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1 Uncover the Truth about rigorous teaching and testing practices Presented by Tesha Isler, Ed.D. Assisted by Amy Nichols Wayne County Public Schools Teaching and Learning Coaches/Human Resources Middle School Conference

Uncover the Truth About Rigorous Teaching and Testing

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This session explores effective teacher’s rigorous teaching and testing practices. The presenter discusses the importance of professional learning communities, differentiation, multiple intelligences, revised Bloom’s taxonomy, data driven instruction, performance based assessment, and formative assessment. The presenter provides practical solutions to educational leaders who want to improve the achievement level of all students.

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Page 1: Uncover the Truth About Rigorous Teaching and Testing

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Uncover the Truth about rigorous teaching and

testing practices

Presented by Tesha Isler, Ed.D.Assisted by Amy Nichols

Wayne County Public Schools Teaching and Learning Coaches/Human Resources

Middle School Conference

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Agenda

Rigorous Teaching Practices

Rigorous Testing Practices

How will you apply what you learned?

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Uncover the Truth…

• WHAT are we teaching?

• HOW are we teaching it?

• HOW do we know our students are learning it?

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What are we teaching?NCDPI Common Core and Essential Standards Wikispace:http://www.ncdpi.wikispaces.net/Sample Items and Performance Task: http://www.smarterbalanced.org/sample-items-and-performance-tasks/

Stanford University Resources:http://wordsift.com/site/aboutJoan Sedita site that focuses on Content Literacy:www.keystoliteracy.comHelpful Georgia site:https://www.georgiastandards.org/Common-Core/Pages/Math-K-5.aspx

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How are we teaching it?Dare to Differentiate Wikispace:http://daretodifferentiate.wikispaces.com/Cooperative Learning Role Cards:http://www.readwritethink.org/files/resources/lesson_images/lesson277/cooperative.pdfReciprocal Teaching:http://www.readingrockets.org/strategies/reciprocal_teaching/Problem Based Learning:http://www.youtube.com/watch?v=LMCZvGesRz8

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How do we know our students are learning it?

West Virginia Department of Education:http://wvde.state.wv.us/teach21/ExamplesofFormativeAssessment.htmlWhy Formative Assessments Matter:http://www.edutopia.org/blog/formative-

assessments-importance-of-rebecca-alberNew York Performance-Based Assessment:http://performanceassessment.org/images/

performance/NYPBAS_chart.jpg

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Rigorous Teaching

• Differentiation

• Cooperative Learning

• Engagement

• Challenge & Critical Thinking

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Differentiation

Cooperative

Learning

Engagem

ent

Teaching

Cha

lleng

e an

d C

ritic

al T

hink

ing

Pro

ject

Bas

ed L

earn

ing

Recip

roca

l Tea

chin

g

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Differentiation

• Data Driven Instruction

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Differentiation

• Varied approaches to what students need to learn, how they will learn it, and/or how they can express what they have learned

• Classroom Profiles

Tomlinson, 2003, p.151

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How can I create a differentiated classroom?

• Create a Classroom Profile• Who are my challenged, average, and gifted students?

Low: Three crucial points, three concepts

Direct Approach-Teacher explanation

Middle: All aspects of the topic

Modeling, Independent work, Review and Practice

High: In-depth study

Minimal instruction with probing questions for independent study

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Write a PoemThink of a list of words that have meaning for co-teachers. Write a short poem that uses these words.  

Design a Poster or a WordleMake a list of words that describe co-teaching. Create a poster or a wordle, laying these words out in an attractive pattern of positions and colors.

Think of Song TitlesMake a list of song titles that could describe co-teaching. Write the list down. Be prepared to sing one of your songs for the group.

Make a ModelUse simple household materials like toilet paper rolls, balloons, string, and pipe cleaners to make a model of what co-teaching looks like.        

Create a Human SculptureWith your group members, create a human sculpture that depicts co-teaching. 

Create a SkitCreate a skit that shows a co-teaching scenario.

Draw a PictureDraw a picture that depicts co-teaching.

Make a Bumper StickerCreate a bumper sticker with a slogan that describes co-teaching. 

Create a CollageThink about words and images that the concept of co-teaching evokes in your mind. Find pictures and words in magazines and create a collage.  

Choice board for differentiatedprojects

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Cooperative Learning

• Learning Teams

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“You lead today by building teams and putting others first.” Jeff Immlet

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Engagement

• Technology One-on-One

• Multiple Intelligences

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Technology One-On-One

Edmodo Group Code: urlul0

http://www.symbaloo.com/mix/homewebmix2385

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Theory of Multiple Intelligence:

Auditory

Kinesthetic

Visual

3 of the 8 intelligences

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Challenge and Critical Thinking

• Revised Bloom’s Taxonomy

• Problem-Based Learning

Know and apply complex content

Know and apply content

Know content

Know complex content

http://www.leadered.com/rrr.html

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BLOOM’S REVISED TAXONOMY

CreatingCreatingGenerating new ideas, products, or ways of viewing things

Designing, constructing, planning, producing, inventing. 

EvaluatingEvaluatingJustifying a decision or course of action

Checking, hypothesizing, critiquing, experimenting, judging 

 AnalyzingAnalyzingBreaking information into parts to explore understandings and relationships

Comparing, organizing, deconstructing, interrogating, finding 

ApplyingApplyingUsing information in another familiar situationImplementing, carrying out, using, executing

 UnderstandingUnderstanding

Explaining ideas or conceptsInterpreting, summarizing, paraphrasing, classifying, explaining

 RememberingRemembering

Recalling informationRecognizing, listing, describing, retrieving, naming, finding

 

(Based on Pohl, 2000, Learning to

Think, Thinking to

Learn)

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Problem-Based Learning

Requires the use of real-world problems. This adds an exciting authenticity for students, but it creates challenges for the teacher. Real-world problems, by their nature, are messy. It often is difficult to predict how long it will take students to develop a solution. These problems are based on the existing curriculum, but they do not rely on traditional classroom resources such as textbooks and exams.

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From a Traditional Approach To a Transformed Approach

“Deliver" Instruction

Teacher centered

Classroom learning

Standardized approach

Learn to do

Content focused

Looking for the right answer

Teaching segmented

curriculum

Passive learning

opportunities

 

“Facilitate” Learning

Student centered

Learning anytime/anywhere

Personalized, differentiated

Do to learn

Application focused

Develop thinking

Integrating curriculum

Active learning

opportunities

Transforming Teaching

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Rigorous Testing

• Formative Assessments

• Performance Based Assessments

• Variety of Assessments

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Differentiated

Assessments

Self A

ssessments

Form

ative

Assessm

ent

Testing

Per

form

ance

Bas

ed

Var

iety

of A

sses

smen

ts

Asses

smen

t tha

t

info

rms

inst

ruct

ion

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Formative Assessments

“Formative assessment is a process used by teachers and students during instruction that provides feedback to adjust ongoing

teaching and learning to improve students’ achievement of intended instructional

outcomes” (Popham, 2008).

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Performance Based Assessments

• Performance assessment is one alternative to traditional methods of testing student achievement. While traditional testing requires students to answer questions correctly (often on a multiple-choice test), performance assessment requires students to demonstrate knowledge and skills, including the process by which they solve problems. Performance assessments measure skills such as the ability to integrate knowledge across disciplines, contribute to the work of a group, and develop a plan of action when confronted with a new situation.

Retrieved from http://www.projectappleseed.org/assesment.html

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Alignment Between Content and Performance Tasks

What do you want students to know?

What do you want students to do to show

what they know?

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Variety of Assessments• Student products

Demonstrate understanding by being able to use the learning in different contexts

Indicate student use of a variety of inquiry skills to solve problems, create products, and access information

• Student Assessments

Indicate a wide range, reflect the learning, and follow the rubric

Provide feedback to both the teacher and the students on what is working and what is not

Donna Walker Tileston, 2011, 10 Best Teaching Practices

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The assessment should help students make connections to:

Assessments

Past concepts

Understandings

Skills

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Rigorous Teaching

Rigorous Testing

100 100

200 200

300 300

400 400

500 500

600 600

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Rigorous Teaching - 100

What is the main rigorous teaching practice?

A. Differentiation B. Engagement C. Cooperative Learning D. Questioning

A. Differentiation

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Rigorous Teaching - 200

What is the best way to differentiate according to my case study?

A. Cooperative Learning B. Engage C. Classroom Profiles D. Humor

C. Classroom Profile

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Rigorous Teaching - 300

What is the highest level of Bloom’s Revised Taxonomy?

A. Evaluating B. Creating C. Remembering D. Applying

B. Creating

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Rigorous Teaching - 400

What is considered a transformed approach to teaching?

A.Facilitate learning B. Student CenteredC. Application focused D. All of the above

D. All of the above

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Rigorous Teaching - 500

Name three of the eight multiple intelligences (The intelligences that are critical to use daily)

Auditory, Visual, Kinesthetic

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Rigorous Teaching - 600

Name all the components of Rigorous Teaching

Differentiation, Cooperative Learning, Engagement, Challenge and Critical Thinking, Project Based Learning, and Reciprocal Teaching

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Rigorous Testing - 100

What is the main rigorous testing practice?

A.Variety of Assessment B. Performance Based assessmentC. Self Assessment D. Formative Assessment

D. Formative Assessment

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Rigorous Testing - 200

How does the best become the best?

A. Communicate often B. Work HardC. They never stop learning D. Laugh Often

C. Never stop learning

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Rigorous Testing - 300

The assessment should help students make connections to

A.Understanding, past concepts, skills B. Information, communityC. Performance based assessment D. Real life, information, skills

A. Understanding, Past Concepts, Skills

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Rigorous Testing - 400

What is performance based assessment?

Performance assessment is one alternative to traditional methods of testing student achievement. While traditional testing requires students to answer questions correctly (often on a multiple-choice test), performance assessment requires students to demonstrate knowledge and skills, including the process by which they solve problems. Performance assessments measure skills such as the ability to integrate knowledge across disciplines, contribute to the work of a group, and develop a plan of action when confronted with a new situation.

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Rigorous Testing - 500

What is formative assessment?

“Formative assessment is a process used by teachers and students during instruction that provides feedback to adjust ongoing teaching and learning to improve students’ achievement of intended instructional outcomes” (Popham,

2008).

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Rigorous Testing - 600

How do you align content and performance tasks?

You ask: What you want them to know? What do you want students to do to show what they know?

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How will you apply what you have learned?

• Tell a partner how you will use these strategies in your classroom.

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Lifelong Learners

• The best become the best because they never stop learning.

“If we want to be serious about students’ learning, we need to be serious about our own learning. We need to continually seek and accept ideas, help,

and criticism. Feedback works.” Alexis Wiggins in Education Week, Oct. 20, 2010

(Vol. 30, #8, p. 19)

How do we know they are learning?ASSESSMENT

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Professional Learning Communities

• Professional Learning Communities (PLCs) shift the focus of school reform from restructuring to reculturing (Louis, 2006). A PLC is an ongoing process used to establish a schoolwide culture that develops teacher leadership explicitly focused on building and sustaining school improvement efforts (Bolam, McMahon, Stoll, Thomas, & Wallace, 2005; Huffman, 2000). Through participation in PLCs, teachers enhance their leadership capacity while they work as members of ongoing, high-performing, collaborative teams that focus on improving student learning (Rentfro, 2007).

Retrieved from http://www.centerforcsri.org/plc/program.html

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Teaching1. Embrace rigorous expectations for all students.

2. High expectations with challenge and expecting students to problem solve and think.

3. Demonstrate expertise in use of instructional strategies, technology and best practices.

4. Facilitate rigorous and relevant instruction based on how students learn.

5. Use assessments to guide and differentiate instruction.

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The 10 Best Teaching Strategies

• Creating an Environment that facilitates learning• Differentiating for Different Learning Styles• Helping Students Make Connections from Prior

Knowledge• Teaching for Long-Term Memory• Constructing Knowledge through Higher-level Thinking

Processes• Fostering Collaborative Learning• Bridging the Gap between all learners• Evaluating Learning with authentic assessments• Encouraging In-Depth Understanding with Real-World

Applications• Integrating Technology Seamlessly Into Instruction

Tileston, D.10 Best Teaching Practices “How Brain Research, Learning Styles, and Standards Define Teaching Competencies” Corwin, 2011.

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Do NOT Give Up!

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Questions

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