Benefits of Focus Activities Help students focus and pay attention Eliminate distracters Open “mental files” Provide choices Encourage self-directed learning

Benefits of Focus Activities

• Help students focus and pay attention

• Eliminate distracters• Open “mental files”• Provide choices• Encourage self-directed learning

Algebraic Logic Puzzle

Discover the value of each of the shapes.The total weight is 32.Clue:

Puzzle 1

- 2 = +

Use your number sense to discover the value of each shape.

Rules to remember:1. The right and left sides of each

horizontal beam must balance.2. Each shape has a unique and

consistent weight within the puzzle and no shapes weigh zero.

3. There are no ‘useless’ clues.4. All weights are either one- or two-

digit, positive whole numbers.5. A piece hanging below the fulcrum

does not affect the balance between the left and right arms. Although this piece has its own definite weight.

6. Size of pieces has no relation to weight.

There are three parts to any research-based

lesson:•Beginning – ‘check for’ and ‘build’ background knowledge of each

student; (BL)•During – teach and actively engage each student in new content – making connections to prior

knowledge; (DL)•End – check for understanding - provide each student with an opportunity to summarize (in their own way) and practice the essential knowledge and skills conveyed in the

lesson. (EL)

Personal Learning Goals• I will recognize the benefits of obtrusive, unobtrusive, and

student, and student-generated assessment;

• I will understand strategies to create assessment for learning and assessment of learning;

• I will support my peers by offering constructive feedback to improve their efforts;

• I will create assessment samples that will best elevate learning for my students; and

• I will enjoy working with my colleagues!

SAMPLEPre-assessment

that includes differentiation

Matter!

Premise of the WorkshopAs the United States continues to compete in a global economy

that demands innovation, the U.S. education system must equip students with the four Cs:

1. critical thinking and problem solving,2. communication, 3. collaboration, and 4. creativity and innovation.

"For as long as assessment is viewed as something we do ’after’ teaching and learning are over, we will fail to greatly improve student performance, regardless of how well or how poorly

students are currently taught or motivated."Grant Wiggins, 1998

Mix it Up in the Box

• Listen for the topic and the amount of time;• Silently mix around the room;• When directed, pair up with person closest to you;• In pairs, Partner A shares and Partner B listens;• Partner B responds to what he/she heard by

paraphrasing: “LET ME TELL YOU WHAT I UNDERSTOOD YOU TO SAY”;

• Record summary of partners response; then• Switch Roles

http://www.images.com/bin/Detail?ln=9060801408

1 2

3 4

What is an action taken by you, your grade-level/department or your school that you attribute to resulting in increased achievement for each student impacted by the action last year?

What is the process used to create classroom assessments? What do people ‘do’ with the results?

Look at the picture above. How does this picture relate to your role as a teacher? Complete this sentence: The image is like my teaching in that_______

Reflect on yesterday’s workshop…what is an action you, your grade-level/department or school should consider based on your experience?

1 2

3 4

What is an action taken by you, your grade-level/department or your school that you attribute to resulting in increased achievement for each student impacted by the action last year?

Look at the picture above. How does this picture relate to your role a teacher? Complete this sentence: The image is like my teaching in that_______

What is the process used to create classroom assessments? What do people ‘do’ with the results?

Reflect on yesterday’s workshop…what is an action you, your grade-level/department or school should consider based on your experience?

Category Ave. EffectSize (ES)

Percentile Gain

Identify similarities & differences 1.61 45

Summarizing & note taking 1.00 34

Reinforcing effort & providing recognition .80 29

Homework & practice .77 28

Nonlinguistic representations .75 27

Cooperative learning .73 27

Setting objectives & providing feedback .61 23

Generating & testing hypotheses .61 23

Questions, cues, & advance organizers .59 22

NUTS TO YOU!!!PASS

NOT PASS Nearing Proficiency

Novice

Proficient

Advanced

http://rubistar.4teachers.org

Self-Assessment ToolSETTING OBJECTIVES &PROVIDING FEEDBACK

Instructional Capacity

Alignment Engagement Adjustment Relationships

A s s e s s m e n t


Percentile Gain







*Setting objectives & providing feedback* .61 23



Personal Learning Goals• I will recognize strategies that have improved achievement

for our students;

• I will use data to focus additional improvement efforts to reach more students;

• I will support my peers by offering constructive feedback to improve their efforts;

• I will decide which structures will best elevate learning for my students; and

• I will enjoy working with my colleagues!


Percentile Gain










WHAT’S MY RULE?Theme: Sports

YES NoStrike Stick

Split Puck

Pin Hoop

Gutter Goal

Rule: Bowling Terms

Page 8

WHAT’S MY RULE?Theme: History and Social Science

YES NoHemisphere Olympic Games

Equator Democracy

Prime Meridian Kings

Regions Wealth

Rule: Things you’d find on a globe

WHAT’S MY RULE?Theme: Geometry

YES NoTriangle Cube

Rectangle Pyramid

Square Pentagon

Quadrilateral Octagon

Rule: Plane figures with less than 5 sides.

WHAT’S MY RULE?Theme: _______________

YES No

Rule: _________________________

STUDENT CENTERED APPROACH


Percentile Gain










Prepared Especially for the Professional Learning Community of theGREAT FALLS PUBLIC SCHOOLS

by Dan Mulligan, Ed. D.August 2010

Learning in the 21st Century:Transforming Assessment for Data-Driven Decision Making

http://s3.images.com/huge.38.193724.JPG

“If you don’t know where you are and you don’t know where you are going, anything you do will get you there”

HUNT for SOLUTIONS

Record your responses on the last page…

1. The % of POVERTY students scoring Advanced on the Math CRT in 2009.

2. The % of All students scoring Advanced on the Math CRT in 2009.

3. According to the Silent Epidemic, the % of U.S. dropouts who would have stayed in school if learning was more interesting and real-world.

4. According to the Silent Epidemic, the % of U.S. dropouts who felt they were ‘too far behind’ by the end of elementary school.

5. The % of All students scoring Advanced on the Reading CRT in 2009.

6. The % of LEP students scoring Advanced on the Reading CRT in 2009.

7. The % of All students Graduating On-Time in the Class of 2009.

8. The % of American Indian students Graduating On-Time in the Class of 2009.

9. The % of FEMALE students Graduating On-Time in the Class of 2009.

17

35

80

51

45

6

67

At MONTANA Schools:

SOLUTIONS: 6, 17, 35, 45, 51, 67, 80, 84, 86

86

84

Minority Student Achievement in Suburban Schools~Toward Excellence with Equity, Ronald Ferguson, Kennedy School of Government at Harvard University, 2007

• Survey of all students in 15 middle and upper income school districts in 10 states;

• Examined family characteristics, opinions about quality of instruction, achievement motivation, course-taking, effort, comprehension, GPA and other factors;

Asian Black Hispanic White0

10

20

30

40

50

60

70

80

53

66

72

48

53

72 74

57

AdvantagedDisadvantaged

When I work hard, it is because my teacher tells me I can do well.(“Yes,” instead of “Maybe” or “No”) (Grades 1 – 6)



A s s e s s m e n t

Summarizing and Note Taking• Approaches to this strategy in the

classroom:– Teaching students the rule-based summarizing

strategies,– Using summary frames, and– Teaching students reciprocal teaching and group-

enhanced summary.

• What does it look like?– Take out material that is NOT important for

understanding,– Take out words that repeat information,– Replace a list of things with a word that describes the

things in the list (e.g., use trees for elm, oak, and maple).

– Find a topic sentence. If you cannot find a topic sentence, make one up.

Summarizing and Note Taking• Generalizations form the research:

– Verbatim note-taking is, perhaps, the least effective technique.

– Notes should be considered a work in progress.

– Notes should be used as a study guide for tests.

– The more notes that are taken, the better.

Instructional Strategies that Facilitate Successful Inclusion Must …

• Supply students with STRUCTURE and ORGANIZATION

• Encourage student COMMUNICATION and COLLABORATION

• Provide students with VISUAL and HANDS-ON learning experiences

C O V E R

C O V E R

Allow students to personalize their notebook with a cover collage.Preserve with packing tape.

Tab

le o

f C

on

ten

t S

amp

les

MIND Notebook Rubric

Knowing the Learner

Directions: Rank the symbols (1-4) in order from most (1) like you as a learner to least (4) like you as a learner.

Knowing the Learner

Strengths NeedsExperimentationRisk takingAdventurousIntuitive/InsightfulCreativeSpontaneous

GuidelinesBoundariesExpectationsStandardsParametersHelp in Focusing

Attitudes PreferencesDon’t like step-by-step directionsReact to internal and external rewardsWant to improve things for society

Stimulus-rich environmentOptions and alternativesInteresting and exciting learning

Learning Style of Beach Balls

Knowing the Learner

Strengths Needs

See the big pictureHome in on main pointsLearn from lecture and readingThink in abstract terms and languageAnalyze theories and informationThorough logical learnersCan delay gratification

Help in working with othersHelp in organizing time and bringing closure

Attitudes PreferencesDon’t like to waste time “pooling ignorance”Don’t like inquiry

Vicarious learningSimulationsAnalytical thinkingExpert informationFeedback that will improve grades

Learning Style of Microscopes

Knowing the Learner

Strengths Needs

Precision and accuracyStriving for perfectionPracticalityCompliance with teacherSensory responsiveExternally motivatedDelay gratification

Real experiencesConcrete examples, not theoryStructureProcedures, routinesDirections

Attitudes PreferencesNo news is good newsSerious about their workRequire feedback

Precise, useful feedbackRecommendationsAppreciate privacy

Learning Style of Clipboards

Knowing the Learner

Strengths Needs

EmpathicIntuitiveSubjective, abstract, affectiveRead between the linesSee the gestalt

Opportunities to work with othersTime for self-reflectionTo connect with teacher and peersRationale for learning

Attitudes PreferencesInternal motivationSelf-monitoring toward personal criteriaRequire rationale for learningCan block out stimuli

Subjective versus abstractPersonal incentives, encouragementChoice of learning environments

Learning Style of Puppies

• “If an educator keeps using the same strategies over and over and the student keeps failing,

who really is the slow learner?”

Musical/RhythmicSing itCreate a beatRap itMake a cheerCreate a jingleHum itIdentify soundsReact to soundsListen to soundsConnect to musicWrite a poem

Verbal/LinguisticRead itSpell itWrite itListen to itTell itRecall itUse “you” wordsApply itChunk informationSay itUse mnemonics

Logical/MathematicalMake a patternChart itSequence itCreate a mnemonicAnalyze itThink abstractlyThink criticallyUse numbersProve itInterpret the dataUse the statistics

Visual/SpatialMind mapsGraphic organizersVideoColor codeHighlightShape a wordInterpret a graphicRead a chartStudy illustrationsVisualize itMake a chartCreate a poster

Body/KinestheticRole playWalkaboutDanceLip syncSkits/charades/mimesConstructionMath manipulativesSign languageSportsActivity centersBody language

IntrapersonalMetacognitionUse self-talkWork independentlySolve in your own wayUnderstand selfJournal itRehearse itUse prior knowledgeConnect itHave ownership

InterpersonalThink-Pair-ShareJigsawCooperative groupingDramaDebatesClass meetingsRole playMeeting of mindsPeer counselingTutors/buddiesGiving feedbackShared Journals

NaturalistLabel itCategorize itIdentify itForm a hypothesisDo an experimentAdapt itConstruct itClassify itInvestigate itDiscern patterns

Choice Board or Tic-Tac-ToeThis assessment strategy allows students to select their own preferences but still achieve the targeted essential knowledge and skills.

After Reading Choice BoardSummarize a main idea and

put it to a beat.Draw the sequence of events on a timeline.

Create a way to remember the information.

Reflect on the significance of the information in your

journal.

WILD CARD !!!Your choice after getting

approval.

Create a series of at least six cartoon frames to

express the main idea.

Condense the information about a main idea and

create an advertisement, banner, or slogan.

Act a short skit that conveys the message of

the story.

Write a poem that conveys the main idea of the story.

Choice Board

Verbal/Linguistic Body/ Kinesthetic Visual/Spatial

Musical/Rhythmical

Wild CardYour choice after

getting the approval of the

teacher.Naturalist

Intrapersonal Interpersonal Logical/Mathematical

http://www.images.com/bin/Detail?ln=7185600006

4 second partner

1. Select a new partner.2. Identify content to be taught

to your students.3. Outline a Dinner Menu of

evidence of student understandings.

4. Enjoy!



A s s e s s m e n t


Percentile Gain










WHO AM I ?

RECALL

CREATE

CONNECT

RELATE

Montana Content Standards Verbs PROBLEM SOLVING

Analyze Derive Discover Evaluate Explore

Predict Solve Survey Verify Investigate REASONING

Categorize Classify Compare ContrastDifferentiate

Describe Estimate Explain Generalize Interpret

Justify Order Hypothesize Predict Infer

Prioritize Rank Validate Summarize COMMUNICATION

Clarify Correspond Describe Discuss Demonstrate

ExhibitExplain Express Persuade Portray

RestateShow Speak State Write

KEY QUESTION: Why are common assessments so important?

“You can enhance or destroy students’ desire to succeed in school more quickly and permanently through your use of assessment than with any other tools you have at your disposal.”

Rick Stiggins, Assessment Trainers Institute

WHY do we ASSESS:1. INFORM INSTRUCTIONAL

DECISIONS

2. ENCOURAGE STUDENTS TO TRY

Talk to Me...• Directions

– Form a team of TWO (2) people…

– Decide which person will face the screen and which person will have their back to the screen.

– Arrange your chairs back-to-back.

Follow-up Debriefing

• Each pair should share with your other team members the method you used to graph the figure.

• Discuss with your team:– Which method appeals to you?– Is there another method that you would prefer?

• Prepare for a “pairs choice of method” with a new graph.

Key Question

Did your performance on the second attempt to complete the grid exercise

improve after having an opportunity to self-assess your initial strategy?

Formative Assessment

• Formative assessment is the process used by teachers and students during instruction that provides feedback to adjust teaching and learning for the purpose of improving student learning.

Council of Chief State School Officers, October 2006

Notes:

Process rather than a particular test….

It is not the nature of the test itself that makes it formative or summative…it is the use to which those results will be put.

Thank you for all you do, for all the children!

~Dan

Documents

Benefits of Focus Activities Help students focus and pay attention Eliminate distracters Open “mental files” Provide choices Encourage self-directed learning