction
Developing the self-directed learner
Common assessments
Learning Intentions
Learning Targets
Goals
Objectives
Essential Learning
Content Standards
Benchmarks
“If we don’t begin with clear statements of the intended learning, we won’t end with
sound assessments.”
Stiggins, Arter, J.Chappuis, S. Chappuis 2006
Learning Intentions
Focus on student learning rather than product/activity
Stated at the beginning of the lesson
Used to refocus during the lesson
Used to assess at the end of the lesson
Plan for future lessons
Characteristics of High Quality Learning Intentions
Focus on what will be learned rather than what will be doneFocus on “active learning” rather than imparting knowledgeAre lesson sizedStated in an age-appropriate and student friendly languageSMART Goals- small, measurable, achievable, realistic, and time-limited
Transform this learning target into a student friendly version
Students will compare and contrast elements of text.
Age: 9 years old/4th grade
It may sound like this…
I can identify and describe similarities and differences between the characters, setting, problems and solutions of the stories.
Teaching 7th graders how to make good inferences
Define the word inference.
Student friendly language: “ I am learning to make good inferences. This means I can use information from what I read to draw a reasonable conclusion.”
Stiggins, Arter, J.Chappuis, S. Chappuis-Classroom Assessment for Student Learning, 2006
How might the same learning intention be stated for 2nd graders?
“ I can make good inferences. This means I can make a guess that is
based on clues.”
BenefitsTeachers
Identify what to assess
Intentional teaching
Curriculum alignment
Streamline content
Clear and well defined learning targets foster assessments that measure exactly what is being learned
Students
Must know where they are going in their learning
Need clear and well defined targets in oder to get a “bull’s eye”
Understand expectations
Know how to progress toward learning target
“When students understand the intended learning, they are set up
for productive self-assessment and goal setting.”
Stiggins, Arter, J Chappuis, & S. Chappuis
Success Criteria which helps identify expectations for students
Clear verbal statements
Visual supports/examples
Modeling of both weak and strong work
Modeling the process with students as guided practice
Built in time for discussion and clarification
Sample Learning Intentions Sample Learning Intentions ActivityActivity
“We learn:10% of what we read,20% of what we hear,30% of what we see,50% of what we hear and see,70% of what is discussed with others,80% of what we experience personally, and95% of what we teach to someone else.”
William Glasser
Promoting Student Learning through Quality Questioning
Quality Questions are seldom by Chance!
Introducing… DALTON
Research on Teacher Questioning Behavior
What do we know about teacher questioning behavior?
Teachers estimated that they ask 15 questions in every 30 minutes.
When observed, the data showed that teachers asked 50.6 questions.
How many questions do your students ask?
Teachers reported that students in their classes were asking about 10 questions in 30 minutes.
Observers found that students only posed 1.8 questions in 30 minutes.
What questions will “hook” students’ interests about content and skills?
What are the characteristics of effective questions?
1. Questions are purposeful.
One common context for classroom questions is recitation.
Usually low level questions
Students are rarely engaged in deep thinking about a topic.
Purpose of recitation questions is to…
Review for a test
Comprehension of a passage
Homework completion
Cueing students on important content
Get students to talk
Opportunities for drill and practice
Modeling good questioning
Recall of information
Another classroom context for questioning is discussion
Practice to think out loud
Respect diverse points of view
Improve listening skills
Provide opportunities to support students’ ideas
Students make connections that will move information to long term memory
2. Quality Questions have a clear content focus.
When constructing questions that have a clear content focus just remember…
“What’s worth teaching”
4. Quality Questions are Clear and Concise
Do students know what the teacher is asking?
Is the question grammatically correct?
Does the question have a single focus?
3. Quality Questions Engage Students at Varied and Appropriate Cognitive Levels.
Bloom’s Taxonomy
Level 3-Create
Level 2- Use
Level 1-Recall
Johnny the Bagger activity
“Crossroad Questions”
“Can I go on with the lesson?”
Questioning ExampleIn which of the following diagrams is one
quarter of the area shaded?
A B C D
Professor Dylan Wiliam, ETS EUROPE July 2006
If every student responded A,B and D, the teacher can move on with the lesson. There is evidence that the students have an understanding of the concept.
4G’s Geometry Lesson
How can teachers respond when students respond
incorrectly?
Why is Wait Time so important?
Thinking takes timeOpens up the possibility of multiple answersFosters greater participation Answers often involve a 5 step process: listen to question, understand what is being asked, answer to self, answer out loud, rethink or revise question.
WAIT TIME 1-
The amount of time elapsed from posing the question and the student response
WAIT TIME 2-
The amount of time elapsed from the student response and the next spoken word (Teacher or Student)
Engaging All Students
All student response techniquesABCD and True/False Cards
No Hands Up
Popsicle Sticks
Whiteboards/ communicators
Think, Pair, Share/Turn &Talk
Testing Miss MalarkeyBy: Judy Finchler
ABC Activity- Recap
Feedback Skits
“To be formative, assessment must include a recipe for future
action.”Dylan Wiliam
Research Study- Israel
264 low and high ability grade 6 students in 12 classes in 4 schools; analysis of 132 students at the top and bottom of each class
Same teaching, same aims, same teachers, same class work
Three kinds of feedback: scores, comments, scores +comments
{Butler(1988) BR.J. Educ. Psychol.,58 1-14}
Research Study
Which group demonstrated gains?
A. Grade only
B. Comments only
C. Grade and comments
B. Comments only is the correct answer.
Formative Feedback
Identifies where the student is now
Identifies where the student needs to go
Compares the two levels and provides information about the gap
Provides a mechanism to close the gap
Feedback Strategies
Timing- Hear it and use it
Mode-Oral, written, demonstration
Audience- “Know your audience and talk with him/her or them.”
Amount- “ The Goldilocks Principle”
How to Give Effective Feedback
Focus feedback on task, process, self-regulation.
For example: “I saw you go back and rewrite that sentence. After you changed it, it reads better, doesn’t it?” “Why did you revise?”
Focus feedback on lesson objective
Use self-referenced feedback“Did you notice your wrote a complete paragraph? You had trouble with this in the last assignment.”
Continuation of Effective Feedback
Descriptive, non judgmental
Positive, not negative
Select 1 or 2 points and suggest small steps for improvement.
For example-”Next time you write a paragraph, try to make the last sentence a closing of the previous sentences.”
Check for understanding of feedback“Can you tell me the steps to take when solving a math word problem?”
Feedback Techniques
Dots on assignments
Red, yellow, green markers for homework
Focused grading based on students’ needs and teacher’s priorities
Two stars and a wish
Comment only marking
+, -, =
Assessments to ShareAssessments to Share
Developing the Self-Directed Learner
Student-led conferences
Problem-based learning tasks
Rubrics
Debriefing for learning
Self-reflection: learning logs, exit passes, 1-2-3 cards
As the Geese FlyAs the Geese Fly
Facts and Lessons for
Collaboration
Student-Led Conferences
Student-led conferenceRole-play
Fashion Designer for a DayFashion Designer for a Day
Teacher Testimonials“I am currently using white-boards
EVERYDAY in math. I love it and the kids want to do it for hours!” Marissa- 2nd Grade
Teacher“I use colored dots on their writing
assignments so that I can monitor who needs help in the small group setting without having
them ask in front of a group.” Nicole- 5th Grade Teacher
“I use the technique where kids put their heads down and raise their hands when their answer is called out. It always give me a quick
snapshot of who understands what we are doing.” Ellinor- 4th Grade Teacher
“I’ve moved down to Kindergarten, but I am still using many of the techniques for feedback such as white-boards, exit cards, and popsicle sticks. I think once you are used to it, it just becomes part of what you do. Now, I really need to have this information to move on.” Linda - Primary Teacher
“Formative assessment practices definitely inform my decision making when I am both planning and teaching lessons. For example, based upon children’s responses when doing heads down hands up, I know if the class is ready to move on or needs further reinforcement. If only a few kids consistently have wrong answers, then I know I need to provide extra help for them.” Melissa- 3rd Grade Teacher
Formative Assessment Formative Assessment refines what we are already refines what we are already doing (learning intentions, doing (learning intentions,
questions, and feedback) in questions, and feedback) in the interest of student the interest of student
learning.learning.
Summary & Recap
On-going Assessment:
A Diagnostic Continuum
What’s Next?
Creating an Action Plan
Mr. DeVore’s Do-Overby: David Puckett
COACH WOODEN ON SUCCESS