Formative Assessment Open the folder provided, read the given handout, and begin your activity. Each group has a different success starter, with directions.

Slides:

Advertisements

Similar presentations

SSE Lesson Plan “Look For” List

Advertisements

Understanding by Design Stage 3

Student Engagement Retreat Third and Fourth Years January 29, 2014.

Developmentally Appropriate Practice

SUPPORTING STUDENTS DURING INSTRUCTION. “We spend a lot of time trying to remediate students who have failed or are failing our classes. I often wonder.

Current Comfort Level with Learning Targets

Whole site approach to improvement Leading the Learning Workshop 3 - for leadership teams in secondary sites Quality, Improvement & Effectiveness Unit.

Chapter 3 Teaching Through Problem Solving

Learning targets Learning Goals, Learning Targets, Success Criteria,

ASSESSMENT Formative, Summative, and Performance-Based

Math AP Meeting January 20, 2015 Presenter: Simi Minhas Math Achievement Coach, CFN204.

Understanding by Design

Boyle County Schools. 1) Bellringer 2) Daily Objective (written as a Learning Target) 3) Anticipatory Set (“Hook”) 4) Body of the Lesson – New Content.

The Framework for Teaching Domain 1 Planning and Preparation.

 In Cluster, all teachers will write a clear goal for their IGP (Reflective Journal) that is aligned to the cluster and school goal.

Mathematics Professional Development Senior School Teachers Session 1: Teaching Through Problem Solving 1.

Data Folders/Binders List items you would like to include in your students’ data folders. We Believe Involving Students in Data And Goal Setting.

EdTPA Teacher Performance Assessment. Planning Task Selecting lesson objectives Planning 3-5 days of instruction (lessons, assessments, materials) Alignment.

Assessment FOR Learning A key component of improved Math scores in Durham, North Carolina Dr. Eric J. Becoats Superintendent Dr. Lewis Ferebee Chief of.

-Significant Concept(s)--Unit Question- The significant concept can also be considered the big idea of the unit. Upon consideration of the subject specific.

Day 4: Homework and Reflection on Week 1 PCMI Reflecting on Practice 2011.

ENGAGING STUDENTS FOSTERING ACHIEVEMENT CULTIVATING 21st CENTURY GLOBAL SKILLS Designing Engaging Units for 21 st Century Learners Consider the 21st Century.

Apple Pie Ridge Elementary School Justin Raymond, Principal

Backward Design Learning with a purpose. Today’s Essential Question How do teachers create student-centered standards-based thematic units that engage.

Math Warm-Ups: Calendar Board A daily, minute math activity that can preview, reinforce or review math concepts Allows teachers to offer consistent,

Applying Instructional Strategies to Backward Design.

10 Principles of a Successful Classroom. Students are presented with meaningful, higher-order, activities that create the context for learning and build.

Please sit with your grade level PLC. Thanks!. Success Starters: Sparking Student Success Right Away.

P.R.I.D.E. School Professional Day :45 am- 3:30 pm.

The Relationship between Elementary Teachers’ Beliefs and Teaching Mathematics through Problem Solving Misfer AlSalouli May 31, 2005.

8 WAYS TO PUT ALL STUDENTS ON THE ROAD TO ACADEMIC SUCCESS LEARNING IN THE FAST LANE.

Lesson Plans the UWG way Block One. Components of a Lesson Lesson Title : Main Idea or focus of the lesson Content Standard : What standard(s) are most.

Dr. Leslie David Burns, Associate Professor Department of Curriculum and Instruction UK College of Education

Assessment For Learning Using Self and Peer Assessment Strategies.

Teaching and Learning Cycle and Differentiated Instruction A Perfect Fit Rigor Relevance Quality Learning Environment Differentiation.

Team Teaching Section 8: Conclusion to Models of Team Teaching.

ED 340 SIOP Welcome Opening Prayer. Course Goal – The goal of this class is to prepare teachers to teach content effectively to English learners while.

CHAPTER 6 Teaching Mathematics Equitably to All Children

The Planning Period and Beyond…

COMMON CORE FOR THE NOT-SO-COMMON LEARNER

Using Victorian Curriculum to plan Visual Arts & Visual Communication learning Webinar, 10 November 2016.

Teaching and Learning with Technology

The Year of Core Instruction

CHAPTER 3 Teaching Through Problem Solving

The Learning Cycle 1 Prepare for learning 2 6 Review – Step back

Elementary and Middle School Mathematics Chapter Reflections: 1,2,3,5,6 By: Amy Howland.

Relating New Skills to Prior Experiences

CHAPTER 6 Teaching Mathematics Equitably to All Children

Mapping it Out! Practical Tools to Use Assessment Well

Key Message 2: Teaching creates equity and excellence for all through the way in which it is visible, explicit and responsive in moving all students forward.

Perry Community School District Opportunity for Learning

Crofton Elementary PTA Meeting February 5, 2018

Unlocking the Power of Language in the Standards

Understanding by Design

Ensuring Success through Assessment – Involve Students

Assessment for Learning

New Teacher Workshop PLE October 2010.

Western Area Principals’ Meeting

Creating a Community of Learners Within Diverse Contexts

Do nows & Exit Tickets.

Connecticut Core Standards for English Language Arts & Literacy

Texas Teacher Evaluation and Support System (T-TESS)

Connecticut Core Standards for English Language Arts & Literacy

Welcome to the overview session for the Iowa Core Curriculum

WHAT IS CONNECT?.

CWT workshop 2.

Unpacking the Common Core August 14, 2012.

Planning a cross- curricular topic

Instructional Program Alignment

Presentation transcript:

Formative Assessment Open the folder provided, read the given handout, and begin your activity. Each group has a different success starter, with directions.

Formative Assessment and Feedback Unpacking the Standards Protocol: Step 6 Formative assessment and intentional planning for checks for understanding

Formative Assessment and Feedback Mellisa Smith’s portion

Remediation versus Acceleration Fast Lane… Remediation versus Acceleration This is to get them back into the text. Recall Chapter 1 was about remediation versus acceleration and rethinking how we supported struggling students. Similarly in Chapter 2 our focus on Standards Wall and Concept Maps forced us to rethink how we make the standards and objectives accessible and meaningful for students as opposed to merely posting the standard as written or making it too simple that we lost the language of the standard. Similarly, Chapter 3 introduces an alternative to traditional warm-ups in an effort to maximize engagement and new learning. These are called success starters; which we modeled at the beginning of the today’s discussion on formative assessment.

Standards Wall/Concept Map Creating strong “I can” statements, aligned to the standard Creating clear learning goals for students

Success Starters Connect to prior learning Hold high interest, real-world relevance, and value for students Explicitly tie to the standard being taught Engage every learner Set up the lesson

Success Starters Debrief What advantages do success starters offer in comparison with traditional warm-ups? How do success starters level the playing field for all learners?

Formative Assessment and Meaningful Feedback How does the teacher involve the students in establishing the learning goals/targets and success criteria? How does the teacher asses student’s and help students asses their own learning? Elementary, Middle and High

Formative Assessment and Meaningful Feedback Elementary- http://bit.ly/2n4sxIN Middle- http://bit.ly/2mnPuTW High- http://bit.ly/2naR6Am

Formative Assessment and Meaningful Feedback Debrief Reflect upon practices you see in classrooms. . . . To what degree do you find planned opportunities in a lesson to “check in” for understanding? After today’s learning, what opportunities do we have to redefine how we use formative assessment opportunities and feedback to impact student achievement?