Transcript * Jacque Melin - GVSU Pocketmod.com *By the end of this workshop, you should be able to say… *I can deconstruct my standards.

*
Jacque Melin - GVSU
Pocketmod.com
*By the end of this workshop,
you should be able to say…
*I can deconstruct my standards into clear,
student friendly learning targets.
*I can use routine formative assessments
during my lessons everyday.
*I can use reflective formative assessments
during some of my lessons.
*I can create student-involved rigorous
formative and summative assessments.
*
A quick review
*
*Takes place WHILE the
teaching/learning is
happening;
*Coaching students to hit a
series of learning targets;
*Making students partners in
their learning;
*Descriptive feedback and
part of instruction;
*Assessment FOR learning.
*
*
*RL.9-10.2. Determine a theme or central idea of a text and
analyze in detail its development over the course of the
text, including how it emerges and is shaped and refined by
specific details; provide an objective summary of the text.
* I can…determine a theme and explain its development throughout
the text using specific details.
* 1.
* 2.
* 3.
Define “theme”
Read a text and be able to extract the author’s purpose
Find appropriate quotations and references from the entire work that
show how the theme emerges and is refined
* I can…objectively summarize a text.
* 1.
Understand the difference between writing objectively and
subjectively
* 2.
Read a text and summarize the storyline.
Christina Hank
http://turnonyourbrain.wordpress.com/
*
“I can…” statements
*Statements of intended learning.
*Statements that describe how we will know
that we have learned it.
*Should be posted, not just shared verbally.
*
Christina Hank
http://turnonyourbrain.wordpress.com/
“I CAN…” Statements
I CAN identify the steps in the scientific process
I CAN describe the purpose of each step in the scientific process
I CAN use the steps in the scientific process correctly
I CAN make observations about the world around me
I CAN ask questions about the observations I make
I CAN create an investigation to answer the question I ask
I CAN carry out the investigation I have created
I CAN record data and information that I find from my investigation
I CAN communicate the results of my investigation through discussions,
graphs and charts or another form that I see fits
I CAN look over my observation, questions, investigation and results and
form a conclusion to my original question.
GOT IT!!
Still
working
on it
I need
some
more
time
*
*A judgment, usually
communicated by a grade or
score, about how well
students achieve the final
learning targets;
*Evaluative feedback and
after instruction;
*Assessment OF learning.
*Types of Classroom
Assessments
* OBTRUSIVE Assessment – instruction/learning STOPS while students
‘take the assessment”;
* UNOBTRUSIVE Assessment – instruction/learning continues as the
teacher observes students performing a task; and
* STUDENT-GENERATED Assessment – students generate ideas about
the manner in which they demonstrate understanding.
Informative
Assessment
Name:
Date:
Place:
From Fogarty
& Pete –
Wildly Exciting,
2010
Take Away
Window:
Routine Assessments
Everyday, All day
Unobtrusive
Routine Assessments
Everyday, All day
Unobtrusive
 Think-Pair-Share
 Exit Cards
 Signaling
Unobtrusive
Think-Pair-Share
• Alphabet Graffiti
• Card Trick
• Dry Erase – Back-toBack Boards
• Onion Circle
• On a Roll
• Spinner
*
Exit Cards
• Entrance/Exit Cards
• Bump in the Road or
Fogginess
• Letter to Principal or
Parents
• Most Valuable Points
• Quick Write/Quick
Draw
• Synectics
• Twitter Post
• WallWisher – Web 2.0
Signaling
• Magnets/Post-Its
• Windshield Check
• Use of Technology
*
*
A
B
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From Fogarty
& Pete –
Wildly Exciting,
2010
*
*Each student picks a playing card.
*When the teacher asks a question or gives a
problem, discuss it with your partner.
*The teacher will say something like, “all red cards
stand” or “all Kings stand.”
*The teacher will pick someone who is standing to
respond.
*
*You and your partner each get a mini-white board
and stand back-to-back.
*The teacher asks a question and you each answer on
your board.
*When the teacher says “turn around” you show each
other your answers and discuss.
*Outside/Inside Circle
*Inside and outside circles of students face each
other.
*Within each pair of facing students, students quiz
each other with questions they have written or
problems they have created.
*Outside circle moves to create new pairs.
*Repeat.
*
*Each table rolls a number cube
*Students at the table answer the question that
corresponds to the number rolled
*Can be used for several days over the course of
a topic of study
*
1.
2.
3.
4.
5.
6.
Write a question someone should be able to answer
after hearing this lesson.
Explain the most important idea in the lesson in a way
a first-grader could understand.
Draw a picture that represents the main idea of the
lesson.
Tell which part you found to be the most confusing.
If you were going to learn more about this topic, what
would you choose to investigate.
Write a headline for a newspaper article about today’s
lesson.
*
*In response to a teacher prompt or question,
students THINK,
*Then PAIR (discuss with a partner),
*And then SHARE ideas with the whole class –
only those whose number is called (using the
spinner) share.
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*
*
*Students write a response to a teacher generated
question on a slip of paper.
*Teacher can review and re-teach.
*Entrance cards – questions related to upcoming
learning.
*Exit cards – questions related to completed
instruction.
*Variation – use same question for both Entrance and
Exit.
*
* Name
* Answer:
Rate yourself:
1 = high confidence
2 = medium confidence
3 = I’m not sure on this
YES
Would you
help
someone
else learn
this?
Not at
this time
*
*Write down something from the lesson that they
find confusing or difficult.
*Collect responses and review, OR
*Form small groups and ask students to share
their “bumps” and seek clarification.
*
*Write a short letter to the
principal/parent telling him or her all
of the ideas you have learned about
this week.
*
*Students list
*3 new ideas
*2 connections
*1 question
*1-sentence summary
* Betsey Kennedy
3 Pointer
(3 New Things You Learned)
*____________________________________________
_____________________________________
*____________________________________________
_____________________________________
*____________________________________________
_____________________________________
2 Pointer
(2 Connections You Can Make)
*____________________________________________
_____________________________________
*____________________________________________
_____________________________________
Foul Shot
(What Question Do You Have?)
*____________________________________________
_____________________________________
* Betsey Kennedy
Quick Write/Quick Draw
Science
Sequence/steps/cycles/processes
Scientific principles
Content-area vocabulary
Math
Steps in a process
Social Studies
Important events/turning points/conflicts
Elements of civilization
Highlights of an era
Content-area vocabulary
ELA
Character/key figures/attributes
Setting/conflict/problems & solutions
Beginning, middle, end
Symbols/themes
From 25 Quick
Formative
Assessments for
a Differentiated
Classroom
*
*Teacher selects an important topic
*Students list 4 unusual items (unrelated to
topic)
*Students create a relationship between the
topic and each of the 4 items
* Betsey Kennedy
a school because
a car because
A cell is like…
a television because
a book because
* Betsey Kennedy
*
*Can be used as a Ticket-Out-the-Door
*Students summarize what they learned using
no more than 140 characters
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FORMATIVE ASSESSMENT HELPS TEACHERS KNOW A STUDENT’S STRENGTHS AND WEAKNESSES
SO THAT THEY CAN MAKE DECISIONS ABOUT APPROPRIATE INSTRUCTION.
* Betsey Kennedy
*
*http://www.wallwisher.com/
*
*
*
*
No clue
I’ve heard
of this.
I know a
lot about
this.
I’m an
expert on
this.
*
*
*Includes all types of questions
*Doesn’t require individual
student Google account
*Minimal
set up time
*
*Fahrenheit 451 Pre-assessment
*Results appear in a user
friendly Google spreadsheet
*
*
*Instant feedback in seconds.
*Use cell phone or any other
device connected to the internet
*Poll
*
*Mobile studying!!
*Digital flashcards and games.
*Quizlet preview
*
Not free, but worth the money!!
*Almost 10,000 hits in the first
semester.
*Automatic grading for all
objective questions
*Used for formative and
summative assessment
*Tour of Quia
*
*
*
*$50 for the entire school year
and entire student load
*A month free trial
*
*
*Needs cell phone/internet
capable device
*m.socrative.com
*Room # 7615
As a team of educators:
Discuss with your peers the
Unobtrusive or Routine
strategies you intend to use.
Reflective Assessments
Many days, Deliberate ways
Unobtrusive
Reflective Assessments
Many days, Deliberate ways
 Agree/Disagree
Questions
 Human Graph
 Student Portfolios
 Checklists and Rubrics
Unobtrusive
Reflective Assessments
Many days, Deliberate ways
Unobtrusive
 Agree/Disagree
Questions
 Human Graph
 Student Portfolios
All of these promote
self-assessment
self-reflection
and Goal Setting
 Checklists and Rubrics
*Anonymous Pre-Assessment
*Number paper from 1-5
*Answer questions in the following way:
* 5: I do this on an ongoing basis, or this happens all the time in
my classroom
* 4: I do this frequently, or this happens frequently in my
classroom
* 3: I do this sometimes, or this sometimes happens in my
classroom
* 2: I do this infrequently, or this happens infrequently in my
classroom
* 1: I don’t do this, or this doesn’t happen in my classroom
*Question #1
*I understand the relationship
between assessment and student
motivation and use assessment to
build student confidence rather
than failure and defeat.
*Question #2
*I articulate, in advance of
teaching, the achievement
targets my students are to hit.
*Question #3
*My students describe what
targets they are to hit and
what comes next in their
learning.
*Question #4
*My students are actively,
consistently, and effectively
involved in assessment,
including learning to manage
their own learning through the
skills of self-assessment.
*Question #5
*My students actively,
consistently, and effectively
communicate with others
about their achievement
status and improvement.
*
*
Rigorous Assessments
Some days, thought provoking ways
Obtrusive
Rigorous Assessments
Some days, thought provoking ways
Obtrusive
 Student Involved Item Analysis
 Performance Assessments (PBL)
* Have students indicate if
they are sure or unsure for
each question
Multiple Choice: Circle the letter that best answers the question. Color in the face
indicating whether you are sure or unsure about the answer. (1 point each)
1. What is the name of this coin?
A.
B.
C.
D.
penny
nickel
dime
quarter


Note that capital letters
should be used for the
distracters.
*Include a
Student Analysis Piece
Correctives
Enrichment
Enrichment
(continued)
Name ______________________________
STUDENT ANALYSIS PAPER
Question
Learning
Target
1
I can name each coin.
2
I can name each coin.
3
I can name each coin.
4
I can name each coin.
5
I can tell the value of
each coin.
I can tell the value of
each coin.
I can tell which group
of same coins has
more value.
I can tell the value of
a group of same
coins.
I can tell the value of
a group of same
coins.
I can write the value
of a group of coins
using the cent symbol.
6
7
8
9
10
I CAN
do this!
I am still
learning
about this!
Station for
Practice
Pot of Gold!
Money game
Pot of Gold!
Money game
Pot of Gold!
Money game
Pot of Gold!
Money game
Smart Board
Money Match
Smart Board
Money Match
Who Has
More?
Mystery Money
Mystery Money
Mystery Money
Correctives
Pot of Gold!
This is a board game with pictures of different coins arranged in a game board
format. A student rolls a die and moves the game piece that number of spaces.
Before the next player rolls, the student has to say the name of the coin. The Math
Helper has to give a thumbs up if it is right, or a thumbs sideways if they should try
again. Then, it is the next player’s turn.
Smart Board Money Match
This is an interactive game created using the Notebook Software for the Smart
Board. A student selects two cards to touch and flip. If the cards match a picture of
a coin to the correct coin value, the student has to show the Math Helper a thumbs
up. If the Math Helper agrees the cards are a match, he/she will return the thumbs
up or put a thumb sideways to try again. If the cards do indeed match, the cards
remain flipped over as a match. If the cards do not match a picture with a coin
value, the cards are flipped back over.
Who Has More?
Correctives
Students will work in groups of two or three. The Math Helper will monitor the
groups assisting where needed. One student in a group will roll a number die and a
money die. The number die will show how many coins to grab from the money
bank and the money die will show the type of coin to select. The student will grab
the money, count the money and say, “I have ____.” The partner student will repeat
directions. The partner with the most money will say, “_____(amount of money) is
more than _____ (partner amount of money).” Students will put the coins back and
repeat.
Mystery Money
The Math Helper will select a number of same coins from the money bank and lay
in the center of the group. Each student in the group will count the money and
write the amount using a cent symbol on a small white board and dry erase marker.
Students will show the Math Helper the amount and the Math Helper will show
each student a thumbs up for the correct answer or a thumb sideways to try again.
The Math Helper will finish by teaching/showing how to count the money. The
Math Helper will put the coins back and repeat activity.
Race to $1.00
One partner rolls a die. He/she will take the same number of pennies as the die
shows. If the partner can do any trades, he/she should do so before the next partner
rolls. Once a partner has five pennies, he/she may trade for a nickel. After they
have two nickels, they may trade for a dime. Partners may continue trading as their
money banks increase. Partners continue to roll, get money, and make trades up to
one dollar. After someone reaches one dollar, partners can start over.
1. Penny Penny!
2. Food For Sale!
3. Flowers For Sale!
Glue the Money Poem in your
math notebook. Read or sing the
Money Poem using different
voices for each coin. You may use
microphones and any props from
our acting box.
Look through the grocery
Advertisements from the
newspaper. Cut and sort at
least five pictures of food in
one column and at least five
money amounts in another
column. Glue picture and
money columns in your math
notebook.
Look through the Nature
Magazines. Cut pictures of
at least five flowers and
glue them into your math
notebook. Label each
flower with a coin value
less than a dollar. You may
cut and label more than five
pictures if you prefer.
Logic/Math
Musical/Body Movement
4. Money Facts!
5.
Choose a non-fiction book about
money to read from the book
basket. Write or draw one
interesting fact about each coin,
penny, nickel, dime, quarter in
your math notebook.
Work on the computer and
explore the Interactive Math
Web site. Count the group of
coins and type the amount.
Glue a Self Reflection sheet in
your math notebook and circle
the smiley face if you CAN
count coins or need more
practice with this target.
http://www.hbschool.com/activi
ty/counting_money/
Use your money bank from
your desk and create
patterns with your coins.
After you create a pattern,
say the pattern using coin
names or coin values.
Choose one pattern to write
down using coin names and
one pattern to write down
using coin values in your
math notebook.
Self
Logic/Math
Language
7. Math Memory!
SMARTBOARD
Take turns selecting two cards. If
the two cards match one coin
picture to the same coin value,
your team or partner will show you
a thumbs up and the cards remain
flipped over. If the two cards do
not match, your team or partner
will show a thumb sideways to try
again and flip the cards back over.
Glue a rating sheet in your math
notebook and rate how well your
group worked together and how
well this activity helped you.
Social
Computer Coins!
Nature
6. Pattern Money!
8. Sketch a Coin!
9. Money Talk!
Take a blank piece of paper and
a piece of chalk. Lay a coin
under the piece of paper and
use the chalk to trace on top of
the paper. Trace the front and
back side of the coin. Label at
least five coins with the coin
name and value. Glue the piece
of paper in your math notebook.
Write a story about a time
you earned or spent money.
Include the amount of
money earned or spent in
your story.
Enrichment
Spatial/Body Movement
Language
Correctives
Correctives
Enrichment
*
*
*
1.
2.
3.
4.
5.
6.
Awareness
Comprehension
Application
Analysis
Synthesis
Evaluation
S. Gendron, Kentwood presentation, March 2011
*
1. Knowledge in one discipline
2. Application within discipline
3. Application across disciplines
4. Application to real-world predictable situations
5. Application to real-world unpredictable
situations
S. Gendron, Kentwood presentation, March 2011
Levels
Bloom’s
6
5
4
3
2
1
C
D
A
B
1
2 3 4 5
Application
S. Gendron, Kentwood presentation, March 2011
Rigor/Relevance Framework
6
•
•
5
4
•
Analyze the graphs of the
perimeters and areas of squares
having different-length sides.
Determine the largest
rectangular area for a fixed
perimeter.
Determine and justify the
similarity or congruence for two
geometric shapes.
C
1
•
•
•
3
2
•
• Express probabilities as fractions,
percents, or decimals.
• Classify triangles according to
angle size and/or length of sides.
• Calculate volume of simple
three- dimensional shapes.
• Given the coordinates of a
quadrilateral, plot the
quadrilateral on a grid.
A
1
2
Obtain historical data about local
weather to predict the chance of
snow, rain, or sun during year.
Test consumer products and illustrate
the data graphically.
Plan a large school event and
calculate resources (food,
decorations, etc.) you need to
organize and hold this event.
Make a scale drawing of the
classroom on grid paper, each group
using a different scale.
D
• Calculate percentages of advertising in
a newspaper.
• Tour the school building and identify
examples of parallel and perpendicular
lines, planes, and angles.
• Determine the median and mode of
real data displayed in a histogram
• Organize and display collected data,
using appropriate tables, charts, or
graphs.
B
3
4
5
S. Gendron, Kentwood presentation, March 2011
*
(PBL)
*
Questgarden
The Buck Institute
*Harold
Melvin and the
BLUENOTES
1975
“Wake Up Everybody”
Wake up everybody no more sleeping in bed
No more backward thinking, time for thinking ahead
The world has changed so very much from what it used to be
There’s so much hatred, war and poverty.
Wake up all the teachers time to teach a new way
Maybe then they’ll listen to what you have to say.
They're the ones who are coming up and the world is in their
hands.
When you teach the children,
teach them the very best you can.
The world won’t get no better,
if we just let it be.
The world won’t get no better,
we got to change it..yah.. just YOU and ME.
Thank you for all you do,
for all the children!