 Chapter 4-6 Davies  Assignment Expectation Review  Looking at mini unit and assessment information  Phone conversations  Writing Notes to parents (if time)  Reflection Assignment – 9:00 on Wednesday

 Davies Ch 4,5,6

 Portfolio › Reflections (/10) › Mini Unit (/10) *more on this today › Assessment Samples (including rubrics), Organization, Appeal, impressive, inspiring thoughts or ideas (/10) *more on this today › Chapter summaries optional › Prepare your portfolio professionally › **Worth 40% Due Feb. 4th

 Begin thinking about an assessment topic (more ideas will come to you with continued chapter summaries) › Students will take a careful, thoughtful and critical view and discuss what are the advantages/disadvantages of this form of assessment? Who does it benefit? Is it fair and authentic? What questions does it raise?  Ex: standardized testing, observation of children, self assessment, exemplars › You could also take an assessment related topic and dive into it in depth  Ex: helping students that are not achieving, designing your own tests, linking outcomes to the appropriate assessment › I will ask you about what your topics are at the beginning of Feb.

 Think about how you are going to present this - individually or 2/3, min, see syllabus for suggestions. › Ex: reporter talking about a breaking news story on how teachers design their own tests.  Due Feb. 25 – Mar. 6 - will sign up beginning of Feb.

 From language arts curriculum, choose an outcome or two  Create a series of three consecutive lessons  Set – Development – Closure and Assessment  Three different assessment tools

 Brainstorm at your table different kinds of assessment tools

 Rubrics  Exemplars  Exit Slips  Work sheets  Portfolios  Check lists  Self assessment  Tests  projects  Research paper  Portfolio of work  Oral testing  Demonstration  Presentation  Cooperative group work  Mastery testing  Informal testing  Observations  Giving choices

 Draw a diagram  Make a timeline  Make a poster  Write a story or poem  Build a model  Make a recording  Do a report  Write a song  Create a collage  Write a play  Do a journal entry  Perform a puppet show  Make a podcast  Create a puzzle  Build a diorama  Design a t-shirt

 Started to give you info re: phone conversations and written notes – this all ties together  Will continue…..  No panicking about this.  Mid Feb.

 When parents phone you with concerns, you need to: › Clarify why they are calling. › Grab paper and take notes, making sure you have the information right › If they start firing questions at you, acknowledge that it sounds like they are upset. “I’m sorry this has upset you.”  Simple answers – answer  Complex answers – invite them in

 If a parent is disagreeing with your practice, consider: › Talking about “your intention” › Think about whether your practice is something to consider changing and tell them you will take their feedback and think about this. › Take in what they are saying, don’t respond too quickly or be defensive (even if you think they are wrong)

 Talk about what you are ‘willing to do”.  Talk about seeking another opinion. “I’ll tell you what I will do. What if I have my principal look at this assignment?”  Remind the parent what positives you see in their child. › “I feel bad that Jade came home feeling like this. I love Jade!” › “I want Jade to succeed. She’s really a smart girl! Perhaps I could talk with her….”

 What do you do if parents ask you to NOT tell their child they have called?  What do you do if parents ask you to change a mark?  What do you do if parents accuse you of being unfair?  What do you do if parents say something that you know to not be true? “John can read, but you make him nervous.”

 Remember: › Listen listen listen › Make sure you have the correct information and repeat this “Am I hearing you right in that you think….” › Don’t be afraid to tell them you would like to think about what they have said and you’ll call them back. Ask when is good. › Seek advise from your administrator. Give them a ‘heads up’ about serious concerns.

 You want to a parent about a concern you have about a student.  You are having difficulty with this student who is constantly off task.  What do you say? › Try writing an to this parent.

 Addressing the parent?  Start with something good.  State concern clearly and concisely  Talk about what you have tried  Ask for parent input

 Do NOT make spelling or typo errors  Reread all your messages before sending  Wording › Use descriptive language. › Avoid words like “good, bad” – generalizations › Use professional language - looking for strategies, looking for ideas › Avoid statements like “In all my experience I have never seen anything like this.”

 Take time to think about a student that you are working with who has either behavioural challenges or academic challenges. Talk about the procedures you would follow to get this student on track. Describe who you would consult with and what strategies you might try. Also include how involving the learner in the process might be helpful.