oak ridge schools teacher-leader conference

Oak Ridge SchoolsTeacher-Leader Conference

Wil [email protected] or

[email protected]

mailto:[email protected]

mailto:[email protected]

How you doin’?

Tribes, Jeanne Gibbs

If you were going to explain DI…• What are the most important big ideas?

• What are the benefits?

• What are some of the details?

To present your conclusions, you may:1. Write a letter to parents and/or teachers2. Make a flow chart or complete bulleted list3. Draw pictures to express your beliefs 4. Make a mind map of ideas

Consider the next 2 slides as you form your answers.

Differentiated Instruction

Defined“Differentiated instruction is a teaching philosophy based on the premise that teachers should adapt instruction to student differences. Rather than marching students through the curriculum lockstep, teachers should modify their instruction to meet students’ varying readiness levels, learning preferences, and interests. Therefore, the teacher proactively plans a variety of ways to ‘get at’ and express learning.”

Carol Ann Tomlinson

Differentiation Is a teacher’s response to

learner’s needsShaped by mindset & guided by general principles of differentiation

Continual assessment

Teachers can differentiate through

Content Process Product Affect/Environment

According to students’

Readiness

Through a variety of instructional strategies such as:

RAFTS…Graphic Organizers…Scaffolding Reading…Cubing…Think-Tac-Toe…Learning Contracts…Tiering… Learning/Interest Centers… Independent Studies….Intelligence Preferences…Orbitals…

Complex Instruction…4MAT…Web Quests & Web Inquiry…ETC.

Respectful tasks

Flexible grouping

Quality Curriculum

Bldg. Community

Interest Learning Profile

Designing a Unit or Lesson

Think of a unit on which you will work.

Work on the unit as a whole, or a specific lesson within the unit.

Designing a Unit or LessonThink of a unit on which you will work.

Work on the unit as a whole, or a specific lesson within the unit.

Step 1: Develop KUDs• What standards are being addressed?• Unpack the standards: As a result of

learning, what should students now– Know– Understand– Be able to Do

Down and Dirty with KUDsKnow – Facts, vocabulary, steps to a procedure,

formulas, dates, names. Things I can look up.

Understand – Big ideas written as complete sentences. Understandings should be written so that they can be preceded by “Students will understand THAT…” Make sure these are conceptual issues that grow over time!!

Do – The skills and abilities of the unit. These are NOT lesson plans, but what students should now be able to do as a result of the learning in the unit!

Designing a Unit or Lesson

Step 2: Think about Assessment• How will you know the students Know,

Understand and are able to Do at the end of the unit?– What is acceptable evidence?– Can or should it be differentiated?– On what basis should it be differentiated?

• Readiness?• Interest?• Learning Profile?

Down and Dirty with Summative Assessment or Product

A means to determine a student’s mastery andunderstanding of information, skills, concepts, orprocesses.

• Should reflect formative assessments that precede it, but those are designed after the summative is designed

• should match material taught• may determine student’s exit achievement• may be tied to a final decision, grade or report• should align with instructional/curricular

outcomes• may be a form of alternative assessment

MapDiagramSculptureDiscussionDemonstrationPoemProfileChartPlayDanceCampaignCassetteQuiz ShowBannerBrochureDebateFlow ChartPuppet ShowTour

LectureEditorialPaintingCostumePlacementBlueprintCatalogueDialogueNewspaperScrapbookLectureQuestionnaireFlagScrapbookGraphDebateMuseumLearning CenterAdvertisement

Book ListCalendarColoring BookGameResearch ProjectTV ShowSongDictionaryFilmCollection

Trial

Machine

Book

Mural

Award

Recipe

Test

PuzzleModelTimelineToyArticleDiaryPosterMagazineComputer ProgramPhotographsTerrariumPetition DriveTeaching LessonPrototypeSpeechClubCartoonBiographyReviewInvention

A good product is not just something students do for enjoyment at the end of the day.

It must cause students to think about, apply, and even expand on all the key understandings and skills of the learning span it represents.

Designing a Unit or LessonStep 3 or 4: Design a specific lesson – repeat as

desired for more lessons!• Choose one lesson from within the unit. What

will you address in this lesson from the KUD list?

• How will you design the learning experience?– Should there be whole class, direct instruction?– What strategies will be effective for the content?– What activities will engage students and give

ownership for the content?– How should it be differentiated?

Designing a Unit or LessonStep 3 or 4: Design Pre-assessment or Formative

assessments• What needs to be addressed from the KUD on

the assessment?• What format should the assessment take?

– How will students be able to best show what they know?

– How should it be differentiated?

Down and Dirty with Lesson Design

Make sure what you are designing DIRECTLY ADDRESSES an area on you KUD list!!

Readiness? Consider Tiered activity, Scaffolding or Compacting.

Learning profile? Consider Multiple Intelligences, Sternberg’s Triarchic Theory (Analytical, Practical, Creative) or Modality.

Interest? Consider creating options of EQUAL rigor and requirments.

Strategies? Remember RAFT, Contracts, Think Dots or Cubing… and everything else you already do with new DI eyes.

Designing a Unit or LessonStep 4 or 3: Design Pre-assessment or Formative

assessments• What needs to be addressed from the KUD on

the assessment?• What format should the assessment take?

– How will students be able to best show what they know?

– How should it be differentiated?– Will it be graded? If so, on what criteria?

Down and Dirty with Pre-Assessments

Any method, strategy or process used to determine a

student’s current level of readiness or interest in order to plan for appropriate instruction.

• provides data to determine options for students • helps determine differences before planning• helps teacher design activities that are

respectful and challenging• allows teachers to meet students where they are• identifies starting point for instruction• identifies learning gaps• makes efficient use of instructional time

Common Types of Readiness or Pre- Assessments• Individual K-W-L Check

• Pre-test• Skills Check• Misconception check• Writing samples or journal with prompt• Mind mapping (graphic organizer)• Checklist through observation, cruising• Student products and work samples• Interviews or oral defense• Draw what you know• Anticipation/reaction guide• Informal Q and A• Frayer Model (consider 1-page portfolio format for unit)

Down and Dirty with Formative Assessments

• A process of accumulating information about a student’s progress to help make instructional decisions that will improve his/her understandings and achievement levels.

• Depicts student’s life as a learner• used to make instructional adjustments• alerts the teacher about student misconceptions• “early warning signal”• allows students to build on previous experiences• provides regular feedback• provides evidence of progress• aligns with instructional/curricular outcomes

THINKING ABOUT ON-GOING ASSESSMENT

STUDENT DATA SOURCES1. Journal entry2. Short answer test3. Open response test4. Home learning5. Notebook6. Oral response7. Portfolio entry8. Exhibition9. Culminating product10. Question writing11. Problem solving

TEACHER DATA MECHANISMS

1. Anecdotal records2. Observation by checklist3. Skills checklist4. Class discussion5. Small group interaction6. Teacher – student

conference7. Assessment stations8. Exit cards9. Problem posing10. Performance tasks and

rubrics 21

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Two Views of Assessment --

Assessment is for:GatekeepingJudgingRight AnswersControlComparison to

othersUse with single

activities

Assessment is for:

NurturingGuidingSelf-ReflectionInformationComparison to

taskUse over multiple

activities 22

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assessments servedifferent purposes…

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Assessment in a Differentiated Classroom

• Assessment drives instruction. (Assessment information helps the teacher map next steps for varied learners and the class as a whole.)

• Assessment occurs consistently as the unit begins, throughout the unit and as the unit ends. (Pre-assessment, formative and summative assessment are regular parts of the teaching/learning cycle.)

• Teachers assess student readiness, interest and learning profile.

• Assessments are part of “teaching for success.”• Assessment information helps students chart and

contribute to their own growth.• Assessment MAY be differentiated.• Assessment information is more useful to the teacher than

grades.• Assessment is more focused on personal growth than on

peer competition.

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Use Pre- Formative and Summative Assessments

Pre and Formative Assessment (Assessment FOR Learning)

• Assessment occurring before and during the process of a unit or a course. During the formation of a concept or item. Answers question: How are students doing? What are they learning? What misconceptions do they have?

• Quiz, teacher observations, mid-unit test, one-minute essay

• Gives feedback to either the teacher or student (or both) on what revisions to make to teaching or to student work.

Summative Assessment • (Assessment OF Learning)

• The assessment done at the end of a unit, course, grade level. Provides a final summation of learning.

• End of chapter, final exam, final draft of writing portfolio, senior exhibition.

• The adding-up or summary stage. Summarizes the learning for both the teacher and the student.

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Formative assessment critical

• We do too much “testing” and not enough “feedback giving”– The research is clear: lots of formative assessment

and opportunities to use it is key to the greatest gains in learning, as measured on conventional tests

• See Black and Wiliam, “Inside the Black Box” in the Kappan; and How People Learn, Bransford et al.

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Some teacherstalk about---

LEARNING

Some teacherstalk about---

GRADES

ONGOING ASSESSMENT

VS.

• Can these two coexist peacefully?• Should one receive emphasis over the other?

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With your group, take 5 to discuss the reasons you assess students.

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“Assessment is today’s means ofunderstanding how to modifytomorrow’s instruction.”

Carol Tomlinson

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Take a moment to list some ways you typically assess students in your classroom.

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“Assessment should always havemore to do with helping studentsgrow than with cataloging theirmistakes.”

Carol Tomlinson

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Most teachers assess students at theend of an instructional unit or sequence.

When assessment and instruction areinterwoven, both the students and theteacher benefit. The next slide suggestsa diagnostic continuum forongoing assessment.

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On-going Assessment:A Diagnostic Continuum

Pre-assessment(Finding Out)

Formative Assessment(Keeping Track & Checking -up)

Summative Assessment(Making sure)

Feedback and Goal Setting

Pre-testGraphing for GreatnessInventoryKWLChecklistObservationSelf-evaluationQuestioning

Conference Exit CardPeer evaluation Portfolio Check3-minute pause QuizObservation Journal EntryTalkaround Self-evaluationQuestioning

Unit TestPerformance TaskProduct/ExhibitDemonstrationPortfolio Review

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Pre-assessment Is...Any method, strategy or process used to determine astudent’s current level of readiness or interest in order toplan for appropriate instruction.

• provides data to determine options for students • helps determine differences before planning• helps teacher design activities that are respectful

and challenging• allows teachers to meet students where they are• identifies starting point for instruction• identifies learning gaps• makes efficient use of instructional time

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Pre-Assessment• What the student already knows about what is being

planned• What standards, objectives, concepts & skills the individual

student understands• What further instruction and opportunities for mastery are

needed• What requires re-teaching or enhancement• What areas of interests and feelings are in the different

areas of the study• How to set up flexible groups: Whole, individual, partner,

or small group

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Common Types of Readiness or Pre- Assessments

• Individual K-W-L Check• Pre-test• Skills Check• Misconception check• Writing samples or journal with prompt• Mind mapping (graphic organizer)• Checklist through observation, cruising• Student products and work samples• Interviews or oral defense• Draw what you know• Anticipation/reaction guide• Informal Q and A

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Telling Time

• Make a list of the 1st grade children and what you think the data tells you about their knowledge of telling time and clocks.

• Think about the children whose clocks you reviewed. Who needs what?

• How will you plan for their instruction?

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Formative Assessment Is...

A process of accumulating information about a student’sprogress to help make instructional decisions that willimprove his/her understandings and achievement levels.

• Depicts student’s life as a learner• used to make instructional adjustments• alerts the teacher about student misconceptions “early warning signal”• allows students to build on previous experiences• provides regular feedback• provides evidence of progress• aligns with instructional/curricular outcomes

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Ongoing Assessment StrategiesWork alone or with a partner.

• Read over the examples in the next 12 slides.

• Make note of any questions you may have.• How could you use these strategies to

drive instruction? • How will ongoing assessment help you

teach for success?• Note: Homework and quizzes are not

included in the slides, but would certainly be considered formative assessment.

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THINKING ABOUT ON-GOING ASSESSMENT TO CHECK

FOR DAILY UNDERSTANDINGSTUDENT DATA SOURCES

1. Journal entry2. Short answer test3. Open response test4. Home learning5. Notebook6. Oral response7. Portfolio entry8. Exhibition9. Culminating product10. Question writing11. Problem solving

TEACHER DATA MECHANISMS1. Anecdotal records2. Observation by checklist3. Skills checklist4. Class discussion5. Small group interaction6. Teacher – student

conference7. Assessment stations8. Exit cards9. Problem posing10. Performance tasks and

rubrics

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Squaring OffWhole Group Assessment1. Place a card in each corner of the room with one of the

following words or phrases that are effective ways to group according to learner knowledge.

Rarely ever Sometimes Often I have it!Dirt road Paved road Highway Yellow brick road2. Tell the students to go to the corner of the room that

matches their place in the learning journey.3. Participants go to the corner that most closely matches

their own learning status and discuss what they know about the topic and why they chose to go there.

Gregory, G.H. & Chapman, C. (2001). Differentiated Instructional Strategies: One Size Doesn’t Fit All. Thousand Oaks CA: Corwin Press.

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Yes/No Cards• Using a 4x6 index card the student writes YES on one

side and NO on the other.• When a question is asked the students hold up YES or

NO.1. Ask the students if they know the following vocabulary

words and what they mean.2. Call out a word. If a student is holding a YES they may

be called on to give the correct answer.3. Remind them that if they don’t know the words it is OK

because they will be learning them.4. You can do the same thing with conceptual ideas, etc.

YESNO

Gregory, G.H. & Chapman, C. (2001). Differentiated Instructional Strategies: One Size Doesn’t Fit All. Thousand Oaks CA: Corwin Press. 55

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Thumb It!• Have students respond with the position of their

thumb to get an assessment of what their current understanding of a topic being studied.

• Where I am now in my understanding of ______?

Up Sideways Down Full Speed Ahead! Slow Down, I’m getting Stop! I’m lost.

confused.

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Fist of FiveShow the number of fingers on a scale,

with 1 being lowest and 5 the highest.

Ask, How well do you feel you know this information?

5. I know it so well I could explain it to anyone.

6. I can do it alone.7. I need some help.8. I could use more practice.1. I am only beginning.

Gregory, G.H. & Chapman, C. (2001). Differentiated Instructional Strategies: One Size Doesn’t Fit All. Thousand Oaks CA: Corwin Press. 57

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Assessment Strategies to Support Success

1. Whip Around: Assessment)• Teacher poses question• Students write response• Students read written responses rapidly, in

specified order.• Teacher takes notes• Develop closure / clarification / summary

2. Status checks: (Assessment)• Thumbs up/thumbs down/ wiggle palm• Colored cards (red, green, yellow)• Windshield–

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3. Quartet Quiz: (Assessment)– Teacher poses question– Students write/prepare response– Students meet in quads and check answers– Summarizer reports, “We know/ We wonder”– Teacher records on board– Closure/clarification/next steps


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4. Jigsaw Check: (Review/Assessment)• Teacher assigns students to groups of 5-6• Teacher gives each student a question card, posing a Key

understanding question• Students read their question to group• Scorecard Keeper records # of students for each question who

are:• Really sure• Pretty sure• Foggy• clueless

• Students scramble to groups with same question they have/prepare solid answer

• Go back to original groups, share answers• Re-read questions• Re-do scoreboard• Report before and after scoreboards


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Directions: Complete the chart to show what you know about Civil Rights.

Write as much as you can.

Definition Information

Examples Non-ExamplesPatriotism

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WORDS

Variables

PICTURE

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Journal Prompts for Ongoing Assessment

A. Write a step by step set of directions, including diagrams and computations, to show someone who has been absent how to do the kind of problem we’ve worked with this week.

B. Write a set of directions for someone who is going to solve a problem in their life by using the kind of math problem we’ve studied this week. Explain their problem first. Be sure the directions address their problem, not just the computations.

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Teacher prepared pretests KWL charts and other graphic organizers Writing prompts/samples Questioning Guess Box Picture Interpretation Prediction Teacher observation/checklists Student demonstrations and discussions Initiating activities Informational surveys/Questionnaires/Inventories Student interviews Student products and work samples Self-evaluations Portfolio analysis Game activities Show of hands to determine understandingDrawing related to topic or content Standardized test information Anticipation journals

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Product or Summative Assessment Is...

A means to determine a student’s mastery andunderstanding of information, skills, concepts, orprocesses.

• Should reflect formative assessments that precede it

• should match material taught• may determine student’s exit achievement• may be tied to a final decision, grade or report• should align with instructional/curricular

outcomes• may be a form of alternative assessment 65

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Authentic Performance Assessment

• The most effective performance assessments are developed to show transfer of learning in the most “real world” or authentic tasks.

• In a unit, the authentic performance assessments should assess the understandings as much as possible. That may mean two or three small authentic assessments during or one large assessment at the end of the unit.

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Borrowing from UbD…Scenarios for Authentic Tasks•Build assessments anchored in authentic tasks using GRASPS:– What is the Goal in the scenario?– What is the Role?– Who is the Audience?– What is your Situation (context)?– What is the Performance challenge?– By what Standards will work be judged in the

scenario?

SPS

GRA

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Social Studies Scenario Example for an Authentic Performance Task

– Your goal is to determine why the urban riots of the late 60's happened. You are one of many august members of an LBJ appointed panel, the Kerner Commission, who must report to the president and the country on why the violence happened and what can be done about it.

– You will produce a collective report that must be thoughtful, thorough, and clearly presented. Your personal contribution will be judged through journal entries, observations of work and discussion, and sections of writing you produce.

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Checks for Understanding for Self Assessment

• Student rubric• Check list• Journal entries for reflection• Informal checks for understanding

-Hand signals-Index card summaries and questions (3-2-1, big ideas of lesson, something you don’t fully understand.-Think and draw

• Web or concept map• Two minutes essay

Grading &Differentiation

IrreconcilableDifferences?

What is a Grade????“…a grade (is)…an inadequate

reportof an imprecise judgmentof a biased and variable judgeof the extent to whicha student has attainedan undefined level of masteryof an unknown proportionof an indefinite amountof materials

Paul Dressell,Michigan State University

Grading Practices How do learners benefit from a grading system that reminds everyone that

students who speak English as a second language do not perform as well as students without disabilities or for whom English is not their native tongue?

What do we gain by telling our most able learners that they are “excellent” on the basis of a standard that requires modest effort, calls for no intellectual risk, necessitates no persistence, and demands that they develop few academic coping skills?

In what ways do our current grading practices motivate struggling or advanced learners to persist in the face of difficulty?

Is there an opportunity for struggling learners to encounter excellence in our current grading practices?

Is there an opportunity for advanced learners to encounter struggle in our current grading practices?

Tomlinson

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Too often, educational tests, grades, and report cards are treated by teachers as autopsies when they should be viewed as physicals.(Reeves 2000, 10)

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To Untangle the Grading KnotWe need to consider two elements:1) Best practice grading2) Grading issues of particular concern in a differentiated classroom

Unless we understand both (and their interrelationship) we’ll stay tied in a knot!

Principles of Effective Grading & Reporting

Principle #1

• It’s unwise to over-grade student work

To Avoid Over-Grading

• Never grade pre-assessments– Students have had no opportunity to learn

• Grade on-going assessments sparely– Students need opportunity to practice, analyze work, &

learn from errors in a safe context• Use summative assessments as primary data for

grading– Make sure assessments are squarely focused on the

criteria specified to students


Principle #2

Grades should be based on clearlyspecified learninggoals

Clear Learning Goals Are:

• Known to the student and teacher throughout the learning cycle

• Essential rather than tangential or trivial• The unambiguous focus of assessments• The focus of feedback


Principle #3

Grades should becriterion-based,not norm-based

In Norm-Based Grading SystemsThe Human Factor Suffers:• There will necessarily be winners

and losers competing for scarce rewards.

• The implications for learning environment are predictably negative.

• The outcomes for both struggling and advanced learners carry high negatives as well.

In Norm-Based Grading SystemsClarity of Communication Suffers• A student might receive an “A” for being the best

performer in a group of low performers. An “A” thus becomes the “best worst.”

• A student might make a “C” despite quality work because the group of students is so strong. A “C” then begins to mean, “Knows the stuff, but doesn’t look so great compared to

the others.”

Using a Criterion-Base for Grading

• Makes the meaning of grades clearer

• Removes the need for winners and losers

• Helps align instruction & grading

Principles of Effective Grading and Reporting

Principle # 4

Data used for gradingmust be valid (measurewhat we intend to measure). That is, the data must be free of “Grade Fog.”

Measure What you Mean to Measure

• If you want to determine a student’s ability to demonstrate the relationship between density & buoyancy, results shouldn’t be clouded by:– Lack of proficiency in writing in English– A missing name on a paper– Difficulty following directions– Rewards for unused bathroom passes

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Some Standards or Criteria for Evaluating Student Work• Quality of

Understanding• Quality of

Performance• Content• Process• Quality• Result

• Accuracy• Clarity• Effectiveness• Independence• Frequency

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4 •

• Content Understanding

• Product/ Performance Quality

Implications for Rubrics

• Include at least 2 traits to distinguish between:

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Rubrics Are Key to Alignment and Validity of Design

• The scoring criteria link the specifics of the task to the Desired Results and the Standards– The rubrics should link task specifics to desired

general transfer– Use indicators for the task specifics, under more

general descriptors that relate to the desired results

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Criterion Types

• 4 types of criteria worth distinguishing for most precise feedback:– Impact of Performance– Work Quality/Craftsmanship– Adequacy of Processes/Behavior– Sophistication of Content

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Criteria Types: Examples

– Impact: Informative, Engaging, Persuasive

– Work Quality: Organized, Well Crafted, Mechanically Correct

– Methods: Efficient, Thoughtful, Thorough– Sophistication: In Depth, Expert, Precise,

Nuanced, Comprehensive

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Impact Criteria• Impact is related to purpose

– Ask: What is the goal of the “performer?” What would have to happen for product to be successful?

– Impact criteria are typically overlooked in most performance assessments

– Impact is easier to judge than we typically first think

• E.g. Was reader engaged? Was client persuaded? Was audience informed?

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Product Descriptor

Parts PTS ATTRIBUTES

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Product DescriptorResearch Report - Written


Introduction o introduce the topic and purposeo specify question or hypothesiso explain significance of the studyo give overview of the report

Body o present information objectivelyo organize information clearlyo use short, simple sentenceso highlight major pointso link subtopics with transitions

Discussion o summarize major findingso explain relevance of datao review the method of investigationo anticipate questions of the reader

Conclusion o brief, concise, clear, factualo supported with evidenceo accurate and complete

References o include all bibliographic sourceso use approved guidelines and styleso include other sources, as needed

Mechanics o correct spelling and punctuationo proper syntax and grammar

Graphics(optional)

o relevant to the research findingso clear and easily interpreted

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Product DescriptorTimeline -- Visual


title o prominent, concise, summarize

line o ruled, arrowed, straight, clear

increments o uniform and adequate sizeo clearly visible and markedo accurate

labels o printed or typed legiblyo uniform in size and spacingo identify key events

illustrations o highlight key events or conceptso detailed, colorful, and careful

background o non-obtrusiveo supports the main idea

negative space o surrounds all text and graphics

credits o includes author’s full nameo includes the class and the date

mechanics o correct spelling and punctuationo uses proper syntax and grammar

aesthetics o colorful, inviting, attractiveo detailed and careful work

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Product DescriptorReport - Oral


Introduction o introduce s self to the audienceo introduce topic and give overviewo explain reasons for the projecto give intended outcomes of report

Beginning o describe topic in general termso outline major points about topico involve the audience

Middle o present major points clearlyo support major points with factso include anecdotes and/or detailso use clear transitionso summarize points intermittently

End o review the purpose and main pointso request action or for agreemento thank audience

Body Language o sustain eye contact with the groupo maintain good postureo use natural gestures

voice o clear and well-pacedo loud enough for the audienceo projected and relaxed

Use of visual aids(optional)

o relevant to the major pointso clear and visible to the audience

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Product DescriptorCriteria Pts

.Characteristics

Validity

Insight

Clarity

Content

Parts Pts.

Characteristics

Title

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Evaluating Your Rubric or Product Descriptor

• Does the rubric provide meaningful feedback to the student?

• Does the rubric have appropriate criteria matched to the important elements of the assessment?

• Are the levels (4-1 or Exceeds expectations through does not meet expectations) appropriately delineated?

Principles of Effective Grading and Reporting

Principle # 5

Grade later in thelearning cyclerather than earlier.

Save Grades and Tests for Last

When grades become too important, learning is equated with knowing how to get high grades.

Kids, especially the academically able, sharpen their skills at figuring out what the teacher or the test writer thinks is right.

When grades and tests are emphasized, the idea that knowledge is a way to figure out who you are may become so lost as to sound strange. Learning as a worthwhile pursuit in and of itself is diminished. Independent thinking is diminished. Critical thinking is weakened, not strengthened.

Grades and tests have to be in any discussion of involving students in learning, but because of the grave risks involved in emphasizing them, they ought to be last on the list of ways to involve students.

Adapted from Korbin, D. (2004). In there with the kids (2nd Edition). Alexandria, VA:Association for Supervision and Curriculum Development, p. 148.

All learners needa balanced successto effort ratio

StrugglingLearners:

Heavy EffortLittle Success

Applying the Same Grading Standards (2of 2)

The debilitating effects of such a system are not hard to imagine. Although most students with disabilities consider the traditional grading practices used in general education classes to be fair (Bursuck, Munk, & Olson, 1999; Vaughn Schumm, Niarhos & Gordon, 1993), they feel helpless to achieve higher grades and yet blame themselves for their low grades (Shelby & Murphy, 1992). As a result, these students lose confidence in their abilities, tend to give up on academic pursuits, and are at high risk of dropping out of school (Zigmond & Thornton, 1985).

Tom Guskey

AdvancedLearners:

Great Success,Little Effort

“Unless the highly able must also struggle in order to grow, education has not appropriately defined or operationalized excellence in schools. When students stand for extended time in spaces with ceilings of expectation that are too low, the students’ capacity is bent, misshapen and malformed, exactly as their bodies would be if encased in spaces with ceilings too low for their stature. The twin threats of perfectionism and lethargy are spawned when a child comes to believe that that which is easy is exemplary.”

Carol TomlinsonRoeper Review, June 1994

Martha Stewart’s Bed

Quality Continuum of Bed-making

•Sheets changed weekly.•Hospital corners •Covers & bedskirt changed seasonally.•Covers, bedskirt, pillows arranged formally, even.•Pillows sized from smaller to larger, front to back, & arranged symmetrically,.

•Sheets tucked in. Spread even, neat.•Pillows fluffed, and symmetrically placed.•Bedskirt even.•Bedsteads dusted.

•Sheets and spread are smoothed on bed.• Pillows are placed at head of bed.

•All covers, sheets, and pillows are placed on bed, off floor

Product Cards and Quality Rubrics

• Standards of excellence progress along a continuum to allow for personal growth and improvement

• Students assigned a standard for performance that provides appropriate challenge

• Some elements of performance are same/similar for everyone

Tiered Assignment Criteria for a Formal Speech to Inform or Persuade Oral Presentation I

Parts Attributes

Introduction Purpose introduced, impetus for project explained

Beginning Topic described in general terms, major points outlined/emphasized, audience involved

Body of Speech Major points supported with details/examples

Body Language Sustained eye contact with audience, formal posture, natural gestures and expressions, clear and well-paced voice, confident volume

Use of Artifacts To support major points, limited

Summary Major points reviewed, conclusion presented

Content Responds to learning goals, “big ideas” presented

Tomlinson modification of Curry and Samara: Curriculum Guide for the Education of Gifted High School Students 1991

Tiered Assignment Criteria for a Formal Speech to Inform or Persuade Oral Presentation II

Parts Attributes

Introduction Purpose introduced, topic described, impetus for project explained, project outline reviewed


Body of Speech Major points supported with details/statistics/examples, intermittent summarizations, audience involved with content

Body Language Sustained eye contact with audience, formal posture, natural gestures and expressions, clear and well-paced voice, leader level volume, poised and comfortable appearance

Use of Artifacts To support major points, selections are appropriate/illustrative

Summary Major points reviewed, call to action or ask for acceptance of concepts/beliefs/positions

Content Responds to learning goals, “big ideas” presented

Tiered Assignment Criteria for a Formal Speech to Inform or Persuade Oral Presentation III

Parts Attributes

Introduction Purpose introduced, topic described, impetus for project explained, project outline reviewed, expected outcomes discussed


Body of Speech Major points supported with details/statistics/examples, intermittent summarizations, transition statements link major points, audience involved with content, artful use of language, insightful connections/conclusions

Body Language Sustained eye contact with audience, formal posture, natural gestures and expressions, clear and well-paced voice, leader level volume, poised and comfortable appearance

Use of Artifacts To support major points, intermittent use, selections are appropriate/illustrative

Summary Major points reviewed, call to action or ask for acceptance of concepts/beliefs/positions, creativity and power of thought in final points/appeal

Content Responds to learning goals, “big ideas” presented, draws connections to personal lives or to other disciplines

The Unspoken Effect of Grades

For some students, the certainty of praise and success in school has become a drug; they continually need more.

For many other students, year upon year of “not good enough” has eroded their intellectual self-confidence and resulted in a kind of mind-numbing malaise.

Earl, L. (2003). Assessment as learning. Thousand Oaks, CA: Corwin, p. 15.

The one thing that matters is the effort.

It continues, whereas the end to be attained

Is but an illusion of the climber,

As he fares on and on from crest to crest;

And once the goal is reached it has no meaning.

-The Wisdom of the Sands

A Guide for Grown-Ups: Essential Wisdom from the Collected Works of Antoine de Saint Exupery

I’m proud of you for the timesyou came in second,

or third, or fourth,

but what you didwas the best you had ever done.

The World According to Mister Rogers: Important Things to RememberFred Rogers, Hyperion Publishing, New York, p. 39

Set goals for each childthat can be achieved with high effort, and reward their attainment.

Hard Work and High Expectations: Motivating Students to Learn. Tommy Tomlinson (Ed.), Office of Educational Research and Improvement, U.S. Department of Education, p. 217

From Attache Magazine

What Might My Grade Book Look Like?

The Primary Goal of Grading…

The primary goal of grading is:*Communication to important audiences*High quality feedback*That is clearly understood*So that the information can be used to support learning*And encourage learner success

Some Possible Solutions

What About Report Cards?

School report cards are still hopelessly narrow, containing little information about student achievement and concealing more than they reveal.”

Mike Schmoker (2002)

The Trouble With Report Cards…

In Differentiated Classrooms,Report Cards Should…

REPORT ACCURATELY TO PARENTS– Reflect relative standing

MOTIVATE STUDENTS TO PERSIST– Reflect personal growth

This is not to imply a single grade that is weighted in thirds. Rather, ideally, it should be three separate grades.

Report Card examples

Report Card

Course Title Overall Grade

Above Grade Level

At Grade Level

Below Grade Level

Math B+Science AUS History C+

English APE A-Chorus B-French BCurrent GPA 3.33

Report Card (Marzano, 2000)

Course Title Overall Academic NonacademicAlg II & Trig B+ C AAP Physics A A BUS History C+ B CAm Lit A A APE A- A B+Chorus B- C AGeography B B BCurrent GPA 3.33 3.24 3.43

Student________A=Excellent GrowthB=Very Good GrowthC= Some GrowthD=Little GrowthF=No Observable Growth

1=Above Grade Level2+At Grade Level3=Below Grade Level

Language Arts A2Math B2Science A1Social Studies A1Art B3

A=Excellent B=Very Good C=AverageD=PoorF=Unsatisfactory1=Above Grade Level2=At Grade Level

3=Below Grade LevelStudent______________

Grade ___7____Subject____English__C3___

Grade_____Quarter __3____

Comments:

C1

YAHOO’s and YIKES?

Let’s celebrate! What went extremely well? What can’t you wait to try?

What concerns do you still have? About what are you still wondering ?

oak ridge schools teacher-leader conference

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