Centennial Instruction

  • View
    44

  • Download
    0

Embed Size (px)

DESCRIPTION

Centennial Instruction. Developing Scales March 11, 2013. Sessions. Today: Review and Complete Scales November 16 late start: Work on Essentials January 4: Complete Essentials Draft February 15 late start: Training on Scales for Essentials. Activities for Today. Review Proficiency Scales - PowerPoint PPT Presentation

Transcript

PowerPoint Presentation

Centennial InstructionDeveloping ScalesMarch 11, 2013SessionsToday: Review and Complete ScalesNovember 16 late start: Work on EssentialsJanuary 4: Complete Essentials DraftFebruary 15 late start: Training on Scales for EssentialsActivities for TodayReview Proficiency ScalesReflect/Discuss the Pilot Continue Scale Development

ReviewPasswordStart on the top try to get your partner to say the word by listing or describing the characteristics.Object is to get through all the words as fast as possible.Try one firstActorsTom HanksTom CruiseHarrison FordJames Earl JonesGeorge ClooneyBruce WillisThings Associated with Proficiency ScalesRobert J. MarzanoEssential LearningTracking Student ProgressFeedbackRoutine Lesson SegmentsEndurance

Things Associated with Proficiency ScalesNeed to Know4 LevelsLearning GoalCelebrate SuccessLevel 3 = TargetReadiness

Learning Goals and FeedbackInteracting with New KnowledgePracticing and DeepeningGenerating and Testing Hypotheses (application)Student EngagementEstablishing Rules and ProceduresAdherence to Rules and ProceduresTeacher-Student RelationshipsHigh Expectations

Page 7, The Art & Science of Teaching

The Art and Science of Teaching

OPTIONAL/DONT DO!!!!!!Whole group:Go through each question: STAND UP if you think this works in your system, crouch if youre not sure, stay seated if you doesnt think this works for your system.

Expect to hear some, Yeah, buts

Dialogue: OK, if these all have a place in your system, how might these look DIFFERENT????

Keep that filter on as we continue our work today.

8Learning Goals and FeedbackRules and Procedures INVOLVES ROUTINES ENACTED ON THE SPOTStudent EngagementHigh Expectations Teacher/Student RelationshipsAdherence to Rules and ProceduresGenerating/ Testing HypothesesPracticing and DeepeningInteracting With New KnowledgeThe Art and Science of Teaching

ADDRESSES CONTENT IN SPECIFIC WAYSPg. 59Learning Goals and FeedbackRules and Procedures INVOLVES ROUTINES The Art and Science of Teaching

Dont do:Graphic Organizer: Draw a circle in the middle of your paper and write: ROUTINE in the middle. Brainstorm the routine components YOU use. For example: Most of you create a shared vision for your classroom in order to determine rules and procedures.

10Design Question One:

What will I do to establish and communicate learning goals, track student progress and celebrate success?11Youve got to think about big things while youre doing small things, so that all the small things go in the right direction.

Alvin Toffler

A learning goal (essential learning) is a statement of what students will understand and/or be able to do.For example:Students will understand direct and indirect democracies. Students will be able to do three-column addition.

What are learning goals or essential learnings?What are the criteria for essentials?Endurance (Will this provide knowledge and skills that will be of value beyond a single test date?)

Leverage (Will this provide knowledge and skills that will be of value in multiple disciplines?)Inquiry, critical thinking, inferences, problem solving

Readiness for next level of learning (Will this provide students will the tools they need for success at the next level or grade.)

Reeves, D. Cited in Ainsworth, L. (2003). Unwrapping the Standards. Englewood, CO. Advanced Learning Press.14Whats next?Creating or Refining Proficiency ScalesCreating a proficiency scale16I have over 25 students in my class. Problem: How can I write a goal for all my students that is both challenging and attainable?

17Solution: Construct goals at multiple levels of difficulty.

I have over 25 students in my class.

18Discussion:

It sounds simple and yet we rarely do it. Why teachers perceive the work to be overwhelming. Yet, they are overwhelmed by the different learning needs in their rooms. Proficiency Scales

194In addition to exhibiting level 3 performance, in-depth inferences and applications that go BEYOND what was taught in class3No major errors or omissions regarding any of the information and/or processes (SIMPLE OR COMPLEX) that were explicitly taught2No major errors or omissions regarding the SIMPLER details and processes BUT major errors or omissions regarding the more complex ideas and processes1With HELP, a partial knowledge of some of the simpler and complex details and processes0Even with help, no understanding or skill demonstratedScale20Atmospheric Processes and Water Cycle4Infer relationships regarding atmospheric processes and the water cycle.3An explanation of: How the water cycle processes impact climate changes The effects of temperature and pressure in different layers of Earths atmosphere2 Recognize and recall basic terms such as: climatic patterns, atmospheric layers, stratosphere, troposphere. Recognize or recall isolated details such as: Precipitation is one of the processes of the water cycle. The troposphere is one of the lowest portions of the Earths atmosphere.NE State Accountability Efforts

Great work! Students will be able to discuss the bodys most important dietary needs.Students will be able to recognize healthy vs. unhealthy foods given a listStudents will be able to discuss what would happen to the body if one of its needs was not met (eg. What would happen if the body received no calcium for an extended period of time?)Please place in order of complexityStudents will be able to design word problems based on given mathematical equations and find any errors.Students will be able to translate between simple word problems and mathematical equations.Students will be able to recognize accurate statements about the mathematical processes embedded in word problems.Please place in order of complexityStudents will be able to write a variety of complete sentences with fluidity.Students will be able to write compound-complex sentences in isolation.Students will be able to write a simple sentence with a subject and a predicate.Please place in order of complexityStudents will be able to discuss the key aspects of Roosevelts foreign policy during WWII.Students will be able to create a generalization about the most or least effective thing a president can do during times of conflict.Students will be able to compare the successes and failures of different presidents foreign policies during times of conflict.Please place in order of complexityAdvanced= 4.0 More complex learning goalProficient= 3.0 target learning goalProgressing= 2.0 simple learning goalBeginning= 1.0 with help, a partial understanding of score 2.0 and partial knowledge of score 3.0 content0= even with help, no understanding or skill demonstrated.

Organize learning goals into a scale

Proficient= 3.0 target learning goalHeflebower, adapted from Nebraska Department of Education

Advanced= 4.0 More complex learning goalHeflebower, adapted from Nebraska Department of Educationcutting-edge research concrete strategies sustainable successThe complete scale allows forhalf-point scores(3.5, 2.5, 1.5, .5).4In addition to exhibiting level 3 performance, in-depth inferences and applications that go beyond what was taught in class3.5 In addition to exhibiting level 3 performance, partial success at in-depth inferences and applications that go beyond what was taught in class3No major errors or omissions regarding any of the information and/or processes (SIMPLE OR COMPLEX) that were explicitly taught2.5 No major errors or omissions regarding any of the simpler information and/or processes and partial knowledge of the more complex information and processes2No major errors or omissions regarding the simpler details and processes BUT major errors or omissions regarding the more complex ideas and processes1.5 Partial knowledge of the simpler details and processes, but major errors or omissions regarding the more complex ideas and processes1With help, a partial knowledge of some of the simpler and complex details and processes.5 With help, a partial knowledge of some of the simpler details and processes but not of the more complex ideas and processes0Even with help, no understanding or skill demonstratedScaleScale DiscussionWhat did you Pilot?What was the student response?What worked well?What would you change?Scale TemplateThe form is on the wiki at http://centennialinstruction.wikispaces.com/home

SessionsToday: Overview of Essentials and ScalesNovember 16 late start: Work on EssentialsJanuary 4: Complete Essentials DraftFebruary 15 late start: Training on Scales for EssentialsMarch 11: Complete ScalesLevel 1

BeginningLevel 2

ProgressingLevel 3

ProficientLevel 4

Advanced

BeginningProgressingProficientAdvanced

Procedural knowledgeStudents will use elements of persuasive writing in highly structured assignments. Students will be able to write a persuasive essay using appropriate sources within a format provided by the teacher.Students will select the most appropriate format for a persuasive essay on a chosen topic and use multiple sources to address an argument and any possible counter arguments.

Beginning= partial understanding with helpProgressing=simpler Proficient=target goalAdvanced=complex

Declarative knowledgeStudents will identify accurate statements about the rise and fall of Napoleon.Students create a flowchart depicting the rise and fall of Napoleon.Students will compare and contrast Napoleon and other military and political leaders.

Strand:

Topic:

Grade:

Score 4.0In addition to Score 3.0, in-depth inferences and applications that go beyond what was taught.

Sample Activities

3.5In addition to score 3.0 performance, in-depth inferences and applica