Analyze Student Work Sample 2 Instructional Next Steps

Analyze Student Work Sample 2 Instructional Next Steps
Component 2: Differentiation In Instruction Session 5: Analyzing Student Work to Reflect on Student Learning Analyze Student Work Sample 2 Instructional Next Steps Peer Reading & Responding to C2 Draft Align Reflection Standard Copyright © 2018 National Board Resource Center at Illinois State University. All Rights Reserved.

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: What new information did you learn about your students as you analyzed Student Work Sample 1? How did this information influence your differentiation for students? Copyright © 2018 National Board Resource Center at Illinois State University. All Rights Reserved.

Outcomes Analyze the demands of a second student work assignment & student responses to the assignment Use information from Student Work Sample 2 to plan coherent instruction Examine draft Written Commentary for evidence aligned to Level 4 Rubric, Standards and evidence by a peer Examine the Reflection Standard in relation to analysis of Student Work Sample Activity 4 & Written Commentary questions Candidate Work Time on Component 2 Entry Copyright © 2018 National Board Resource Center at Illinois State University. All Rights Reserved.

Topic 1: Analyzing Student Work
Session 5: Analyzing Student Work to Reflect on Learning Topic 1: Analyzing Student Work Purpose of collecting student data is: analyze student learning patterns draw conclusions about a student’s knowledge, skills or other attributes provide feedback to individuals & groups of students & guide future learning Copyright © 2018 National Board Resource Center at Illinois State University. All Rights Reserved.

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. Copyright © 2018 National Board Resource Center at Illinois State University. All Rights Reserved.

Analyze the Assignment-1A
Copyright © 2018 National Board Resource Center at Illinois State University. All Rights Reserved.

Analysis of Student Responses-1B
Copyright © 2018 National Board Resource Center at Illinois State University. All Rights Reserved.

Respond With Your Partner
Were you able to clearly describe the performance levels for each targeted student? Was your criteria for assessing students clear? Why or why not? How might you adjust the criteria to elicit more specific information? What specific skills and knowledge did your students learn? How do you know? What do you notice about the skills and knowledge of each student? Are there other prerequisite skills that need to be considered for this lesson series? If so, describe them specifically. Copyright © 2018 National Board Resource Center at Illinois State University. All Rights Reserved.

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 & when do they need it? Where should I begin? Domain 1 – Planning & Preparation 1b – Knowledge of Students 1f – Designing Student Assessment Set new high and worthwhile goals that are appropriate for these students at this time. Domain 1 – Planning & Preparation 1a,1b,1c,1d,1e 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 Set high, worthwhile goals appropriate for these students, at this time, in this setting. Provide timely, meaningful feedback to students about their level of accomplishment of the targeted goals. Domain 3 – Instruction 3a, 3b, 3c, 3d,3e 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? Implement instruction designed to attain these goals. Evaluate student learning in light of the goals and the instruction. Domain 2 – Classroom Environment – 2a, 2b,2c,2d Domain 3 – Instruction – 3a, 3b,3d,3e Domain 1 – Planning & Preparation –1d Domain 3 – Instruction – 3d Copyright © 2018 National Board Resource Center at Illinois State University. All rights reserved. 10

Instructional elements of Coherent instruction: Learning goals
Session 5: Analyzing Student Work to Reflect on Learning Topic 2: Instructional Next Steps To be effective instruction must be coherent-all of the elements of instruction must relate to one another logically & purposefully Instructional elements of Coherent instruction: Learning goals Learning Activities and Assessments Instructional Materials and Resources Copyright © 2018 National Board Resource Center at Illinois State University. All Rights Reserved.

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) Copyright © 2018 National Board Resource Center at Illinois State University. All Rights Reserved.

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 Copyright © 2018 National Board Resource Center at Illinois State University. All Rights Reserved.

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 Copyright © 2018 National Board Resource Center at Illinois State University. All Rights Reserved.

From C2 - AYA Social Studies
Written Commentary Analysis Questions From C2 - AYA Social Studies Copyright © 2018 National Board Resource Center at Illinois State University. All Rights Reserved.

Candidates must decide for themselves how to respond to feedback
Session 5: Analyzing Student Work to Reflect on Learning Topic 3: Peer Reading & Responding to Draft Written Commentary Aligning Level 4 Rubric with certificate Standards deepens understanding of accomplished teaching Role of Peer Reader is to read for evidence aligned to descriptions given in the rubrics & standards Candidates must decide for themselves how to respond to feedback Copyright © 2018 National Board Resource Center at Illinois State University. All Rights Reserved.

Reflection is a powerful skill requiring practice & conversation
Session 5: Analyzing Student Work to Reflect on Learning Topic 4:Aligning Reflection Standard Reflection is a powerful skill requiring practice & conversation Reflection must be connected to evidence & lead to next steps Copyright © 2018 National Board Resource Center at Illinois State University. All Rights Reserved.

Closure Analyzing Student Work:
How does what I know about my students influence my practice? How does analyzing student work help me plan coherent instruction? 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 Reflection Standards, Rubrics & Instructions: What am I already doing that demonstrates accomplished teaching? What am I doing to regularly reflect on my teaching? Planning the next steps for this entry: How will I revise my entry to reflect the standards for my certificate area? What’s my approach to differentiating for my students? Copyright © 2018 National Board Resource Center at Illinois State University. All Rights Reserved.

Preparing for the Next Session
Continue to read and highlight key concepts in all standards required by this entry. Revise all sections of the Written Commentary. Bring a draft of your entire Component 2 Written Commentary. Bring all student work samples for 3 students to the next cohort session. Read C2 Resource 5.12 Guide to Electronic Submission (2018). Read instructions for submission. Copyright © 2018 National Board Resource Center at Illinois State University. All Rights Reserved.

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 Copyright © 2018 National Board Resource Center at Illinois State University. All Rights Reserved.

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. Copyright © 2018 National Board Resource Center at Illinois State University. All Rights Reserved.

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