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SpringBoard Training. Experienced ELA 2012. Unpacking Embedded Assessments. “ To begin with the end in mind means to know where you ’ re going before you get started so that every step you take is always in the right direction. ”. - PowerPoint PPT Presentation
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SpringBoard TrainingExperienced ELA
2012
Unpacking Embedded Assessments
“To begin with the end in mind means to know where you’re going before you get started so
that every step you take is always in the right direction.”Stephen Covey, author of The Seven Habits of Highly Effective People, as cited in Understanding by Design, by Grant Wiggins and Jay McTighe
Unpacking Embedded AssessmentsEssential Questions (EQ):
What is the value of unpacking an Embedded Assessment for your planning and teaching?
For your students?
Think-Write- Pair-Share
Individual Accountability:What will you have to know? (Yellow) What will skills will you have to have?
(2nd color choice)
Unpacking Our Embedded Assessment
Group Accountability:Use your assigned format to unpack
the Embedded Assessment.
You will using the following roles while unpacking: Recorder- Writer Runner- Speaks to
trainer/posts visuals
Reporter- Speaker Reader- Anything aloud in small/large group.
Unpacking Our Embedded Assessment
Unpacking Embedded AssessmentsReflection: (5 mins)
How will this activity help you complete the Embedded Assessment?
1 min-3 max word answer on Post-It note.
Differentiated InstructionEssential Questions (EQ):
What are the key principles of differentiation? How can we apply them within the instructional framework of SB?”
Individual Accountability: Quick-Write Response
Differentiated InstructionGroup Accountability: Using your
individual understanding, create a 1-2 sentence definition of differentiation on a single sheet of white paper.
Recorder- Writer Runner- Speaks to
trainer/posts visuals
Reporter- Speaker Reader- Anything aloud in small/large group.
Differentiated InstructionWhen considering how to differentiate,
one must first determine the lesson’s content, product, and process.
Using Level 3, Lesson 2.13, mark your text for content (C), product (PD), or process (PR).
Individual Accountability: Numbered Heads
Group Accountability: Post-Its (C), (PD), (PR)
Recorder- Writer Runner- Speaks to trainer/posts visuals
Reporter- Speaker Reader- Anything aloud in small/large
group.
Differentiated Instruction
Individual accountability: Using your student scenario,
brainstorm on paper how you would differentiate for this student through content, product, or process during Activity 2.13.
Differentiated Instruction
Group accountability: Join others that share your same student.
Discuss how you would differentiate content, product, or process for this student. Commit each reasonable idea to an individual Post-It.
Recorder- Writer Runner- Speaks to trainer/posts visuals
Reporter- Speaker Reader- Anything aloud in small/large
group.
Differentiated Instruction
Differentiated InstructionReflection: (5 mins)
How will this activity help you complete the Embedded Assessment?
1 min-3 max word answer on Post-It note.
Formative AssessmentsHow many formative assessments have we completed today?
Text your answer to 37607: 231985 #(i.e. 231985 1)Submit 231985 and your answer to http://PollEv.com
Formative Assessments
Reflection: (5 mins)
How will these activities help you complete the Embedded Assessment?
1 min-3 max word answer on Post-It note.
Questions/Reflections
http://todaysmeet.com/SBDay1
Post your comments and questions here.
Lunch on Your OwnOne hour
Deliberate Vocabulary Instruction
How do you use deliberate vocabulary instruction in your classroom?
How does this create a sense of ownership among your students?
In the book Classroom instruction that Works, Robert Marzano states:
Some researchers have concluded that systematic vocabulary instruction is one of the most important instructional interventions that teachers can use, particularly with low-achieving students.
Why Interactive Word Walls?
Deliberate Vocabulary- Where are we? http://www.surveymonkey.com/s/MTW7LDV
Deliberate Vocabulary Instruction
Unpacking Embedded Assessments
Vocabulary Notebooks
Interactive Word Walls
Best Practice- Vocabulary Instruction● Providing a description, explanation, or example of the new term.● Asking students to restate the description, explanation, or example in their own words.● Asking students to construct a picture, symbol, or graphic representing the term.● Periodically engaging students in activities that help them add to their knowledge of terms in their notebooks.● Frequently asking students to discuss the terms with one another.● Regularly involving students in games that allow them to play with terms.Building Academic Vocabulary Teacher’s Manual (Marzano & Pickering, 2005) and Building Background Knowledge for Academic Achievement: Research on What Works in Schools (Marzano, 2004).
Deliberate Vocabulary InstructionReflection: (5 mins)How will these activities help you complete the Embedded Assessment?
1 min-3 max word answer on Post-It note.
CollaborationIndividual accountability:
KWhat I know
worked well…
WWhat I wish had
gone better…
LWhat I learned my kids need,
skills they must have to make collaboration better in my classroom…
Collaboration in the Classroom Setting things up• Expectations/Norms• Physical set up• Roles• Clarifying learning intentions and criteria for success
Strategic grouping• Things to consider when assigning groups• Purpose of collaboration
Ensuring group and individual accountability• Providing feedback to move learners forward • Activating students as owners of their learning• Activating students as instructional resources for one another• Engineering classroom discussion • Strategies to encourage collaboration
Collaboration
Reflection: (5 mins)How will these activities help you complete the Embedded Assessment?
1 min-3 max word answer on Post-It note.