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Timber Trace Elementary School
October 4, 2011
IntroductionModule # 1
•Structure of the Handbook•Design Questions and Modules•Sample Activity Box•How to Use the Handbook
Design Question # 1
Module 2Establishing and Communicating Learning
Goals
Reflecting on Your Current Beliefs and Practices
How clear are you about the distinction between a learning goal and a learning activity or assignment?
How do you communicate the difference to students?
Clearly Articulate Learning Goals
Learning Goals- State what students should learn over the course of a unit.
Students will Learn….Students will be able to …
We use both types of Information… Declarative ( such as vocabulary terms, facts,
generalizations and principles)Procedural Knowledge ( processes such as skills,
strategies, as well as complex processes in writing).
Creating Scales and Rubrics for Learning GoalsTo assist in identifying knowledge that is
easier than the learning goal and knowledge that is more complex than the learning goal.
You can use a Whole-point scale or give examples of half way points along the scale
Rewriting Scales in Student –Friendly
Language
Use language which is friendly for students
Can be done along with the class to develop it together
Provide specific examples for students to utilize
You can use visuals or illustrations of what is expected
Having Students Identify Individual Learning Goals
The level of engagement for students will increase when they have personal goals regarding the content being addressed.Student learning goals can be individualized
When this unit is completed I will better understand…
When this unit is completed I will be able to …..
Generic Scale for student goals as well.
Check for Understanding4-I understand and already fully implement this
strategy in my classroom.3-I understand this strategy but I need to
practice using it in my classroom.2-I can explain this strategy, but I an not fully
confident that I can use it.1-I do not understand this strategy, and I do
not currently use it in my classroom.
Check for understanding1. Clearly articulating learning goals as
opposed to activities and assignments
2. Creating scales or rubrics for learning goals
3. Rewriting scales in student-friendly language
4. Having students identify individual learning goals
Design Question # 1
Module 3Designing and Using Formative Assessments
Reflecting on Your Current Beliefs and Practices
What do you do to provide feedback to students consistently throughout a unit of instruction?
What do you do to show students that they have gained in knowledge throughout your units of instruction?
Summative vs. FormativeSummative - an assessment at the end of the unitFormative - provides student feedback
throughout instruction (powerful measurement and instructional tools)The problem with relying on summative
assessments only is that they don’t provide students with feedback while they are learning new content. If teachers knew exactly how each student was progressing through a unit, they might be able to provide additional assistance. If students knew how they were progressing, they would have the opportunity to work harder or to ask for assistance.
Designing and Scoring Formative Assessments
If a unit has multiple learning goals, you should have multiple scales. This is much easier than it seems. A teacher only needs to identify content for Scores 2.0, 3.0 and 4.0.
The level of rigor in our assessments should span from level 2.0 (true and false, multiple choice, fill in the blank and short answer) to level 4.0 (typically constructed-response formats).
Designing Individual Score-Leveled Assessments
There are 2 ways of designing and scoring formative assessments.
1.Assessments include score 2.0,3.0 and 4.0 content combined in a single assessment.
2.Score 2.0 is assessed separately from Score 3.0, which is assessed separately from 4.0.
Using a Variety of Types of Assessments
The Probing DiscussionUnobtrusive ObservationStudent-Generated Tasks
Keeping Track of Student Progress Over Time
Throughout a unit, students should graph their progress on specific learning goals.
Celebrating Final Status and Knowledge Gain
1. Final status- recognizing each student’s final score on a scale for each learning goal (3.0 and above).
2. Knowledge gain-recognize the knowledge gained of the learning goal.
Grading in a Formative System
Take your rubric or scale and turn it into a grading system.