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Transcript of High School Summer Professional Development Workshop Kemper Fitch, Principal Nancy Moody, Director...
High School Summer Professional Development Workshop
Kemper Fitch, Principal
Nancy Moody, Director of High School Curriculum
Penny Crooks, Assistant Principal
John Eggleston, Assistant Principal
Julie Pack, Assistant Principal
Review of Week One
• A Twitter of Day One:• D-1: Drafted ES, aka enduring understandings that
subsumes our SCOS. ES drive assessments and instructional decision making.
• Write a twitter message summarizing each day of the first week:• Math: day 2• Science: day 3• Social Studies: day 4• English: day 5
Essential QuestionsEssential Questions
Teaching the answers without first
raising the questions takes most
of the meaning out of learning.
~Francis Slater, London School of Education
What is an essential question?
Sample EQ: What is yourWhat is your explanation for how to explanation for how to evaluateevaluate whether or not a whether or not a question meets the criteria for question meets the criteria for being an essential question?being an essential question?
What is your explanation for how to evaluate whether or not a
question meets the criteria for being an essential question?
21st Century Skill: Communication & Collaboration• Communicate Clearly - use communication for
a range of purposes (e.g. to inform, instruct, motivate and persuade)
What is your explanationexplanation for how to evaluate whether or not a
question meets the criteria for being an essential question?
21st Century Skill: Communication & Collaboration• Communicate Clearly - use communication for
a range of purposes (e.g. to inform, instruct, motivate and persuade)
What is your explanation for how to evaluate whether or not a
question meets the criteria for being an essential question?
Revised Bloom’s Taxonomy: Analyze and Evaluate
What is your explanation for how to evaluateevaluate whether or not a
question meets the criteria for being an essential question?
Revised Bloom’s Taxonomy: Analyze and Evaluate
What is your explanationexplanation for how to evaluateevaluate whether or not a
question meets the criteria for being an essential question?
21st Century Skill: Communication & Collaboration• Communicate Clearly - use communication for
a range of purposes (e.g. to inform, instruct, motivate and persuade)
Revised Bloom’s Taxonomy: analyze and evaluate
Essential QuestionsEssential Questions-qualitiesqualities
• Cause inquiry into core content (Essential Standards)
• Do not have one “right” answer (21st Century Skills, Revised Bloom’s Taxonomy)
• Are arguable, provokes deep thought, discussion, inquiry (21st Century Skills)
• Promote understanding (Essential Standards, 21st Century Skills, Revised Bloom’s Taxonomy)
• Require students to consider alternatives, weigh evidence, support ideas, and justify answers (21st Century Skills)
• Spark meaningful connections with prior learning (Essential Standards, 21st Century Skills, Revised Bloom’s Taxonomy)
Learning-Focused Framework, Understanding by Design,Wiggins & McTighe, What Works in Schools, Robert Marzano
What is the purpose of an
essential question?
Sample EQ: Why are essential Why are essential questions a key questions a key component of planning component of planning and classroom instruction?and classroom instruction?
21st Century Skill: Critical Thinking & Problem-Solving • Making Judgments and Decisions – effectively
analyze and evaluate evidence, arguments, claims, and beliefs
Why are essential questions a key Why are essential questions a key component of planning and classroom component of planning and classroom instruction?instruction?
WhyWhy are essential questions a key
component of planning and classroom instruction?
21st Century Skill: Critical Thinking & Problem-Solving • Making Judgments and Decisions – effectively
analyze and evaluate evidence, arguments, claims, and beliefs
Why are essential questions a key
component of planning and classroom instruction?
Revised Bloom’s Taxonomy: Evaluate
WhyWhy are essential questions a key
component of planning and classroom instruction?
Revised Bloom’s Taxonomy: Evaluate
WhyWhyWhyWhy are essential questions a key
component of planning and classroom instruction?
21st Century Skill: Critical Thinking & Problem-Solving • Making Judgments and Decisions – effectively
analyze and evaluate evidence, arguments, claims, and beliefs
Revised Bloom’s Taxonomy: Evaluate
Need for Essential Questions • Potpourri problem (Essential Standards)
• Lack of focus (Essential Standards, 21st Century Skills)
• Long term recall (Essential Standards, 21st Century Skills)
• Communication between students and teachers and between teachers (Essential Standards, 21st Century Skills, Revised Bloom’s Taxonomy, Assessment)
• Clarifying purpose (Essential Standards, 21st Century Skills, Revised Bloom’s Taxonomy, Assessment)
• Set direction for learning (Essential Standards, 21st Century Skills, Assessment)
• Focus learning (Essential Standards, 21st Century Skills, Assessment)
• Student engagement/application (Essential Standards, 21st Century Skills, Revised Bloom’s Taxonomy)
• Assessment of student learning (Essential Standards, 21st Century Skills, Revised Bloom’s Taxonomy, Assessment)
Heidi Hayes Jacobs, 2008
Purpose: The Big Four of Essential Questions
Reflect content
standards
Reflect content
standards
Engaging, student-based
Connection of learning
w/ living
Essential QuestionEssential Question
•Reflect content standards (Essential Standards)
•Connection of learning with living (21st Century Skills)
•Thinking, problem-solving, application of learning (21st Century Skills, Revised Bloom’s Taxonomy)
•Engaging, student-based instruction-not teacher- driven (21st Century Skills, Revised Bloom’s Taxonomy)
Purpose: Essential Questions
Reflect content
standards
Connection of learning
w/ living
Essential questions Essential questions
become . . . the become . . . the “mental “mental velcro”velcro” for content for content
learning.learning.
Reflect content
standards
Reflect content
standards
Engaging, student-based
Connection of learning
w/ living
Essential QuestionEssential Question
What are appropriate essential questions for my
content area?
Sample EQ: How do you How do you determine appropriate determine appropriate essential questions for essential questions for content area learning?content area learning?
How do you determine appropriate essential questions
for content area learning?
21st Century Skill: Creativity & Innovation• Think creatively, Elaborate, refine, analyze and
evaluate their own ideas in order to improve and maximize creative efforts
HowHow do you determinedetermine appropriate essential questions
for content area learning?
21st Century Skill: Creativity & Innovation• Think creatively, Elaborate, refine, analyze and
evaluate their own ideas in order to improve and maximize creative efforts
How do you determine appropriate essential questions
for content area learning?
Revised Bloom’s Taxonomy: Analyze & Evaluate
HowHow do you determinedetermine appropriate essential questions
for content area learning?
Revised Bloom’s Taxonomy: Analyze & Evaluate
determinedetermineHowHow HowHow do you determine determine appropriate essential questions
for content area learning?
21st Century Skill: Creativity & Innovation• Think creatively, Elaborate, refine, analyze and
evaluate their own ideas in order to improve and maximize creative efforts
Revised Bloom’s Taxonomy: Analyze & Evaluate
EQs - Practice
Social Studies• What rights are guaranteed as a citizen and which are most important to me?
~E.S. - √~21st C. - √~RBT - √ / X~A’ment - √~Form - √
• How are governments created, structured, maintained, and changed? ~E.S. - √~21st C. - √~RBT - X~A’ment - √~Form - √
• How do the structures and functions of government interrelate? ~E.S. - √~21st C. - √~RBT - √ ~A’ment - √~Form - √
• How do different political systems vary in their toleration and encouragement of change? ~E.S. - √~21st C. - √~RBT - √ ~A’ment - √~Form - √
Need to check
Science How can we apply scientific skills, processes, and methods of inquiry to solve real-world
problems? ~E.S. - √~21st C. - √~RBT - √ / X~A’ment - √~Form - √
• How do developments in science and technology affect our lives?~E.S. - √~21st C. - √~RBT - X~A’ment - √~Form - √
• What decisions must be made prior to measurement of an object?~E.S. - √~21st C. - √~RBT - √ ~A’ment - √~Form - √
• How do humans affect the environment and the environment affect humans?~E.S. - √~21st C. - √~RBT - √ ~A’ment - √~Form - √
Need to check
EQs - Practice
Math• What role does prediction play in mathematics and in decisions we make?
~E.S. - √~21st C. - √~RBT - X~A’ment - √~Form - √
• How can we represent mathematical relationships? ~E.S. - √~21st C. - √~RBT - X~A’ment - √~Form - √
• How can we mathematically predict the outcomes of some future events?~E.S. - √~21st C. - √~RBT - √ ~A’ment - √~Form - √
• Why do we need standard units of measure in math and daily activities?~E.S. - √~21st C. - √~RBT - √ ~A’ment - √~Form - √
Need to check
EQs - Practice
Language Arts• How can fiction reveal truth in literature and in human nature?
~E.S. - √~21st C. - √~RBT - √ / X~A’ment - √~Form - √
• What do good readers do when the text doesn’t make sense? ~E.S. - √~21st C. - √~RBT - X~A’ment - √~Form - √
• Does experience and belief influence reading and our perceptions? ~E.S. - √~21st C. - √~RBT - √ ~A’ment - √~Form - √
• How are stories from other places and times relevant to our society?~E.S. - √~21st C. - √~RBT - √ ~A’ment - √~Form - √
Need to check
EQs - Practice
Brain Dump
• 5 min-Individually-List all that you know about assessments• Take into consideration personal experiences,
research, and practice
• 10 min-In groups-on chart paper, come to a consensus about what you know as a group about assessments and develop a KWHL.• These will be shared with everyone
Proposed SystemAssessment
Built on what is most important for students to learn in the 21st century
Summative (Statewide)
Benchmark (Classroom, School,
District)
Formative Assessment(Classroom)
Essential Standards
To Inform Instruction…
o Centralized Benchmarking Tool
o Systematic Formative Assessment PD Modules
To Evaluate Knowledge…
o Transparent
o Appropriately Used
LT 3LT 5
LT 2LT 4
7
Pre-Assessment provides:
• Diagnostic information – a measurement of prior knowledge
• Informs instruction• Flexible grouping• Opportunities to adjust/tier assignments
****Pre-assessments MUST occur prior to units of study allowing time for regular education teachers to “intentionally” plan with support staff to scaffold/modify/frontload/accelerate instruction.
Assessment
Summative Assessment
Essential Standards
Benchmark (Classroom, School,
District)
Formative Assessment(Classroom)
Summative (Statewide)
Measures of achievement to provide evidence of student competence or program effectiveness.
LT 3
LT 5
LT 2
LT 4
11
Accountability
Essential Standards to define what students must know, understand and be able to do to compete in the 21st century
Formative and Benchmark to inform instruction
Essential Standards
Formative
Benchmark
+ + + LT 6
LT 7
Summative
15
+ GraduationRate
+ Future-Ready Core
+ Readiness
Growth Achievement (EOCs and EOGs)K-12
9-12 only
Work Session: Essential Questions and Assessment Prototypes
• Work with your subject partners to • develop Essential Questions that reflect identified
Essential Standards and incorporate 21st century skills and RBT.
• These should be put into the electronic copy of your curriculum guide.
• develop a diagnostic pre-assessment (based on your work on the ACS Curriculum Guide) to be given in the first week of school.
COMMON ASSESSMENTS:A Product of Professional Learning
“If all students are expected to demonstrate the same knowledge and skills, regardless of the teacher to which they are assigned, it only makes sense that teachers must work together to asses students learning.”
Dufour, Dufour, Eaker, and Many
COMMON ASSESSMENTS (CA)
“… represent the most effective strategies for determining whether the guaranteed curriculum is being taught and more importantly, learned.”
Dufour, Dufour, Eaker, and Many
CA Created by Same Subject Teachers/Department
Instructional Strategies
InstructionalStrategies
Instructional Strategies
GOAL:Essential Standards
PLCs STUDY DATA FROM CAs
• Analyze line items to identify:• where students’ learning lagged• areas of shortcomings• areas of strengths• what to reteach• which students require additional
support/enrichment/intervention• short-term/long-term systemic solutions
Words from teachers…
“Teaching your favorite way doesn’t always work so well. Sometimes you have this wonderful lesson that you love, but they aren’t learning. You have to change.”
“Teachers need to understand that common assessments do not grade the teacher. It doesn’t mean you have failed – it means you must change.”
SUMMARIZE CA:
• What do we want our students to know? (Essential Standards)
• How will we know they have learned it? (Common Assessment)
• What do we do when they do not learn it? Or already know it?(Support/Enrichment/Intervention)
WHAT CA ARE NOT…
• CA are not a lock-step, mechanical manner in which to teach
• CA are not designed to evaluate teachers
COMMON ASSESSMENTS ASSURE…
• that all students will learn a set of specific common unit objectives.
• that every student will learn the same content regardless of which teacher they were assigned.
Data is Conclusive…
One of the most powerful, high-leverage strategies for improving student learning that is available to schools:
frequent, high-quality formative assessments by teachers who are working
collaboratively to help students develop agreed-upon knowledge and skills.
Research: Fullan, 2005; Hargreaves & Fink, 2006; Reeves, 2004; Schmoker, 2003; Stiggins, 2005
What is a Rubric?
• A rubric is a printed set of scoring guidelines for teachers to evaluate & to give feedback to individual learners and to evaluate groups of student work • lists the criteria for assessment• clearly qualifies the degree of quality for
each criterion
What Does a Rubric Look Like?
• Typically in the format of a table.
• The top row lists the degrees of quality• Poor to excellent• Developing to mastery• 1 to 4
• The left column lists the criteria of assessments
Components of a Rubric
Levels of Achievement ** (typically 3-4)
Criteria (competencies)
Exemplary4
Accomplished3
Developing2
Beginning1
Stated Objective or Performance within the assignment#1
Description- defining features of each work or performance reflecting the highest level of performance
Description- defining features of each work or performance reflecting mastery of performance
Description- defining features of each work or performance reflecting development and movement toward mastery of performance
Description- defining features of each work or performance reflecting a beginning level of performance
Stated Objective or Performance within the assignment#2
**variations- excellent, satisfactory, unsatisfactory; or exemplary, proficient, marginal, unacceptable; or sophisticated, competent, not yet competent
Sample RubricCriteria (competencies)
Exemplary3
Accomplished2
Beginning1
Writing Style:
Organization & flow
Logical progression of thoughts and ideas. Concepts are clearly presented using good examples and college level vocabulary. Paper is well organized from introduction to conclusion statements.
Most thoughts and ideas progress logically with satisfactory examples.
Vocabulary is primarily at college level. Paper is
fairly well organized but may lack adequate flow
and transition.
Illogical progression of ideas, disorganized paragraphs and sections of paper. Poorly written, vocabulary not at college level. Many grammatical errors.
References:
Citations in APA format, current and appropriate
Reference list is typed; the citations match reference list and are current (most within last five years), from peer reviewed journals, and are appropriate to the topic.
Reference list is typed, most are within the last five years, and/or a few are inappropriate to the topic. Minimal secondary sources and are appropriate to the topic.
No Reference list; or incorrectly formatted, references are primarily secondary sources such as textbooks and/or from non-peer reviewed journals, and/or lay literature.
Sample Rubric with Different Scoring Example
Criteria (competencies)
Excellent Satisfactory Unsatisfactory
Appropriate journal articleselected 10 points
The article has excellent and sufficient scientific merit. From a current peer reviewed nursing journal (1-3 years). 9-10 points
The article has good and moderately sufficient scientific merit. From a current peer reviewed nursing or medical journal (3-5 years).7-8 points
The article has little or no scientific merit. Not from a current peer reviewed nursing journal (>5 years) or from a newspaper or magazine. 0-6 points
Major points of article summarized in introduction 10 points
Clearly and concisely stated summary of major points of article. 9-10 points
Adequately stated summary of most points of article. 4-7 points
Summary of major points of article not concise- misses some points. 0-6 points
Sample Rubric with Varied Scoring Weights
Content 30 points
Essay covers the entire topic,
creatively with excellent depth &
scope.25-30 pts
Essay covers most of the topic
with average depth & scope.
20-25 pts
Essay covers only part of the topic with weak depth & scope.
15-20 pts
Essay covers little of the topic in a superficial
manner.< 15 pts
Readings 25 points
75-100% of readings used
completely.20-25 pts
50-75% of readings used
completely.15-20 pts
25-50% of readings used
completely.10-15 pts
< 25% ofreadings used
completely.< 10 pts
Logic, flow and evidence25 points
Ideas flow clearly and essay uses
many strong examples.20-25 pts
Ideas flow adequately;
some examples given.
15-20 pts
Ideas flow poorly OR examples are insufficient.
10-15 pts
Ideas flow poorly AND examples are insufficient.
< 10 pts
Criteria Exemplary Proficient Marginal Unacceptable
Sample Rubric with Varied Scoring Weights
Criteria (competencies)
Excellent Satisfactory Unsatisfactory
Critical Thinking: Agreement with author’s opinion analyzed & discussed30 points
Consistent evidence of strong critical
thinking, synthesis and thoughtful
analysis in comparing opinion.
27-30 points
Majority of analysis has evidence of some critical thinking, synthesis and
thoughtful analysis. 21-26 points
Little or no evidence of critical thinking, synthesis
or thoughtful analysis. 0-20 points
Critical Thinking:
Issues’ impact on nursing care analyzed20 points
Excellent and comprehensive
description of the impact on nursing care in relation to economics, use of
health care resources, and health promotion.
18-20 points
Incorporates a fair discussion of the
impact on nursing care but not entirely comprehensive relationship to
economics & use of resources health
promotion.14-17 points
Poorly incorporated relationship to
economics, use of health care resources, and
health promotion in the description of the impact
on nursing care. 0-13 points
Why a Rubric?
• Can teachers describe excellent work?• Do teachers agree on what excellent work is?• Do teachers have a tool that can be used to
evaluate student work and ultimately to gather data to evaluate the effectiveness of their assessments?
Benefits to Teachers
• Objective, consistent evaluation tool:• Evaluates individual student work
AND• Evaluates grouped student work
enabling teachers to gather data to evaluate the effectiveness of assessments
What a Rubric OffersLearners
• Roadmap for excellence
• Reveals “what counts”, “what is important”
• Clear sense of what is to be achieved
• Standards of the profession/discipline
Links
• http://www.uwstout.edu/soe/profdev/rubrics.shtml
• http://www.middleweb.com/rubricsHG.html• http://webquest.sdsu.edu/webquestrubric.html• http://school.discoveryeducation.com/schrock
guide/assess.html• http://rubistar.4teachers.org/index.php• http://www.suelebeau.com/assessment.htm
Work Session: EQs, Pre-Assessments, and CA
• Continue to develop EQs for your Curriculum Guides
• Continue to develop your Diagnostic Assessment
• Identify Assessment Prototypes for your Curriculum Guide
• Begin to develop Ongoing Common Assessments for at least the first 6 weeks of school
• We will meet back here at 3:30
Pacing
• While working with your subject partners on Assessment Prototypes, feel free to revisit any or all parts of the ACS Curriculum Guide.
• Also, please come to consensus by subject/grade around what Essential Standards and Clarifying Objectives will be covered each six weeks and indicate this on your guide.
Tomorrow
• Sign in and out with Cathy Wray• Online at ACSACRE.wikispaces.com, under
Asheboro High, there are 3 Moodle pdfs and an activity. Read the 3 pdfs and complete the activity.`
• Continue to work on refining your Curriculum Guides• ES, CO, EV, EQs, AP• A draft of the electronic copy will be collected on
Wed. afternoon
• Continue to work on your Ongoing Common Assessments • Diagnostic Pre-Assessment, Ongoing Common
Assessments