Assessment Literacy Network: Cohort III September 22, 2015 Heather Rottermond

Today’s Agenda Time Topic Learning Target Facilitator 8:30 – 9:00 Introduction and Welcome Networking Transitions Establish Group Agreements Pre/Post Survey Implementation 2 Heather 9:00 – 10:00 Review Chapters 1-4 Review pages 1-121 Small group discussion 1 10:00 – 10:15 BREAK 4   10:15 – 11:00 Overview of Feedback Feedback Nightmares • Austin’s Butterflies Your thoughts…/Table Talk/Share Out • Success and Intervention Feedback • Examples of feedback Video 3 11:00– 11:30 Work Time • Overview of the lesson plan template • Revising Assessments and/or Learning Targets 11:30 – 12:45 LUNCH 12:45 –1:15 Hopes/Fears Online Learning 1:15 – 1:45 Sharing of Plans Carousel Blue Print Template 1:45 – 3:15 Continue Work Time 3:15 – 3:30 Wrap Up 1, 2, 3, 4  Heather

Introduction and Welcome Networking: This is your opportunity to network with others in our group. This will happen the first 15 minutes of each meeting. Transitions (7 minutes): Time to transition become fully present, work effectively, and work collaboratively for today’s learning. Silence can be uncomfortable at first, but keep in mind that the silence allows for concentration, mindfulness, and well-being. Guidelines: Speak if you want to. Don’t speak if you don’t want to. Speak only once, until 1 minutes remains. Then, you may speak again. Listen, and if you like, silently react to what people say but do not respond verbally.

Transitions Starters “Over dinner last night, we discovered…” “This morning I realized that...” Think about the (xyz) activity we did yesterday, I wondered…” “I’m excited about trying…” “I’m already regretting…” “One thing I’m struggling with is…” “Something that’s taking a lot of my attention right now is…” “I’m still wondering about…” “I wanted to mention this during yesterday’s…” “I’ve been thinking about connecting (abc) to…” “It occurs to me that I could use (insert) with…”

Today’s Learning Targets I am prepared to teach my unit/lessons. This means I have deconstructed my targets and put them into “I Can Statements”; I have developed an assessment blueprint; I have developed the summative assessment which includes the clear learning targets; I have developed a plan on how to collect evidence of student learning; I have constructed my lessons which include a plan for students who have learned the targets, students who have partially learned the targets, and students who have not learned the targets I have a clear understanding of when to administer the pre-survey and post-survey and how to return my results. I have an awareness of good feedback practices and examples. I understand that part of this process is building relationships within and across districts for the purpose of deepening my knowledge of assessment literacy and building my own support network.  

By the end of today… Formative Assessments for your unit Blue lesson template completed for your unit A plan for collecting evidence of student learning Plan for students who have met the target, students who have partially met the target, and students who have not met the target. Basically, leave here today with everything you need to implement your unit.

Group Agreements Time Activity 5 Minutes Select two of the most important agreements to you 10 Minutes At your tables, consolidate the norms to 2 per table Partner up with another table, consolidate the norms if possible Then place sticky notes on poster 20 – 40 minutes Whole Group Discussion of Agreements Agree You Can Live with Them Disagree

Pre/Post Surveys Refer to the hand out. I will give you a link for your pre-surveys. You will have access to your students’ results as they will give you insight as to how they perceive themselves as a learner and how they perceive classroom procedures. Please have both pre and post surveys completed by the Nov. 10 meeting.

As you review, be thinking of the following: Chapters 1-4 Review Read pages 1-121 (20 minutes) How will you use this information to help develop your blueprint? As you review, be thinking of the following: What was a review for you from training? What was new for you? What piece/section of text was most powerful for you?

Small Group Discussion Groups of 4 Three rounds: each person is allowed share their thoughts for each question. The others are allowed to respond after the person is finished sharing. What was a review for you from training? What was new for you? What piece/section of text was most powerful for you? Whole Group Share-Out

1. Five Keys to Classroom Assessment Quality POTTY BREAK – 15 minutes 1. Five Keys to Classroom Assessment Quality Have participants find a partner and discuss the questions on the slide. They will also need to be looking at the handout. © 2012 Pearson Education, Inc. 11

Feedback Nightmares Think of a time where you received feedback and it was a powerfully negative experience. Reflect silently, writing notes on a sticky (2 minutes) Find a person not in your district to share your nightmare, focusing on what triggered the negative experience. (4 minutes) With your partner, create a list of “Feedback do’s” and “Feedback don’ts” (6 minutes) Each partner group will share their do’s and don’ts lists with the whole group (6 minutes) Why do you think people remember negative feedback experiences more than good ones? Why is it important to do an activity like this? How might you use this activity with your students? What might you change?

Visible Learning High or Low Impact? 1 Class size 2 Teacher/student relationship 3 Feedback 4 Homework 5 Ability grouping 6 Classroom discussion 7 Moving schools 8 Matching style of learning 9 Meta-cognitive strategies 10 Assessment-literate students

And the order is… Assessment-literate students 1.44 Classroom discussion .82 Teacher/student relationship .75 Feedback .72 Meta-cognitive strategies .69 Homework .29 Class size .21 Matching style of learning .17 Ability grouping .12 Moving schools -.34

What do you think are characteristics of effective feedback? Your thoughts… What do you think are characteristics of effective feedback? Table Talk Report Out

Austin’s Butterflies http://vimeo.com/38247060

Characteristics of Effective Feedback Directs attention to the intended learning, pointing out strengths and offering specific information to guide improvement Occurs during learning, while there is still time to act on it Addresses partial understanding Does not do the thinking for the student Limits corrective information to the amount of advice the student can act on

Just a review of feedback…

“Here’s a high school example. (Read sentence)” 19

“Now, here’s an example of possible over-feedbacking –all errors marked and corrected. Too much help, you might say.” 20

“Let’s let the student do some thinking—she at least has to figure out the spelling. This may still be too much feedback. Chances are, this student has had opportunity to learn about commas, apostrophes, and terminal punctuation. This should not be new learning. This level of teacher assistance is an example of the teacher doing more work than the student. How could the teacher point the way to success without doing all of the work?” 21

“Here is an example of feedback that points the way to success without doing the thinking for the student.” 22

“Or, you may be able to move to this level, where a dot signifies an error yet to be found—by the student.” 23

Characteristics of Effective Feedback Butler, 1988

Characteristics of Effective Feedback

Success and Intervention Feedback Success Feedback Intervention Feedback Identify what is done correctly Describe a feature of quality present in the work Point out effective use of strategy or process Identify a correction Describe a feature of quality needing work Point out a problem with strategy or process Offer a reminder Make a specific suggestion Ask a question

Brainstorming– Success Feedback 0. Preliminary Slides Brainstorming– Success Feedback Traditional Way Better way to say it Good topic sentence. Nice job on using the ruler. Great graph! I like your thoughts on the causes of the war. Nice job reading today! You were good today. Your topic sentence was very clear. It explained exactly what the paragraph was going to be about. You have made your pencil marks so they line up exactly with the lines on the ruler. The graph you chose to use helped you solve this math problem. You referred back to the textbook as you were describing the causes of the war. This made your points clear. When you read today, you read with phrasing and intonation. Today you spent the full working time on math and social studies and were able to finish all your work. © 2012 Pearson Education, Inc.

Brainstorming– Work with Your Partner Intervention Feedback 0. Preliminary Slides Brainstorming– Work with Your Partner Intervention Feedback Traditional Way Better way to say it Work on your transitions. Your arguments in the paper are weak. You solved this problem incorrectly. This paragraph is too short. You were misbehaving in our class today. Why don’t you look on page 84 in our text book and read about using transitions. Then go back to your paper and see if you can apply what you learned to your own transitions. Try putting your arguments into the graphic organizer for persuasive writing and look for holes in your arguments. Compare your work to the process we used in class in solving this problem and find the step that you missed. This paragraph does not have enough detail to support your topic sentence. Use the graphic organizer I provided and see what important details you missed. Tomorrow in our class, you need to listen to all the directions first so you understand what you need to do. © 2012 Pearson Education, Inc.

Feedback Video https://www.youtube.com/watch?v=ewjYkMPU3TQ As you watch… What examples of feedback were present in this video? What did you like about the video? What would you change or do differently? https://www.youtube.com/watch?v=ewjYkMPU3TQ

Identify standard(s) to deconstruct Blue Print for Our Work Identify standard(s) to deconstruct Deconstruct standard into learning targets (I can statements) Create summative assessment that matches each learning target/I can statements For each “I can statement” create lessons/activities/assignments

This is the work that you should be working on today! Example of Blue Print Learning Target Lesson/ Activity How do you know students learned the target? (FA) What happens if students have not learned the target? What happens if students partially learned the target? What happens if students learned the target? Summative Assessment THIS SHOULD BE DONE This is the work that you should be working on today!

LUNCH

Hopes and Fears for Blended Learning Purpose: To get the fears and hopes out onto the table around blended learning to continue to build a healthy, productive cohort. Reflect and write a list of fears or concerns around online learning (2 minutes) Reflect and write a list of hopes around online learning (2 minutes) Share fears and chart (5 minutes) Share hopes and chart (5 minutes) Now that we have created our lists of hopes and fears, it is important that we review them in a few meetings to see what fears have been addressed and are no longer relevant, and which hopes are being actualized. It is important to understand that this is a living document that will change over time. We may feel we need to add more hopes and fears to our list.

1. Five Keys to Classroom Assessment Quality Sharing of Plans Protocol-Check In 1. Five Keys to Classroom Assessment Quality Purpose: To offer ideas and support to teachers from a similar grade level Form groups of 4 from your grade level Elementary Middle High School Sit in a circle Each person shares their template/unit plan (2 minutes) Group provides feedback (warm or cool), asks questions on sticky notes (2 minutes) Pass the sticky notes to the presenter Repeat until all have presented © 2012 Pearson Education, Inc. 35

Continue Work Time Complete student-friendly targets Complete summative assessment Complete blueprint Complete formative assessments Create a plan for collecting evidence of student learning

6. Audit Assessments for Clear Targets Wrap Up 6. Audit Assessments for Clear Targets Be sure to complete the reflection journal, it will be emailed to you Homework Read “Know Thy Impact” by John Hattie Implement your unit before the November 10 meeting (be prepared to share out your experience with your first unit at the Nov. meeting) Pre/Post Surveys Collect Evidence Have participants find a partner and discuss the question. You can conduct a large-group discussion at the close of this activity. © 2012 Pearson Education, Inc. 37