Its About Attitude and Not Aptitude
Transcript of Its About Attitude and Not Aptitude
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Closing the Achievement Gap:Its Attitude not Aptitude
Using MSDE Web tools and the
principles of Assessment for Learning
to reduce the achievement gap
Dr. Bruce Katz
Regional Assistant Superintendent
PGCPS
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´The typical child in the typical school-
especially the poor child of color in the
urban school- lives in an educational
environment of deep and pathologicalincoherence and ineffectiveness.µ
Richard F. Elmore
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W hy the gap?
Inability to diagnose and prescribe
Mistaken beliefs
Unable to engage students in the
curriculum
Do not fully recognize the significance
of the statement - Teachers make a
difference
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W hat to do?
Create a classroom environment that shows ALL students have the capability to achieve
FULLY align curriculum standards withassessment and instruction
Implement a balanced assessment system
Change the philosophy toward assessment, which will change the philosophy and
techniques of instruction Provide teachers with a new set of tools
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How to do it?
Change the paradigm associated with:
² Instructional Planning
² Classroom Assessment
² Instruction
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Its Attitude not AptitudePreserve:
² Self Esteem
² Self Image
Transmit:
² Ability to succeed² Positive relationship based on
mutual goals and success
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Paradigm ShiftPlanning
Assessment
Instruction
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Planning
Begin with a review of standards,
objectives, indicators, and assessment
limits
Identify the indicators to be taught and
assessed
Design two assessments
Review instructional strategies and
data points
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Assessments Design two assessments with
questions aligned in rigor and content
to the indicators Make the questions in the format of the HSA
Share indicators and questions with
students Prepare a chart/table to record student
performance
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Indicator
1.
2.
3.
4.
5.
6.
7.
Indicator
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MSA Scale Scores
6 th 7 th 8th
Reading 381 385 391
Mathematics 396 396 407
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Instruction
Share outcomes, objectives, with students
Give pretest and have students score and record
performance (not for grade)
Describe how students can master the material andachieve proficiency
Lesson format should include: warm-up, objective
check, whole class instruction (pacing), grouping (differentiated instruction based on student needs),
heterogeneous grouping, lesson assessment,
closure
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Ex tended Learning
Tied directly to student needs
Small group and focused
Changed nature of teacher work to a
professional model
Changed nature of teacher/parent
interaction
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ContinuedPlanning
R eview of student data
R egrouping of students
Planning of extended learning R eview and comment- leading to
descriptive feedback on student work
R eview of instructional strategies Scheduling learning walks and surgical
theatre
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Educational
ProfessionalismExpectation
² Teacher knows his/her content
standards² Teacher works collaboratively
² Teacher can communicate standards to
students; parents² Teacher knows how to use assessment
to promote student learning
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´If you want to make minor, incrementalchanges and improvement, work on
practices, behavior or attitude. But if
you want to make significant, quantumimprovement, work on paradigms.µ
Stephen R. Covey
The 8th Habit: From
Effectiveness to
Greatness
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Learning Team Management
Options
Learning Team Management Options
High Involvement
Low Involvement
Help teams form; teams run independently
Help teams past roadblocks as needed by request
Present workshops (preplanned) in support of teams
Assist team leaders; they manage meetings
Plan and manage every meeting
Source ATI
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Impact of Teacher E ffectiveness
on Student Achievement
0
10
20
30
40
50
60
Gain Related to Teacher
Effectiveness
Gain Related to Student
Maturation
Gain Related to Teacher
Effectiveness
Gain Related to Student
Maturation
Most Effective Teacher
Least Effective Teacher
Source: Marzano, Classroom
Management that Works , ASCD,
2003.
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Impact of Schools
0
10
20
30
40
50
60
70
80
90
100
Average
School/Average
Teacher
Least Effective
School/Least Effective
Teacher
Most Effective
School/Least Effective
Teacher
Most Effective
School/Most Effective
Teacher
Least Effective
School/Most Effective
Teacher
Effects of a School vs a Teacher onStudent Entering at 50th Percentile
Source: Marzano, Classroom
Management that Works , ASCD,
2003.
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Control of LearningIt is a mistaken belief to think that adults
are in control of student learning.
Students control student learning.Students control student learning.
Students control student learning and, if
necessary, will prove it to adults inmost unexpected and sometimes
disappointing ways
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Session Summative
Assessment Its Attitude not Aptitude
The teacher is the most important
factor
Support effective Collaborative
Instructional Planning
Use valid formative assessments to
increase learning
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SourcesChappuis, Stiggins, et. al., Assessment FOR Learning: An Action Guide for School Leaders,
2004
Covey, The 8th Habit: From Effectiveness to Greatness, Free Press, 2004
Maryland State Department of Education, www.mdreportcard.org/index.aspx ,www.mdk 12.org
Marzano, Classroom Management that Works, ASCD, 2003
Marzano, Waters, and McNulty, School Leadership that Works: From Research to Results,
ASCD, 2005
Stiggins, Arter, et. al., Classroom Assessment for Student Learning: Doing it Right- Using ItWell, 2004
Classroom Assessment for Student Learning, Measured Progress, Assessment TrainingInstitute, 2005