1. Analyzing Student Work – Whole Class
Component 2: Differentiation In Instruction Session 2: Analyzing Student Work to Plan Coherent Instruction
Analyzing Student Work – Whole Class
Peer Reading & Responding to the Instructional Context
Examine C2 Content Area Standards & Rubrics
Coherent Instruction
Planning Instruction & Next Work Sample Collection
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2. Welcome Be sure to sign in.
Please log on to your National Board Profile to monitor your current status.
Respond to one of the following:
How did examination of your assessment practices help you learn more about your students?
How have you recently differentiated your instruction in response to a specific student or group strength / need? Be specific.
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3. Outcomes Analyze student assignments and student work outcomes
Discuss drafts of the Instructional Context section of the entry
Discuss what you already do to address the entry directions, rubrics and standards
Examine goals and give feedback to others on their goals
Define and discuss coherent instruction
Plan for the next student work to be collected
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4. Session 2: Analyzing Student Work to Plan Coherent Instruction Topic 1: Analyzing Student Work
Purpose:
Observation of student work across a class assignment helps gain perspective on the class in relation to goals for the assignment.
Ongoing practice examining student work with learning goals in mind helps teachers to continue to learn more about student strengths and learning patterns.
Student work helps teachers ask insightful questions and to make knowledgeable connections regarding their hypotheses about student learning.
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5. C2
Resource
2.1
These organizers serve as an entry overview and provide a quick reference for what candidates need to do for their entry. Note that the organizer on the right
(C2 Resource 2.2) is designed to help candidates take notes on the different sections in the Written Commentary since each certificate area may have very different titles and sections in the certificate specific instructions. Candidates may use these resources as a “roadmap” for the entry. C2
Resource
2.2
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6. This slide shows the process we’ll use to examine and analyze student work. We’ll begin with looking at a whole class set of student work samples.
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7. Step 1: Determine the Assignment Goal
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8. Step 2: Sort Student Assignments Based on Level of Performance
Step 3: What do you observe about this student work?
It will be important for candidates to take time here to write bullet points describing each level of performance in relation to the goal for the assignment. Sometimes this is difficult to do in positive terms and it leads the candidate to reform their goals or examine their goals from different perspectives for students at various levels of ability.
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9. Step 4: What can your students do in relation to the goal?
Step 5: What are your next steps?
It will be important for candidates to take time here to write bullet points describing each level of performance in relation to the goal for the assignment. Sometimes this is difficult to do in positive terms and it leads the candidate to reform their goals or examine their goals from different perspectives for students at various levels of ability.
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10. This slide shows the process we’ll use to examine and analyze student work. Now that we’ve looked at a whole class set of student work samples and sorted them in relation to progress toward the goal for the assignment, we’ll take a closer look at both the assignment and three student responses. Our next step is to analyze the assignment.
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11. Analyze the Assignment
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12. Analyze 3 Student Responses
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13. Read and respond to a colleague’s writing.
Session 2: Analyzing Student Work to Plan Coherent Instruction Topic 2: Peer Reading & Responding
Purpose:
Examine & discuss the first drafts of the Instructional Context section of the entry.
Read and respond to a colleague’s writing.
Give feedback to colleagues through prompting questions & discussion.
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14. Enhanced Architecture of Accomplished Teaching
Using the AAT when a member of a cohort or PLC: 4a,4d,4e,4f
Enhanced Architecture of Accomplished Teaching
START HERE:
ASSESSMENT OF STUDENTS
Who are they?
Where are they now?
What do they need and
when do they need it?
Where should I begin?
Domain 1 – Planning & Preparation
1b – Knowledge of students
1f – Designing Student Assessment
Domain 1 – Planning & Preparation
1a,1b,1c,1d,1e
Set new high and worthwhile goals that are appropriate for these students at this time.
Reflect on student learning, the effectiveness of instructional design, particular concerns and issues.
Domain 4
4a Reflecting
on Teaching
Domain 1 – Planning & Preparation
1a,1b,1c,1d,1e
Provide timely, meaningful feedback to students about their level of accomplishment of the targeted goals.
Domain 3 –
Instruction
3a, 3b, 3c, 3d,3e
Set high, worthwhile goals appropriate for these students, at this time, in this setting
The context for the cohort is built around conversations using NBPTS standards and the AAT.
This visual represents how to systematically describe, analyze and reflect on a lesson. The student(s) are always the starting point for the lesson. Teachers are constantly collecting information valuable information and resorting about each child. Every lesson and lesson series gives us more information and evidence about what our students know and how they learn.
The nature of the conversations happening in the cohorts should lead to all candidates discussing their teaching in a way that it is safe to ask one another questions like how do you know that works for a particular child? Or why did you create that particular goal? Or why did you decide to use that approach at any particular time?
Evaluate student learning in light of the goals and the instruction.
Implement instruction designed to attain these goals.
Domain 1 – Planning & Preparation- 1d
Domain 3 – Instruction – 3d
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16. Three Types of Thinking/Writing
This slide is just a reminder about what we mean when we discuss the three types of writing. You may decide to use the Three Types of Writing Chart as a reference when candidates read for one another.
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17. Topic 3: Reviewing the Rubric and the Standards to Plan the Entry
Purpose:
When teachers unpack the standards & the rubrics, they get a clearer picture of what accomplished teaching looks like in their certificate area.
Standards & rubrics help teachers guide their choices & planning for featured lessons.
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18. The Architecture of Accomplished Teaching Is A Framework for Writing About Teaching
First, focus on the students, answering key questions based upon what you know about your students.
Next, focus on reading & understanding the standards, instructions and rubrics.
Set worthwhile learning goals that are reasonable and justifiable for these students at this point in time.
Candidates spent time during C2 Session 1 focusing on knowledge of students and worked on this for homework as well. Now we come back to reading & understanding the standards, instructions and rubrics to help focus on setting worthwhile learning goals.
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19. Third Edition for teachers of students ages 11–18+
Standards describe what accomplished teaching looks like in your certificate area.
Science Standards
Third Edition for teachers of students ages 11–18+
Assessors are trained to judge your performance solely on the basis of the criteria established in the Standards.
This slide is included because it is often helpful to remind candidates that the standards describe what accomplished teaching looks like in their certificate area. Often once they read and study these, they see things they already do explained in the standards. The rubrics are derived from the standards. It’s helpful for candidates to understand this so they can use the rubrics to examine their practice and their entry.
This slide and the next 3 slides are examples from the EA Science certificate.
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20. Assessors evaluate & score your responses through the lens of the rubrics, which are derived from the Standards.
Knowledge of students
Goal Setting
Implementing Instruction
Instructional strategies
Assessment
Have candidates discuss how the rubric corresponds to both the standards, instructions and Architecture of Accomplished Teaching.
Note: the rubric for this certificate area also includes a reflection bullet but it’s on the page following the page shown here & isn’t included.
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21. Portfolio Instructions EA Science: Written Commentary
Knowledge of students
Goal Setting
Implementing Instruction
Instructional strategies
Assessment
Candidates can consider how the prompts ask them to address student goals, their rationale for goals and how these goals connect with content knowledge.
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22. Implementing Instruction
Knowledge of Students
Goal Setting
Implementing Instruction
Instructional strategies
Assessment
Highlighting corresponds to implementing instruction, student knowledge and assessment. You may have candidates analyze what each prompt is asking them to address.
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23. Assessors evaluate & score your responses through the lens of the rubrics, which are derived from the Standards.
Knowledge of students
Goal Setting
Implementing Instruction
Instructional strategies
Assessment
Take a minute to consider the EA Health rubric. The rubric highlights specific aspects from the standards. They will be taking their own rubrics & standards to find key concepts so they can consider how they demonstrate the standards in their practice.
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24. This is provided as a sample of taking a key concept from the rubric, examining the standards for more detail on that key idea, then candidates would also bullet how they demonstrate that concept in their practice. (evidence - 3rd column)
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25. How do you adjust your teaching given what you know about your
Reflect:
How do you adjust your teaching given what you know about your
Students?
Content Area?
distudentsassessmentmodificationsf09edis411.wikispaces.com
This visual is included in case facilitators want to use it for a follow-up discussion on how candidates plan for differentiating instruction since the next topic is centered on aligning knowledge of students, instructional grouping, instructional resources and lesson structure. (coherent instruction)
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26. How do you adjust your teaching given what you know about your
Reflect:
How do you adjust your teaching given what you know about your
Students?
Content Area?
Note: Slides 25 & 26 are different organizers for discussing Differentiation. You may elect to use one or the other, but wouldn’t need to use both. Slide 25 may appear to be more targeted toward elementary teachers due to the graphics. Slide 26 is also a resource in Component 2 session 1.
Tomlinson 2013 ascd.org
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27. Topic 4: Coherent Instruction
Purpose:
Clarify what coherent instruction means & Show how the elements of instruction must relate to another logically & purposefully
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28. Candidates can reference Resource 2
Candidates can reference Resource 2.7 What Is Coherent Instruction, one-page written summary that supports/explains this chart.
The slide shows Resource 2.8 Considerations for Coherent Instruction. To be effective, instruction must be a Coherent. When all the elements of instruction relate to one another logically and purposefully, instruction is coherent. All these considerations come from your knowledge of your students and the goals you’ve set for them in specific content areas. Emphasize the nature of all these intentional decisions teachers make each day.
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29. To Summarize, First, Focus on the Students
Where are my students intellectually, socially & emotionally?
What can my students do at this time in relation to the content addressed by this component?
Clarify the student background knowledge that helps them to be prepared for this content.
First, Focus on the Students
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30. Next, consider how the standards are unpacked to connect with student skills & abilities in this content area
How do my students learn best in relation to the content for this component?
What is the ability range of the class in relation to the content addressed in this component?
What are my students’ interests that impact my planning for the content addressed in this component?
What is a realistic, measurable learning goal for my students at this point in time?
Summary slide 2
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31. Alignment Align Targets, Goals, Assessments & Instruction
Gain a clear vision of the target
Write learning goals that tell what students should be able to do as a result of this lesson or lesson series
Determine how students will show what they know & can do
Determine how to help students reach the target
“Unpack” the Standards
Write goals that describe the level of rigor students demonstrate
Develop the Assessment
Plan the instruction
Summary slide 3
Critical to point out that once a standard is unpacked, this is not the learning goal or objective for a lesson. The learning goal is determined after breaking down the standard and determining how the learning will be broken into reasonable parts to be taught based upon what your students know at this time.
Alignment
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32. Ask Yourself These Questions:
Learning objectives: What do I want students to know how to do as a result of this lesson?
Assessments: What kinds of tasks will reveal whether students have achieved the learning objectives I have identified?
Instructional strategies: What kinds of activities in and out of class will reinforce my learning objectives and prepare students for learning the content and process goals in this content area?
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33. Resource 2.9 Planning Coherent Instruction
Completing this resource may serve as a note taking device for the written commentary.
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34. Topic 5: Planning Instruction & Next Work Sample Collection
Purpose:
To consider the factors that may determine teaching decisions.
To support candidates as they draft the Planning /Instruction & other parts of the entry.
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35. Resources for Planning Next Steps
C2 Resource 2.17 Drafting the Planning & Instruction Sections of the Entry
C2 Resource 2.4 –Analyzing Student Work Activity 1A & 1B
Revisit C2 Resource 2.9 Planning Coherent Instruction
Review & Revisit C2 Resource 2.10 Planning Instruction / Types of Learning Activities
Now that they have had a chance to review the rubric, standards and directions, they may be able to go back to determine if they need more assessment information and /or decide how and when they will collect their next student work sample.
Review & Revisit C2 Resource 2.10 Planning Instruction / Types of Learning Activities. This resource may help candidates complete Resource 2.9 because it’s a one page summary outlining considerations for planning
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C2 Resource 2.17 Drafting the Planning & Instruction Sections of the Entry – This resource is designed to help candidates review the questions in the Written Commentary, connect the questions, standards and what they currently do that aligns with the question & standard.
Examining the work done earlier in this session – C2 Resource 2.4 –Analyzing Student Work Activity 1A & 1B. Now that they have had a chance to review the rubric, standards and directions, they may be able to go back to determine if they need more assessment information and /or decide how and when they will collect their next student work sample.
Revisit C2 Resource 2.9 Planning Coherent Instruction.
Review & Revisit C2 Resource 2.10 Planning Instruction / Types of Learning Activities. This resource may help candidates complete Resource 2.9 because it’s a one page summary outlining considerations for planning.

36. Preparing for the Next Session
Continue to read and highlight key concepts in all standards required by this entry.
Revise your goals and rationale for your entry as needed. Revise the Instructional Context section of the Written Commentary.
Bring a draft of the next section in your entry. This may be the planning and instruction sections of the Written Commentary.
Consider your assessment information: Do you need to do further assessment to go along with your revised goals?
Bring student work samples for 3 students to the next cohort session – you’ll need the same work sample again unless you decide to use a different sample. You’ll also need additional work samples.
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37. Closure Analyzing Student Work:
How does what I know about my students influence my practice? How can I learn more about my students?
Reading & Responding to A Colleague’s Entry: What did I learn about my students and my teaching as a result of the conversation with my colleague?
Examining Content Area Standards, Rubrics & Instructions: How can I describe what accomplished teaching looks like in my certificate area? What am I already doing that demonstrates accomplished teaching?
Coherent Instruction: How can I use my standards and student assessment information to write clear, concise goals? How can I plan for coherent instruction based upon my analysis of student work?
Planning the next steps for this entry: How will I select my next student work sample? What’s my approach to diffrentiating for my students?
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38. Cohort members reflect on the session together
Any cohort member can take notes for the group
Teacher Liaison uses this form to share what’s happening in the cohort with the administrator
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39. Be Sure to Reflect on: Students Teaching Strategies
It’s essential that candidates take time to consider what they noticed about their students in reflecting on their teaching. As they reflect on their students, they may determine other teaching strategies they need to try or revisit based upon their student knowledge and the conversations today. It may be too much to ask to have them reflect on both, but perhaps it isn’t for your candidates. This is also an opportunity for candidates to share logistical information with you about the cohort session. Using this individual form may be a safer way for some candidates to share concerns or questions.
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40. Questions?
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