what’s your target? if you aim for nothing you’ll hit it every time
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What’s Your Target? If you aim for nothing you’ll hit it every time. Dr. Pam Lange Jennifer Nehl. Outcomes. To develop a basic understanding of formative assessment and summative assessment. - PowerPoint PPT PresentationTRANSCRIPT
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What’s Your Target?If you aim for nothing you’ll hit it every time.
Dr. Pam
Lange
Jennifer Nehl
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OutcomesTo develop a basic understanding of formative assessment and summative assessment.
To discuss how to close the student achievement gap, regardless of economic or educational advantages or disadvantages.
To discuss strategies/models that can help students from all economic classes, determine where the student is in the learning process, why to differentiate instruction, and why to create academic targets.
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Hitting the Target
Hitting the Target
Summative Assessment (Learning Target)
• Pre-Assessment• (formative assessment)
• Formative Assessment
• Formative Assessment
• Formative Assessment
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Hitting the Target
Summative Assessment (Learning Target)
• Pre-Assessment• (formative assessment)
• Formative Assessment
• Formative Assessment
• Formative Assessment
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What Educators are saying about
Formative Assessment …
A video …
What Educators are saying about
Formative Assessment …
A video …
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It isn’t the method that determines whether the
assessment is summative or formative…
…it is how the results are used.
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Formative Assessment
Video: Formative Assessment
While watching the video:Determine how many times this teacher formatively assess this student’s work?
What does he do each time he assesses?
How do you get started …
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Let’s talk about children of poverty…
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Research ModuleIntergenerational transfer of
knowledge
GP – SP – MC – NM – OM
Three generation rule(GP) generational poverty(SP) situational poverty(MC) middle class(NM) new money (OM) old money
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What causes poverty?
Behaviors of the Individual Human and Social Capital in the
Community Exploitation Political/Economic Structures
Research on poverty can be clustered into four major areas.
Resource Description Intervention
Financial Having the money to purchase goods and services.
EmotionalBeing able to choose and control emotional responses, particularly to negative situations, without engaging in self-destructive behavior.
Mental Having the mental abilities and acquired skills (reading, writing, computing) to deal with daily life.
Spiritual Believing in divine purpose and guidance. Having hope and a future story.
Physical Having physical health and mobility.
Support Systems Having friends, family, and backup resources available to access in times of need.
Relationships/Role Models
Having frequent access to adult(s) who are appropriate, who are nurturing to the child, and who do not engage in self-destructive behavior.
Knowledge of Hidden Rules
Knowing the unspoken cues and habits of a group.
Formal RegisterHaving the vocabulary, language ability, and negotiation skills to succeed in school and/or work settings.
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POVERTY Present most important Decisions made for the moment based
on feelings or survival
MIDDLE CLASS Future most important Decisions made against future
ramifications
WEALTH Traditions and past history most
important Decisions made partially on basis of
tradition/decorum
Time
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POVERTYPeople
MIDDLE CLASSThings
WEALTHOne-of-a-kind objects, legacies, pedigrees
Possessions
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To survive in poverty, one must rely upon nonverbal, sensory, and reactive skills.
To survive in school or at work, one must use verbal, abstract, and proactive skills. 19
Research About Language in Children, Ages 1 to 4, in Stable Households by Economic Group
Number of words exposed to
Economic group
Affirmations (strokes)
Prohibitions (discounts)
13 million words Welfare 1 for every 2
26 million wordsWorking
class2 for every 1
45 million words Professional 6 for every 1
Source: Meaningful Differences in the Everyday Experience of Young American Children. (1995). Betty Hart and Todd R. Risley.
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REGISTER EXPLANATION
FROZENLanguage that is always the same. For example: Lord’s Prayer, wedding vows, etc.
FORMALThe standard sentence syntax and word choice of work and school. Has complete sentences and specific word choice.
CONSULTATIVEFormal register when used in conversation. Discourse pattern not quite as direct as formal register.
CASUAL
Language between friends, characterized by a 400- to 800-word vocabulary. Word choice general and not specific. Conversation dependent upon nonverbal assists. Sentence syntax often incomplete.
INTIMATELanguage between lovers or twins. Language of sexual harassment.
Registers of Language
Adapted from Martin Joos
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Poverty is a concrete, sensory, reactive world.
School is verbal, abstract representational, and proactive.
Without language, one lacks the tools necessary to negotiate and manipulate his/her position in the world.
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If an individual depends upon a random episodic story structure for memory patterns, lives in an unpredictable environment, and HAS NOT DEVELOPED THE ABILITY TO PLAN, then ...
If an individual cannot plan, he/she CANNOT PREDICT.
If an individual cannot predict, he/she CANNOT IDENTIFY CAUSE AND EFFECT.
If an individual cannot identify cause and effect, he/she CANNOT IDENTIFY CONSEQUENCE.
If an individual cannot identify consequence, he/she CANNOT CONTROL IMPULSIVITY.
If an individual cannot control impulsivity, he/she HAS AN INCLINATION TOWARD CRIMINAL BEHAVIOR.
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Hitting the Target
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Sooooooo….What’s Your
Target?
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