1. Research for Better Teaching, Inc.  One Acton Place, Acton, MA 01720  978-263-9449  www.RBTeach.com Activity 0.1: Introducing FAR

2. 2 © 2015 Research for Better Teaching, Inc. www.RBTeach.com Something that squares with my beliefs… Three important points… A question circling in my head… “Shape” Reflections Reflect on the following individually, then with a partner:

3. 3 © 2015 Research for Better Teaching, Inc. www.RBTeach.com FAR Concept Map with Detail © 2015 Research for Better Teaching, Inc. www.RBTeach.com Love@RBTeach.com

4. 4 © 2015 Research for Better Teaching, Inc. www.RBTeach.com Process What are effective ways for teachers to learn the FAR content? How can we support teachers to make those changes? Two Things to Consider Content What will teachers learn about? What do teachers want to change about what they do?

5. 5 © 2015 Research for Better Teaching, Inc. www.RBTeach.com 55 Success Conditions FAR Facilitators Teacher Teams FAR Cycle Formative Assessment Student Learning The FAR Approach Content What will teachers learn about? What do teachers want to change about what they do? Process What are effective ways for teachers to learn the FAR content? How can we support teachers to make those changes?

6. 6 © 2015 Research for Better Teaching, Inc. www.RBTeach.com 66 Formative Assessment Student Learning The FAR Approach Content What will teachers learn about? What do teachers want to change about what they do?

7. 7 © 2015 Research for Better Teaching, Inc. www.RBTeach.com Formative Assessment—The Real Deal Review the section of Handout 0.1b titled Formative Assessment—The Real Deal (pp. BF-11–12). What? What makes something formative (rather than summative?) So what? Why is it important to know this? Now what? What does this mean for our schools?

8. 8 © 2015 Research for Better Teaching, Inc. www.RBTeach.com Summative Assessment OF Learning—after the learning Purpose: To provide a rank or grade once the instruction ends Typically high stakes Formative vs. Summative Assessment Formative Assessment FOR Learning—during instruction Purpose: To provide feedback about where to go next in the learning Typically low stakes

9. 9 © 2015 Research for Better Teaching, Inc. www.RBTeach.com 99 Success Conditions FAR Facilitators Teacher Teams FAR Cycle Formative Assessment Student Learning The FAR Approach Content What will teachers learn about? What do teachers want to change about what they do? Process What are effective ways for teachers to learn the FAR content? How can we support teachers to make those changes?

10. 10 © 2015 Research for Better Teaching, Inc. www.RBTeach.com 10 FAR Cycle The FAR Approach Content What will teachers learn about? What do teachers want to change about what they do? Process What are effective ways for teachers to learn the FAR content? How can we support teachers to make those changes?

11. 11 © 2015 Research for Better Teaching, Inc. www.RBTeach.com The FAR Cycle with Detail © 2015 Research for Better Teaching, Inc. www.RBTeach.com Love@RBTeach.com

12. 12 © 2015 Research for Better Teaching, Inc. www.RBTeach.com Jigsaw (notebook pp. BF-12–18) Consider these questions: –What are the key ideas in this step? –How does this FAR cycle step connect to what we are already doing well? –What could we be improving on? –What are possible ways we could apply, adapt, or enhance this step to make it relevant to our team? Prepare a poster illustrating your part of the cycle.

13. 13 © 2015 Research for Better Teaching, Inc. www.RBTeach.com Prioritize the FAR Cycle—Dot Vote Based on our conversation, prioritize the components of each step of the FAR cycle for our team learning using the colored dots: Green: Low priority—We are doing well on this; not a priority for now. Yellow: Medium priority—We are doing this to some degree but could be better. Red: High priority—This is an area that we are not currently doing and think it is important to do as soon as possible.

14. 14 © 2015 Research for Better Teaching, Inc. www.RBTeach.com 14 Success Conditions FAR Facilitators Teacher Teams FAR Cycle Formative Assessment Student Learning The FAR Approach Content What will teachers learn about? What do teachers want to change about what they do? Process What are effective ways for teachers to learn the FAR content? How can we support teachers to make those changes?

15. 15 © 2015 Research for Better Teaching, Inc. www.RBTeach.com 15 FAR Facilitators Teacher Teams The FAR Approach Process What are effective ways for teachers to learn the FAR content? How can we support teachers to make those changes?

16. 16 © 2015 Research for Better Teaching, Inc. www.RBTeach.com A Framework for FAR Facilitators: The Colors We Paint With

17. 17 © 2015 Research for Better Teaching, Inc. www.RBTeach.com Three Purposes for Team Meetings PURPOSE: What is the purpose of the meeting? What does my team need? Learning Together (about new content and about our current practice) Taking Action (trying something new based on our new learning) Reflecting (about individual teacher growth and the impact of new practices on students)

18. 18 © 2015 Research for Better Teaching, Inc. www.RBTeach.com 18 Success Conditions FAR Facilitators Teacher Teams FAR Cycle Formative Assessment Student Learning The FAR Approach

19. 19 © 2015 Research for Better Teaching, Inc. www.RBTeach.com 19 Success Conditions The FAR Approach

20. 20 © 2015 Research for Better Teaching, Inc. www.RBTeach.com How might we be a catalyst for change? “Do not wait to strike until the iron is hot; but make it hot by striking.” — William Butler Yeats