DEVELOPMENTAL LEARNING AND TARGETED TEACHING

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Presentation transcript:

DEVELOPMENTAL LEARNING AND TARGETED TEACHING

WHAT IS IN THIS PRESENTATION The difference between the standard and developmental models of thinking Why you should use rubrics How to write good rubrics How to gather and record assessment data using a rubric How to assign targeted activities based on that data How to write targeted learning activities A working example of a composite rubric, with a set of targeted activities mapped onto it

DEVELOPMENTAL vs STANDARD MODELS Assessment occurs after instruction is complete Teachers don’t question each others’ data or strategies Teach whole class at once, with a bit of help for the lower kids and a bit of extension for the top kids if possible Compares students to norms and focus on what students cannot do Deficit thinking: students must be at a certain year level norm and I must correct all the deficits they have Developmental model Assessment is used to improve teaching Teachers hold each other accountable based on their data and teaching strategies they use Targeted teaching as much as possible – ideally individually but even 3-5 levels is usually sufficient Compares students to criteria and focuses on where students are ready to learn Developmental thinking: assessment tells me where a student is in their development and I teach them from there

NOT EVERYTHING IN A GRID DESERVES THE TITLE ‘RUBRIC’

WHY USE RUBRICS? Students: Parents: Teachers: know how to get better Get higher quality feedback on their performance assessment data used as information rather than as judgement Parents: Know what their child can do, not how they compare Know the next thing their child is ready to learn Sees more motivated students – especially those at the top and at the bottom Teachers: more consistent judgements between teachers (easier moderation) you don’t have to write as many comments provides more detailed information for reporting rewarding professional discussions between teachers promotes development: linked to skills not what is “normal” the teacher knows where a student is ready to learn can target teaching intervention to use with that student or group of students

HOW TO WRITE GOOD QUALITY CRITERIA Advice… Use student work samples to describe the levels Use learning taxonomies to help you come up with ideas E.g. Bloom’s, Dreyfus, Krathwohl, Biggs (SOLO)

HOW TO WRITE GOOD QUALITY CRITERIA Good quality criteria should… Allow you to make an inference about developmental learning – no counts of things right/wrong or pseudo-counts (some, many) Instead of: uses three or more research sources Try: uses authoritative source Avoid ambiguous or comparative terms like “appropriate”, “suitable” Instead of: adequately articulates the main idea Try: explains the main idea Describe performances of increasing quality – no procedural steps in a sequence of operations Instead of: 1: writes introduction and conclusion. 2: writes introduction, conclusion and three paragraphs Try: 1: writes sentences. 2: uses correct essay structure

HOW TO BUILD A GOOD RUBRIC Only one idea per column How to interpret: The highlighted box shows your current skill or understanding. You have also shown everything in the boxes below the highlighted box. To improve, try and show the skill or understanding in the next box up. HOW TO BUILD A GOOD RUBRIC describes artistic style of source weighs up how useful the source is judges the purpose analyses evidence Identifies patterns or themes in the source applies evidence to a suggested hypothesis analyses reasons why source is or isn’t useful analyses purpose Lists detailed features of the source Discusses usefulness of source describes purpose explains evidence used Lists general features of the source suggests a plausible purpose recognises evidence lists information about the source Describes what is in the source Identifies the purpose of source Uses information as evidence Discusses the usefulness of the source

GATHERING DATA USING A RUBRIC 3 3 3 3 3 2 2 2 2 2 1 1 1 1 1 2 1 1 1

RECORDING DATA USING A RUBRIC

ASSIGNING ACTIVITIES BASED ON DATA

ASSIGNING ACTIVITIES BASED ON DATA

ASSIGNING ACTIVITIES BASED ON DATA

ASSIGNING ACTIVITIES BASED ON DATA

ASSIGNING ACTIVITIES BASED ON DATA

ASSIGNING ACTIVITIES BASED ON DATA

CREATING TARGETED ACTIVITIES

CREATING TARGETED ACTIVITIES

CREATING TARGETED ACTIVITIES

A COMPOSITE RUBRIC

POTENTIAL ISSUES… Teachers don’t agree on what should be on rubric, or what order the criteria should be So… an opportunity for good discussions about what is being taught What if students don’t do things in the order that the rubric says? Your rubric needs changing. It takes too long to make rubrics It does get a lot quicker Once written, using rubrics greatly reduces time marking It doesn’t give grades You could convert the rubric count to a percentage, to obtain grades similar to what you would have previously given out. For example, if you had a rubric with 19 quality criteria… RUBRIC COUNT 0-5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 % 40% 45% 50% 55% 60% 65% 70% 75% 80% 83% 86% 90% 94% 97% 100% GRADE US E E+ D D+ C C+ B B+ A

BENEFITS Large student growth In my Year 8 History class this year, I gave a pre-assessment, then targeted activities then another assessment and students went up on average by 3.3 (rubric count) on average Equivalent of going from E to a C, or C to a B+ Differentiation based on student’s point of readiness Hattie’s research suggests a lot of the other types of differentiation (e.g. learning styles) doesn’t have much of an effect Once targeted teaching activities are written, you can use them on an ongoing basis The writing of targeted activities can be shared amongst teaching team

ACCESS THIS INFORMATION All files relating to this presentation can be found here: www.tinyurl.com/targetedteaching My email: blawless@aitkencollege.edu.au Files in the folder: This PowerPoint A PowerPoint focusing in detail on writing quality criteria A collection of learning taxonomies Targeted activity template Rubric template Composite rubric for history with a collection of targeted activities Composite rubric for geography with a collection of targeted activities