1. PLC Facilitator Meeting 1/30/06 & 2/1/06 AGENDA Warm-ups Celebrate/Troubleshoot MAP Moment Common Assessment Expectation Did you sign-in?

2. Warm-Up Ball Game GOAL: Learn together by playing a ball game. DIRECTIONS: Stand, form a circle Toss ball to 1 person That person gives the ball to another person & calls his/her name. Continue until each person has been given the ball. Remember the name of the person to whom you gave the ball.

3. “Can you do it better and faster?” Same directions—toss the ball, saying the name of the person you toss to until everyone has had the ball.

4. “Can you do it better and faster?” Same directions—toss the ball, saying the name of the person you toss to until everyone has had the ball.

5. What are the implications of this activity for PLC’s? Group problem-solving Continuous Improvement No direction vs focus

6. MISCONCEPTIONS ABOUT MEETINGS 7.Meeting time should be devoted to topics, rather than reflection, processing, or group development. Improvement comes with reflection. Routine self-assessment helps groups become more effective. Routinely assessing meeting standards, can almost guarantee meetings that produce maximum work in minimum time with maximum member satisfaction.

7. GOAL: PLC meetings where the educational community can learn, dialogue, plan, problem solve, monitor, and make decisions to improve student learning. “Effective meetings require more than skilled facilitators. Facilitation is important, as are sound agendas and functional physical surroundings. More important are skilled group members and the application of certain principles. Meeting success is influenced more by the collaborative norms of the group than by the knowledge and skills of a meeting facilitator” (Garmston & Wellman, 1999).

8. Celebrate Troubleshoot

9. MAP MOMENT Relating Common Assessments to MAP Non-cores contribution to MAP

10. MAP Moment

13. BUZZWORDS Words That MAP Our Future January 16-20Predict January 23-27Discuss January 30 – February 3Explain February 6-10Summarize February 13-17Compare and Contrast February 20-24Infer February 27 – March 3Evaluate March 6 – 10Formulate March 13 – 17Describe and List March 27 – 31Analyze

15. Bloom’s Taxonomy Knowledge Exhibit memory of previously learned material by recalling facts, terms, basic concepts and answers Comprehension Demonstrate understanding of facts and ideas by organizing, comparing, translating, interpreting, giving descriptions and stating main ideas Application Solve problems to new situations by applying acquired knowledge, facts, techniques and rules in a different way Analysis Examine and break information into parts by identifying motives or causes. Make inferences and find evidence to support generaliza- tions Synthesis Compile information in a different way by combining elements in a new pattern or proposing alternative solutions Evaluation Present and Defend Opinions by making judgments about information, validity of ideas or quality of work based on a set of criteria Buzz Words (Processes/ Skills) List (may or may not show order) Compare Contrast Summarize Describe Explain FormulateAnalyze List the parts Compare Contrast Infer Formulate Predict Discuss Evaluate Explain Compare “Buzz” Words and Bloom’s Taxonomy

16. Important Ideas to Keep in Mind When Working with “Buzz Words” 1.1. Many of the words represent thought processes. These thought processes are assessed on MAP in a variety of ways. 2. 2. Many items on MAP require a more complex answer than a strict application of the definition will provide. 3. 3. More than one thought process is asked in the same question.

17. 1. Many of the words represent thought processes. These thought processes are assessed on MAP in a variety of ways. List What are 3 reasons… Give 2 ways… Analyze List the parts…What conclusion can be drawn…What inference can you make…What is the motive….Why do you think…What is the theme…..Determine the cause… Predict What would happen if…How might things change if… Discuss Explain Why did….how would…. Summarize Summarize the information by writing a paragraph…Write a paragraph telling what the story is mostly about… Compare How are things alike… Could interpretation of similes and metaphors Contrast How are things different… Infer Which of these is true about… Which of these is true about…which is most likely….What probably is/was Evaluate Which is best, why, support your answer.. Make a recommendation supported with information ….What else could have happened…would it have been better…give details and examples Formulate Write a plan…. Describe

18. ListWrite a group of statements that show order; be brief and to the point. AnalyzeStudy the parts. PredictUse clues to tell what will happen next. DiscussGive reasons for something; write the pros and cons, give details ExplainTell about it; give reasons for the differences of opinion or results and try to state causes. SummarizeShort version about what’s important CompareTell all the ways things are the same ContrastTell all the ways things are different. InferUse clues EvaluateJudge how good it is FormulatePut ideas together Describe Tell about it using details 2. Many items on MAP require a more complex answer than a strict application of the definition will provide Explaining to evaluate (defending a position) is more complex than explaining to demonstrate understanding of facts. Analysis may require “studying the parts” as well as comparing, contrasting and inferring.

19. 3. More than one thought process is asked in the same question. Example: List and explain… Summarize and Formulate (Write a diary entry, letter, etc.) Evaluate and Formulate (Write a recommendation or report)

20. Common Assessment Expectation K-6: Communication Arts & Math complete by the end of the year. 7-12: All core contents complete by the end of the year.

21. What’s Next? Curriculum Writers: review the assessments to check the progression from grade to grade fine tune the assessments to enhance the quality

22. Possible PLC Topics Test-Taking Tips Decoding Questions Using MAP Release Items with students Using MAP Release Items to compare to current scoring practices

23. ANCORA IMPARO “I am still learning” Michelangelo, age 87