1. Assessment for Instruction
Doug Fisher

2. 2. Cultivating the Learning Climate
1. Planning with Purpose
2. Cultivating the Learning Climate
3. Instructing with Intention
4. Assessing with a System
5. Impacting Student Learning

5. content, language, and social objectives.
The established purpose contains
content, language, and social objectives.

6. What is a content objective?
What can be accomplished toward the grade-level standard TODAY (in other words, it’s not the entire standard).

7. What is a language objective?
The language demands of the task.
The way students demonstrate their thinking through spoken or written language.

8. Vocabulary Specialized Technical
Words whose meaning changes depending on the context (problem, simplify, value)
Multiple meaning words (run, place)
These can be “brick” or “mortar” words
Technical
Words that represent one concept only (denominator, photosynthesis)
These are the “bricks” of language

9. Language Structure
Grammar/syntax: rules for language use (e.g., plurals, noun/verb agreement)
Signal words: guideposts to support understanding of listener/reader (e.g., If/then, first, last, compared to)
Frames and templates: scaffolds for apprentice language users (“On the one hand, ________. But on the other hand, _______.”)

10. Language Function
Halliday identified 7 language functions (Instrumental, regulatory, interactional, personal, imaginative, heuristic, representational)
These are translated into classroom interactions (express an opinion, summarize, persuade, question, entertain, inform, sequence, disagree, debate, evaluate, justify)

11. The same content purpose can have many different language purposes
CP: Identify the phases of the moon.
LP #1: Name the phases of the moon. (vocabulary)
LP #2: Use sequence words (first, next, last) to describe the phases of the moon. (structure)
LP #3: Explain how the moon, earth, and sun move through the phases. (function)

12. Students will understand the 4 main components of fitness as applied to soccer.
Use technical vocabulary (muscular strength, muscular endurance, flexibility and cardiovascular endurance) in their collaborative conversations.
Use compare and contrast signal words to summarize the components.
Describe how each component is utilized in soccer.

13. CP: Determine reasonableness of a solution to a mathematical problem.
LP1: Use mathematical terms to explain why an answer is reasonable. [vocabulary]
LP2: Use the language frame “The answer ______ is/is not reasonable because _______.” [structure]
LP 3: Identify why your answer is reasonable to your group. [function]

14. What is a social objective?
Defines how students work together.
Builds soft skills including personal responsibility to the group and task, ownership of the work, and communication skills.

15. Examples of social objectives
Explaining each other’s ideas
Tracking the speaker
Setting deadlines
Yielding and gaining the floor

16. Where do I find social objectives?
TRUSTWORTHINESS
RESPECT
RESPONSIBILITY
FAIRNESS
CARING
CITIZENSHIP
Speaking & Listening
Standard #1

19. TEACHER RESPONSIBILITY
“I do it”
Focused Instruction
Guided Instruction
“We do it”
“You do it
together”
Collaborative
“You do it
alone”
Independent
STUDENT RESPONSIBILITY

20. TEACHER RESPONSIBILITY
“I do it”
Focused Instruction
“You do it
alone”
Independent
STUDENT RESPONSIBILITY

21. TEACHER RESPONSIBILITY
“You do it
alone”
Independent
STUDENT RESPONSIBILITY

22. TEACHER RESPONSIBILITY
“I do it”
Focused Instruction
Guided Instruction
“We do it”
“You do it
alone”
Independent
STUDENT RESPONSIBILITY

24. Assessment to… Support Learners Monitor Learning Inform Learning
Comprehensible
Goal-setting
Checks for understanding
Error analysis
Types of feedback
Usefulness
Needs-based instruction
Assessment to…

25. Feed up: establishing purpose
Check for understanding: daily monitoring of learning
Feed back: providing students with information about their success and needs
Feed forward: using student performance for “next steps” instruction and feeding this into an instructional model

26. Feed up: establishing purpose
Check for understanding: daily monitoring of learning
Feed back: providing students with information about their success and needs
Feed forward: using student performance for “next steps” instruction and feeding this into an instructional model

27. Ways to Check for Understanding
Verbal language
Non-verbal language
Written language
Questioning
Projects and performance
Tests

28. Retelling in Math 1. Identify what the problem is asking.
2. Locate relevant and irrelevant information.
3. Estimate the answer.
4. Define the procedure.
5. Follow the sequence of the procedure.
6. Describe problem-solving steps.
7. Identify answer and if that answer is reasonable.

29. Original price of a microphone: $129. 99. The tax is 7%
Original price of a microphone: $ The tax is 7%. What is the total price you have to pay for this?

30. Wendy says…
“So, the problem is asking me how much I have to pay for this mic. The information I know is the price and how much tax they make you pay. I think it has to be more than $129, like maybe $150, because the tax is on top of the price. I have to add the tax to the price. But I have to find out how much the tax is. I think you multiply. So I did $ times 7, but that is $909 and that is too much for the microphone. The answer isn’t reasonable. But I don’t know why it didn’t work.”

31. What does Wendy know? What doesn’t she know? What do you do next?
“So, the problem is asking me how much I have to pay for this mic. The information I know is the price and how much tax they make you pay. I think it has to be more than $129, like maybe $150, because the tax is on top of the price. I have to add the tax to the price. But I have to find out how much the tax is. I think you multiply. So I did $ times 7, but that is $909 and that is too much for the microphone. The answer isn’t reasonable. But I don’t know why it didn’t work.”
What does Wendy know?
What doesn’t she know?
What do you do next?

32. Generative Sentences
Given a word and conditions about the placement of the word, write a sentence
Forces attention to grammar and word meaning
Use student examples for editing

33. “Volcanoes” in the 4th Position

34. “Volcanoes” in the 4th Position

35. Try these . . . Word Position Length cell 3rd > 6
Have participants complete each of these.

36. Try these . . . Word Position Length cell 3rd > 6 Because 1st
< 10
Have participants complete each of these.

37. Try these . . . Word Position Length cell 3rd > 6 Because 1st
< 10
Constitution
last
= 10
Have participants complete each of these.

38. Text-Dependent Questions
Opinions/Arguments,
Intertextual Connections
Inferences
Author’s Craft and Purpose
Vocab & Text Structure
Key Details
General Understandings
What does the text mean?
Inferential
How does the text work?
Structural
What does the text say?
Literal

39. Order of the Day for June 6, 1944

40. Soldiers, Sailors and Airmen of the Allied Expeditionary Force!
Eisenhower’s Message to the Troops
June 6, 1944
Soldiers, Sailors and Airmen of the Allied Expeditionary Force!
You are about to embark upon the Great Crusade, toward which we have striven these many months. The eyes of the world are upon you. The hopes and prayers of liberty-loving people everywhere march with you. In company with our brave Allies and brothers-in-arms on other Fronts, you will bring about the destruction of the German war machine, the elimination of Nazi tyranny over the oppressed peoples of Europe, and security for ourselves in a free world. Your task will not be an easy one. Your enemy is well trained, well equipped and battle hardened. He will fight savagely. But this is the year 1944! Much has happened since the Nazi triumphs of The United Nations have inflicted upon the Germans great defeats, in open battle, man-to-man. Our air offensive has seriously reduced their strength in the air and their capacity to wage war on the ground. Our Home Fronts have given us an overwhelming superiority in weapons and munitions of war, and placed at our disposal great reserves of trained fighting men. The tide has turned! The free men of the world are marching together to Victory! I have full confidence in your courage and devotion to duty and skill in battle. We will accept nothing less than full Victory! Good luck! And let us beseech the blessing of Almighty God upon this great and noble undertaking.
 SIGNED: Dwight D. Eisenhower
Citation: D-day statement to soldiers, sailors, and airmen of the Allied Expeditionary Force, 6/44, Collection DDE-EPRE: Eisenhower, Dwight D: Papers, Pre-Presidential, ; Dwight D. Eisenhower Library; National Archives and Records Administration.

41. What words and phrases does General Eisenhower use to inspire the troops on D-Day?

42. Ike’s message to the troops acknowledges the difficulty of the mission, but assures them that they will be triumphant. In what ways does he accomplish this? Eisenhower states that this invasion will “bring about the destruction of the German war machine… eliminate tyranny… and create security throughout the world.” What does that sentence reveal about him? How does the use of religious imagery contrast in the opening and closing?

43. Based on the text, what is General Eisenhower’s state of mind before the D-Day invasion?

44. Eisenhower’s “In Case of Failure” Letter
"Our landings in the Cherbourg-Havre area have failed to gain a satisfactory foothold and I have withdrawn the troops. My decision to attack at this time and place was based upon the best information available. The troops, the air and the Navy did all that Bravery and devotion to duty could do. If any blame or fault attaches to the attempt it is mine alone.”

45. Based on this second text, what is General Eisenhower’s state of mind before the D-Day invasion?

46. Compare the audiences for these two texts. For whom is each written?

47. Why is one word, Bravery, capitalized incorrectly?

48. Feed up: establishing purpose
Check for understanding: daily monitoring of learning
Feed back: providing students with information about their success and needs
Feed forward: using student performance for “next steps” instruction and feeding this into an instructional model

49. Feed up: establishing purpose
Check for understanding: daily monitoring of learning
Feed back: providing students with information about their success and needs
Feed forward: using student performance for “next steps” instruction and feeding this into an instructional model

50. Feeding forward involves… Misconception analysis Error analysis
Error coding

54. TEACHER RESPONSIBILITY
“I do it”
Focus Lesson
Guided Instruction
“We do it”
“You do it
together”
Collaborative
“You do it
alone”
Independent
STUDENT RESPONSIBILITY
A Structure for Instruction that Works