Embed Size (px)
Citation preview
ELA THE SECONDARY WAY!
Summer, 2008
Housekeeping
• Sign-in Sheet• Stipend Sheet• Name on Folder• Bathrooms/Breaks• Rooms
Admit Slip
• Think – about how you did research prior to becoming a teacher? (in college…) Have your research practices changed?
• Ink – Jot down some notes on your Admit Slip.
• Pair – Partner NOT in your color group• Share – Share with your partner –then,
whole group.
Agenda• The Research Process
– Frontloading Research Strategies/Skills– Hands-on Research Activity– Standard 3/Integrated Units
• Assessment– Formative and Summative Assessments– Standards-Based Grading– Reporting on eSchool– Long-range Planning
• Embedding Strategy Lessons for Lit Circles
Research T-Chart
Think about…
*What skills/strategies will students need to know throughout the process?
*What will you need to define, frontload, teach…through the process?
T-Chart Example
Research Skills Reading and Writing Skills
Generating Questions•Helps students stay focused when looking for information.
Reading: skimming and scanning information to form an overview.Writing: knowledge of factual questions for background information; interpretive questions –original, critical, and/or creative thinking (based on thesis) See Tip Sheet #10
The Research Process
• Basic Steps in the Research Process
• Tip Sheets
Evaluating Websites
• How to Evaluate: Widener University
Choosing a Topic• There are three ways for you to get a topic to research
(Tip Sheet #: 1)
– 1. Your teacher assigns one to you. In this case, you don't have to worry about selecting a topic; just start listing key words.
– 2. Your teacher gives you some guidelines for choosing one. Here's where you have to do some reading on the general topic and get an overview. After doing that, you will be ready to focus your topic into a reasonable size that you can handle for this project.
Topic Cont’d.
– 3. Your teacher gives you complete freedom to choose whatever topic you want. This can be a challenge, but also a lot of fun! Pick something that interests you and learn more about it. In any case, pick a topic that interests you in some way. Otherwise it will be boring and torture to get through.
Electronic Note Cards
• Promotes generating focused questions before initiating research.
• Promotes keeping track of sources which will lead to works-cited
• Promotes paraphrasing and summarizing; helps students avoid plagiarism.
Better Searching
• 4 Nets for Better Searching
• Start Narrow
• Use Exact Phrases
• Trim the URL
• Seek Similar Pages
Works Cited vs. BibliographyTip Sheet #19• A bibliography is a list of related reading
material that your reader can look for if they want to do more reading on your topic.
• A Works Cited is a list of only those sources from which you used borrowed material in your project, and which you cited with parenthetical documentation within your project.
Break
Meet in Computer Lab at 10:15…
Research Assignment
Topic: Choose a significant invention that has changed or improved the world. Ask yourself:– Why is this particular invention so
significant?– Who has been impacted?– How does it make your life easier?
Research Process Review
• Basic Steps in the Research Process
• Inventions Hotlist
Modified Research Process
• Follow the Research Process on the Assignment Sheet (use the back for notes)
• You have until 11:15 – to receive feedback and compete the process.
Next Steps…
• How do we help students organize the information?– Outlines– Graphic Organizers
• See Research Tips:– Research Tip Sheets
Lunch
• Meet in Room 126 at 12:15…– T-Chart– Standard 3– Research Units
T-Chart and Standard 3
• Color Groups:– Meet and compare notes on T-Chart– Using your T-Chart notes and the
activities on the Assignment Sheet, decide where activities go on the Standard Three Chart.• Note: Activities may fall under one or more
of the GLEs
Scaffolding and Integrating the Research Process
• 6th Grade: – formulating/generating questions– paraphrasing/skimming/scanning– note taking (using Electronic Note Cards)– Intro to using an advanced search field
(NETS)– Topics generated from interest survey– Teacher created hot list to springboard
research (any bibliography would use URLs)
Scaffolding and Integrating the Research Process
• 7th Grade: – All skills taught in 6th grade– Citations using Citation Machine (intro to MLA)– More work with the Google Advanced search field– Student-generated questions are used for research– Short product inherent to overriding assignment;
i.e. A-Z Charts/Essays; Biography, etc.• 8th Grade
– All skills taught previously– Validating sources– Bias– MLA – End product that includes Works Cited
Caesar Rodney Technology Growth Chart
• Grades K-12• Integrated Skills
– Communication and Internet– Network & Computing Skills– Word Processing– Graphics & Presentation– Spreadsheets and Databases
Electronic Agenda
You can use the link at the bottom of the research assignment to access information for this workshop:
http://teachers.cr.k12.de.us/~galgano/ela08
ASSESSMENT OF LEARNING
• Assessment of learning are those assessments that happen after learning is supposed to have occurred to determine if it did.
• They are used to make statements of student learning status at a point in time to those outside the classroom, as when making student referrals or making decisions about programs.
ASSESSMENT FOR LEARNING
• Assessment for learning happens while learning is still underway.
• These are assessments that we conduct throughout teaching and learning to diagnose student needs, plan our next steps in instruction, provide students with feedback they can use to improve on the quality of their work.
PURPOSES FOR ASSESSMENT (Teacher)
Assessment for Learning
Assessment of Learning
•What does this student need?•What do these students need?•What are student strengths to build on?•How should I group my students?•Am I going too fast? Too slow? Too far? Not far enough?
•What grade do I put on the report card?•What students need to be referred for special service?•What will I tell parents?
Formative Assessment
• Human Graph Activity– Strongly Agree– Agree– Not Sure– Disagree– Strongly Disagree
• Respond to the following:– I know a lot about formative classroom
assessment.
Low achievement is often the result of students failing to
understand what is expected of them.
William (2004)
More from William (2004)
Assessment is formative only if the information fed back to the learner is
used by the learner in making improvements.
Black & Smith Synthesis of Research
with Quality Assessment / Feedback
Study Standard Deviation Gains
Bloom (1984) 1.0 to 2.0 (Found to Rival 1:1 Tutoring)
Black and William (1998)
0.5 to 1.0 (Largest gains with Low Achieving Students)
Meisels, et al. (2003) 0.7 to 1.5
Rodriguez (2004) 0.5 to 1.8 (Largest gains with Low Achieving Students)
1.0 Standard Deviation Score Gain Equals
• 35 Percentile Points• 2-4 Grade
Equivalents• 100 SAT Points• 15 IQ Points
TONS OF WINNING STREAKS FOR KIDS!
ABC Graffiti
• Multi-color Group – one person from each color
• Write out the letters of the alphabet in 2 columns
• Brainstorm a word for every letter that is somehow associated with assessment.
How “balanced” is your view of assessment?
Tear-Share Questions
• Stay in Multi-Color groups:– Read the article, Homework: A Few
Practice Arrows– Complete the 3-2-1 Connect and Reflect
• 3 Recalls from the Article• 2 Insights Gained• 1 Burning Question That Remains
– Share with small group– Share with whole group
A Paradigm Shift in AssessmentAssessment FOR Learning
• Change Standards into Classroom Objectives
• Students and Teachers use Results to Guide Learning
• Expectation of Success because of Instruction
• Transfer of Knowledge and Skills
Assessment OF Learning
• Study to Meet Standards
• Develop Classroom Tests & Assign Grades
• “Benchmarks” at a given point in time
• Given after multiple opportunities “for learning”
Where are you on the Standards-Based Grading
Continuum?
Caesar Rodney School District Grading Policy
Classroom instruction and assessments are to be designed
so that the students performance indicates the level ofmastery of district objectives. The students mastery
levelwill be the sole factor in determining the grade for a
subjector course.
September, 2007
Purpose(s) for GradesBailey and McTighe state
that the “…primary purpose of…grades…(is) to communicate student achievement to students, parents, school administrators, post-secondary institutions, and employers”
Bailey, J. and McTighe, J., “Reporting Achievement at the Secondary School Level: What and How?”, in Thomas R. Guskey, (Ed.) Communicating Student Learning: ASCD Yearbook, 1996, ASCD, Alexandria, VA, 1996, 120.
Would You Want To Be…
• judged on your ability to swim the first time you entered the pool?
• graded on your ability to ride a bike while still using training wheels?
• remembered only by what you did during your first day or first week of school as a teacher?
Grades Should Be Meaningful
O’Connor Fix #7“Don’t organize information in grading records by
assessment methods or simply summarize into a single grade; organize and report evidence by standards / learning goals.”
According to Rick Stiggins, “…students can hit any target they can see and which stands still for them…”
Grades Should Be Meaningful Continued
Traditional Grade Book
• Sorted by assessment categories (i.e. test, quiz, project, homework, class work)
• Uncertain mix of academic and non-academic factors
• Always uses the mean / average
Standards-Based Grade Book
• Sorted by standard or report card category (one assessment may meet the criteria for multiple categories)
• Academic achievement only
• Use of median / mode when determining final grade
Assessments Of or For• Response Journal
– Of – after several entries, student turns in a later entry for a grade.
– For – the earlier entries: guide instruction – opportunities for self evaluation, and descriptive feedback.
• Instructional Prompt– Of – the final version of the writing piece– For- the stages of the writing process; i.e.
brainstorming/organizing, rough draft, revisions, peer conferencing/teacher conferencing – all opportunities to guide instruction, self-evaluation, and descriptive feedback.
Standards-Based Grading in E/LA
• Comprehension• Vocabulary (Word Study)• Listening/Speaking• Writing
1 MP ExampleReporting by Standards
• MP 1 Final– First 4 ½ weeks (Comprehension/Vocabulary)
• Read Like a Reader Quiz (vocab, St3) – 20 points• Collection 1 Quiz – (comp St2/vocab, St3) 20 points• Collection 1 Summative – (comp St2&4/vocab St3) 35
points• Narrative Short Story – (comp St2) 20 points
– Last 4 ½ weeks (Writing/Listening/Speaking – St1)• Instructional Prompt – (W/L&S St1) - 35 points
– Conferencing (L & S St1)• Evaluative Prompt – (W/L&S St1) - 60 points• Read Like a Writer – (Vocab St3) - 20 points
Rubrics & Points
• Collection 1 Summative Assessment (35 points):– 5 – 1pt multiple choice (5 pts)– 5 – 2pt multiple choice (10 pts)– 1 – short answer (2 pt rubric) (10 pts)
• 2 = 100% = 10 points• 1 = 80% = 8 points• 0 = 60% = 6 points
– 1 – extended response (4 pt rubric) (10 pts)• 4 = 100% = 10 points• 3 = 90% = 9 points• 2 = 80% = 8 points• 1 = 70% = 7 points• 0 = 60% = 6 points
Adapted from Stiggins, 2003
Traditional Scoring
• #s1-5 MC – 1pt each– Possible points = 5pts
• #s 6-10 MC – 2pts each– Possible points = 10pts
• #11 SA = 2 pt Rubric– Possible points = 2pts
• #12 ER = 4pt Rubric– Possible points = 4 pts
• Total Points = 21 points
Student Example of Traditional Scoring
• #s1-5 MC – 1pt each– 3/5 points
• #s 6-10 MC – 2pts each– 8/10 points
• #11 SA = 2 pt Rubric– 1/2 points
• #12 ER = 4pt Rubric– 3/4 points
• Total points = 15/21 = 71/D
Standards-Based Grading
• #s1-5 MC – 1pt each– Possible points = 5pts
• #s 6-10 MC – 2pts each– Possible points = 10pts
• #11 SA = 2 pt Rubric– Possible points = 10pts
• #12 ER = 4pt Rubric– Possible points = 10 pts
• Total Points = 35 points
Student Example of Standards-Based Grading
• #s1-5 MC – 1pt each– 3/5 points
• #s 6-10 MC – 2pts each– 8/10 points
• #11 SA = 2 pt Rubric (2=10, 1=8, 0=6)– 8 points
• #12 ER = 4pt Rubric (4=10, 3=9, 2=8, 1=7, 0=6)– 9 points
• Total points = 28/35 = 80%/C
Rubrics to Points• Evaluative Writing Prompt
– 5 = 50 points (100% well above the standard)
– 4 = 45 points (90% above the standard)– 3 = 40 points (80% meets the standard)– 2 = 35 points (70% below the standard)– 1 = 30 points (60% well below the standard)
• Listening & Speaking Assessments– Conferencing– Presentations
Rubrics to Points Continued
• The rubric scale does not have to match the points earned.
• For example:– 5 = 30 points (100% of 30 = 30 points)– 4 = 27 points (90% of 30 = 27 points)– 3 = 24 points (80% of 30 = 24 points )– 2 = 21 points (70% of 30 = 21 points)– 1 = 18 points (60% of 30 = 18 points)
Grades Should Support Learning
(Recent Achievement)Fix #14Don’t summarize evidence
accumulated over time when learning is developmental and will grow with time and repeated opportunities; in those instances, emphasize more recent achievement.
Grades Should Be Meaningful Continued
(Sample ESchool Grade Book Screen Shot)Description of the assignment includes the science standards
Grades Should Be Meaningful Continued
(Sample ESchool Grade Book Screen Shot)
Use of “I” for missing work
Use of “E” for excused work
Japanese Unit Planning
• 14 lessons• 1-11 cover the content• 12 is a test, not graded, but reviewed
thoroughly• Reflections on test results are used
to plan lessons 13 and 14
Black and William (1998)
• “Students taught by teachers who integrated assessment with instruction could achieve in six or seven months what would otherwise take a year.
• …more importantly, these improvements appear to be consistent across countries..across ages, and across subjects.”
Almost There…
• Embedding Strategy Lessons for Literature Circles– Which standards/GLEs are being
addressed?– What are the reading/writing/L&S goals?– What will need to be explicitly taught?– How many days for reading & meeting?
Typical WeekBook choices, groups formed, note taking lesson_______Focus Lesson: Plot (character)
Focus Lesson: Plot (character) teacher modeling___________Students read to start addressing elements of plot (Character) and take notes; i.e. reading strategies
Students continue to read to address elements of plot (character); continue to take notes
Students meet to discuss character development and strategy notes_________Class Debrief on Character and lit circle protocol OR Focused Lesson: Elements of Plot (Setting)
Students read and focus on setting; note taking continues
Exit Slip
• I came expecting….
• I got…
• I value…
• I need…
Long-Range Planning
• Pick up a Long-Range Planning Calendar– Middle– High School
• Both resource teacher available over the summer for planning.– [email protected] – [email protected]
