1. Assessment: K-12 Explain -- WE DO Catching Bugs
You just created an Explain activity using TELL and Window Pane. How might you assess what the students know and understand?
How could we assess the work we did together previously?
Trainers – in order for us to know if students are proficient in understanding this thinking skill, or are progressing in complexity in this thinking skill, we must assess for understanding. One example could be:
Catching Bugs

2. K-12 Explain – Assessment
Assessment Process:
Read the example on page 120 of Pete/Fogarty book.
Determine the Webb Level.
Students integrate the information from _______ to support their explanation of ____________. In their explanation of sources of information, students address a question or solve a problem raised by their evaluation of the evidence.
Write your own task
Trainers – in order for us to know if students are proficient in understanding this thinking skill, or are progressing in complexity in this thinking skill, we must assess for understanding.

3. K-12 Explain – Assessment
Students integrate the information from _______ to support their explanation of ____________. In their explanation of sources of information, students address a question or solve a problem raised by their evaluation of the evidence.
Take out Webb Level document.
Level 1: Explain what a spider is.
Level 2: Explain the evidence you found about how a spider makes a web.
Level 3: Explain the function of spider’s web in relation to the life cycle.
Level 4: Explain what would happen if spiders were eliminated.
The first time we do this assessment task here are some notes:
Trainers take the teachers through the process of determining the level of the assessment.
Look for the verbs in the assessment
Note that many of the verbs fall in 2 levels so you must in read the verb in context.
Look at the headings of each level
Read the bold explanation under each heading
Use that information to determine the level of the assessment
Teachers write their own assessment that matches the content within the appropriate cell of the Leveling handout.
Using the questioning handout as your guide compose two questions/prompts per level.
How can you RECREATE the problem given with new information? What is the Webb level of that problem?

4. K-12 Explain – Assessment
The first time we do this assessment task here are some notes:
Trainers take the teachers through the process of determining the level of the assessment.
Look for the verbs in the assessment
Note that many of the verbs fall in 2 levels so you must in read the verb in context.
Look at the headings of each level
Read the bold explanation under each heading
Use that information to determine the level of the assessment
Teachers write their own assessment that matches the content within the appropriate cell of the Leveling handout.
Using the questioning handout as your guide compose two questions/prompts per level.

5. K-12 Explain -Assessment
Where would the assessment fit on Webb Leveling?
Determine the level and plug it into the determined assessment level cell.
Write 2 questions/prompts for each Level of questions/prompts.
This slide is now animated so that you can show the process of determining:
Webb level of assessment
Questions fitting that assessment
Questions to scaffold the learning
Once your assessment item is written and you have determined what level the assessment items addresses, write leveled questions working backwards from your developed item. We must provide the scaffolding for learning at all Webb levels to ensure we are not creating academic gaps.

6. 6-12 Explain -Assessment
Where would the assessment fit on Webb Leveling?
Determine the level and plug it into the determined assessment level cell.
Write 2 questions/prompts for each Level of questions/prompts.
This slide is now animated so that you can show the process of determining:
Webb level of assessment
Questions fitting that assessment
Questions to scaffold the learning

7. 6-12 Math Explain-Assessment
Where would the assessment fit on Webb Leveling?
Determine the level and plug it into the determined assessment level cell.
Write 2 questions/prompts for each Level of questions/prompts.
This slide is now animated so that you can show the process of determining:
Webb level of assessment
Questions fitting that assessment
Questions to scaffold the learning

8. K-12 Explain – Assessment
Turning a process, the RECIPE, into a checklist assessment tool:
TELL – Recipe for explaining
___Tell the big idea—student has written the main idea into a complete sentence.
___Express supporting statements—student has written one example that supports the main idea in a complete sentence.
___Look for more details—student has written one more example that supports the main idea, in a complete sentence.
___Listen for questions and respond—student has written what they learned from at least one other peer, in a complete sentence.
The first time we do this assessment task here are some notes:
Trainers take the teachers through the process of determining the level of the assessment.
Look for the verbs in the assessment
Note that many of the verbs fall in 2 levels so you must in read the verb in context.
Look at the headings of each level
Read the bold explanation under each heading
Use that information to determine the level of the assessment
Teachers write their own assessment that matches the content within the appropriate cell of the Leveling handout.
Using the questioning handout as your guide compose two questions/prompts per level.

9. K-12 Explain – Assessment
Three Ways to use a Checklist
To record observed performance. While students work in small groups, you might note whether or not individuals demonstrate ability or knowledge in some predetermined categories aligned to course content and objectives.
For self-assessment. Students can use the above checklist to evaluate their own progress. The statements would be changed to "can do" statements.
To keep track of progress over time, e.g., as an inventory of skills at the beginning and end of a course. This type of checklist might form part of a portfolio.
This slide is to help see the importance of formative assessment and that assessment strategies like the TELL checklist can be and should be used in various ways. Go through the 3 above.

10. Thinking about our thinking
Metacognition
Thinking about our thinking

11. Metacognition
KNOWING HOW TO LEARN, and knowing which strategies work best, are valuable skills that differentiate expert learners from novice learners. Metacognition, or awareness of the process of learning, is a critical ingredient to successful learning.
What Is Metacognition?
Metacognition is an important concept in cognitive theory. It consists of two basic processes occurring simultaneously: monitoring your progress as you learn, and making changes and adapting your strategies if you perceive you are not doing so well. (Winn, W. & Snyder, D., 1998) It's about self-reflection, self-responsibility and initiative, as well as goal setting and time management.

12. Paradigm Shift Use Multimedia Encourage student intuition
Ask the shortest question you can
Let students build the problem
Be less helpful
Sarah Wessling Brown talked about Thinking about Thinking as well as Dan Meyers in his video about Paradigm Shifts. Turn and talk - Which one of the 5 is most imperative for a paradigm shift in the classroom?
Think about both those videos and what was the biggest AHA moment for you? Write this in your parking lot with stickynote or in journal.

13. Higher Order Thinking Skill
Proficiency: Collaborative Thinking
Skill: Explain
Recipe: TELL
Instructional Strategy: Window Pane
2nd time around:
Instructional Strategy: Socratic Seminar
You may use a variety of instructional strategies to explicitly teach one Higher Order Thinking Skill

14. Explain Motivational Mindset: Look at the PHOTO
Turn to your partner and discuss observations--but in QUESTIONS only.
Do you see…? What is…
Tell them to look closely, look at the whole photo, discuss the minute. 30 seconds.
When using pictures to foster and support for questions, be sure to remind teachers to use grade appropriate photos for questions. The purpose of motivational mindset for Socratic seminar is to set the stage for asking questions; and are they authentic questions. Are questions truly driven by curiosity or are they scripted? Lie detector questions – answers the teacher already knows the answers to. Incase teachers ask, the title to this photo is Installation for the Biennial 2013.

15. Explain Motivational Mindset:
Because Socratic Seminar questioning takes practice, we are going to do another set of questioning called SERIALIZED QUESTIONING.
Tell them to look closely, look at the whole photo, discuss the minute. 30 seconds.
Then, click for the next box: Does the title matter: have them discuss for another 20 seconds.
Metacognition---have them think about their thinking—when did the ah-ha happen for them?

16. Explain Motivational Mindset:
The purpose of serialized questions is to help your partner explore his or her own thoughts about the issue and build a response, not to ELICIT a "right" answer.
SERIALIZED QUESTIONING PRACTICE
Neither the questioner nor the responder knows in advance what the questions or answers will be nor where they will lead.
Don’t look for or expect “right” answers.
In the practice session, try to ask serialized questions only.
Ask questions that lead your partner to talk about ideas:
Ask questions that call for applications and extensions of an idea.
In general, avoid Yes/No questions.

17. Explain Motivational Mindset: Read over the following excerpt.
Find a partner that you haven’t worked with today.

18. Explain Motivational Mindset
Participants choose three quotes that they were drawn to.
Participants pair up and complete:
1st person tells which one they picked but not why.
2nd person - choose words within the quote to prompt the 1st question
AFTER DISCUSSION: Reflect on how the questioner did
Blue words – words you would click on that would take you to a deeper meaning
Example – virtues, vices, blue words. I chose #11 because its my least favorite.
Person #1 choose statement, Person#2 formulate questions to ask
1 minute in the serialized questioning—for each round.
Blue words – words that help you formulate questions
Example – virtues, vices blue words.

19. Explain– I DO I Do TELL – Recipe for explaining
Instructional Strategy—Serialized Questioning (type of Socratic Seminar)
TELL – Recipe for explaining
Tell the big idea
Express supporting statements
Look for more details
Listen for questions and respond
The Serialized questioning is the platform for how to conduct questioning in the seminar.
We are going to create 3 circles
If you are working with all common content – 1 circle
If you are working with K-12 you can have 3 circles
Circles around tables

20. Explain– I DO Teacher’s Role Student’s Role
Jot notes on a T Chart while watching video
Teacher’s Role Student’s Role
The Serialized questioning is the platform for how to conduct questioning in the seminar.
We are going to create 3 circles
If you are working with all common content – 1 circle
If you are working with K-12 you can have 3 circles
Circles around tables

21. Explain– I DO/We Do I Do/We Do TELL – Modeling
Tell the big idea—By using questions, I listened to my peers and noticed their observations, but through questions. It gave me the sense that what I noticed mattered. With the statements, I really felt like my peer wanted to know more.
Express supporting statements—We used more questions than answers, but wanted to answer each other.
Look for more details—Asking questions is difficult, but they did make us trade ideas and understandings.
Listen for questions and respond—This whole exercise was a focus on questions. By listening, I was seeing through my peer’s eyes instead of just my own. This was interesting way to discuss an image and opinion statements.

22. Explain -- WE DO We Do: Learning Targets (Student Friendly Language):
I can ask and answer questions about details in a text.
I can tell the main idea(central message) and moral of the story.
I can respectfully listen to others and join their conversations.
I can ask questions to the speaker to find out more information.
Learning targets were taken from the disaggregated standards which address the HOT skill

23. Explain—WE DO We Do Directions:
Everyone needs to take time read the selection. Use the highlighters and a pen to mark the text for:
3 Questions
3 Key details
1 Inference
1 Connection
1 overall message
We want to remind teachers that this part is KEY to SUCCESS. Students need time to read and reflect. They need to right down what they are thinking prior to a Socratic Seminar. All participants get in a circle and the discussion begins with one of the questions you have ready on next slide.

24. Explain– WE DO We Do: Salvador Late or Early
We provide questions for the material. The second part of this, have them practice writing questions.

25. 6-12 Math Explain– WE DO We Do: Grass for Goats
We provide questions that for the material. The second part of this, have them practice writing questions.
Math Sci Computer

26. Explain– WE DO We Do: Salvador Late or Early/Grass for Goats
Divide into three groups.(2 Salvador/1 Grass)
Bring your questions and the reading to the group.
One person ask one question. Begin a seminar by someone responding to the question with evidence from the reading.
Continue the conversation through questions and responses to questions. You will have 10 minutes.
We provide questions for the material. The second part of this, have them practice writing questions.

27. Explain -- WE DO 6-12 ELA Explain– WE DO We Do:
CCSS.ELA-Literacy.CCRA.R.1 Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text.
CCSS.ELA-Literacy.CCRA.R.2 Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas.
SL.CCR.1 Prepare for and participate effectively in a range of conversations and collaborations with diverse partners, building on others’ ideas and expressing their own clearly and persuasively.
6-12 ELA Explain– WE DO
These are the literacy standards for all content areas so you could be using any reading or any math task to accomplish this.

28. 6-12 Math Explain – WE DO We Do: HS
A.REI.1 - Explain each step in solving a simple equation as following from the equality of numbers asserted at the previous step, starting from the assumption that the original equation has a solution. Construct a viable argument to justify a solution method.
7.EE.4.b - Solve word problems leading to inequalities of the form px + q > r or px + q < r, where p, q, and rare specific rational numbers. Graph the solution set of the inequality and interpret it in the context of the problem.
SMP#3 - Construct viable arguments and critique the reasoning of others.
One of the skills to build student proficiency in critical thinking is analyze. Have participants refer to chart on page 12 to note how often explain is used in their grade band. You will find it in the top 10 of highest frequency words in K-12 Math.

29. Assessment: Explain – Assessment
The assessment is the TELL responses from the students and may be assessed using one of the rubrics provided.

30. Explain--Assessment
This rubric is from Intel Teach and allows the participants to self-assess. This is a great way to use assessments to create a risk-free climate. Let the students assess how they are doing. They are not graded on it, but the teacher could pick it up and give feedback on it such as agree, disagree with some encouragement.

31. Explain--Assessment
This rubric is Grant Wiggins, a researcher of assessment, and does allow the teacher to assess for grades. This gives specifics for each grade and if done for feedback, could be a rubric used again and again to build student proficiency.

32. Explain- Assessment
Thinking about Socratic Seminar, where does this type of assessment fit on Webb leveling?

33. Explain– YOU DO You Do: Socratic Seminar
Select content from your lessons or unit that:
Could be turned into opinion statements to discuss
Could be used for a discussion
Could have several ways to solve a problem
Write down the directions for the Socratic exercise.
If it’s the Serialized Questioning, write down the opinion statements.
If it’s the Socratic Seminar, write down 5 questions minimum to ask students. Use Webb Leveling documents to help.
If it’s a story problem, write/draw the problem, and have questions ready to ask students.
Teachers will need 20 minutes at least to create this. Walk around, answer questions...

34. Learning Targets Closure HOT Skills Gradual Release of Responsibility
Instructional strategies
Assessment strategies
Summative
Formative
STATE: We have used this image before---icon for METACOGNITION---thinking about your thinking. This question posed asks you to think about your thinking today. Read the question and notice that we are going over all sorts of instructional and assessment strategies. This is a type of formative assessment that gets participants, our students up and moving. Think about the question and then we will move.
Give them 20 seconds.

35. 7 Student Thinking Proficiencies Critical Thinking pages 13-14
Creative Thinking page 39
Complex Thinking page 65
Comprehensive Thinking pages 89-90
Collaborative Thinking page 115
Communicative Thinking page
Cognitive Transfer page 161
Highlight any big ideas one each and be ready to share whole group.