1. Cape Flattery TWSSP Workshop September 14, 2013

2. 2 Pausing Paraphrasing Posing Questions Putting ideas on the table Paying attention to self and others Presuming positive intentions Pursuing a balance between advocacy and inquiry

3. Increase understanding of characteristics of good assessment questions for different purposes. Increase understanding of importance of connecting feedback to learning targets and apply feedback ideas to own student work. Increase understanding of discourse strategies to activate students as resources for each other and commit to classroom implementation.

4. – What successes have you had in communicating learning targets with your students so far this year?

5. Techniques you find to be particularly useful to increase student understanding of learning targets.

6. Goal-setting and Target-setting Self-instruction (self talking and self questioning- the skills for which need to be taught) Self-evaluation (much more important than self-monitoring because it requires extra step of evaluating what he or she has monitored) Learning Strategies with the Highest Effect Sizes

7. The most important instructional decisions are made, not by the adults working in the system, but by the students themselves. Stiggins et al (2006)

8. Session Goals Increase understanding of characteristics of good assessment questions for different purposes.

10. What do we want students to know? How will students demonstrate their knowledge and skills? How will we intervene for students that struggle and enrich for those who are proficient? How can we use the evidence to improve our individual and collective professional practice? Four Questions

11. According to Wiliam, what are the purposes of diagnostic vs discussion questions? Can you remember a time when you used a well-crafted diagnostic question to inform your teaching? Did it work? Can you remember a time when you tried to use a discussion question for diagnostic purposes? How did it work? Individually Read Pages 93-100 of Embedded Formative Assessment up to “ Diagnostic questions can be used... Discuss

12. What are some of the qualities of a good diagnostic question? How can you use your PLC to help you craft and share good diagnostic questions? Individually Read Pages 100, “ Diagnostic questions can be used.. ” through the rest of the chapter (p. 105) Discuss

13. Think of every possible way a student can get the right answer with incorrect reasoning. Provide feedback to other group. Identify a question from an upcoming assessment task on one person ’ s learning progression. As a group write a good diagnostic question. Separate Into Content Groups Exchange questions with other group.

14. Break Take a Break Return in 15 minutes

15. Increase understanding of importance of connecting feedback to learning targets and apply feedback ideas to own student work.

16. In giving student descriptive feedback, you have modeled the kind of thinking you want them to do as self-assessors. Chappuis (2005)

17. Consider these questions as you read and prepare to discuss with your group : What ideas are new or surprising to you? What practices will you commit to implementing in your classrooms?

18. Feedback Rubric Keep these characteristics in mind as you provide feedback for your own students. Take a look at the Feedback Rubric and the characteristics of effective feedback in each row.

19. Provide feedback to your students on the student work you collected. Share the feedback you provided with another teacher, preferably in your content area. Use the Feedback Rubric to provide one another with feedback on the comments you have provided for your students.

20. What common structure can we create for how we give written and oral feedback to students? What common language can we agree to use in that feedback?

21. When students know there are no additional opportunities to succeed, they frequently take teacher feedback on their performance and stuff it into desks, backpacks, and wastebaskets. Grant Wiggins

22. Classrooms with Embedded Formative Assessment Practices Mary Webb & Jane Jones Exploring Tensions in Developing Assessment for Learning Shared belief in taking responsibility for one ’ s own learning. Learning rather than performance orientation (mindset). Acceptance that mistakes are an essential part of learning. Mutual support for each other ’ s learning. Trust that others will be supportive. Willingness to take risks in trying new ideas. Willingness to give and receive criticism. A shared language of assessment and feedback. Emphasis on dialogue and exploratory talk to support thinking.

23. How can you regularly challenge one another to improve your individual and collective instructional practice in your PLCs?

24. What are three things you learned about academically productive talk? What are two things you have questions about/wonder about/will ponder about academically productive talk? What is one thing you can try out THIS NEXT week? Part 1: What is Academically Productive Talk Pages 1-4 Section on top of page 3 is for science only.

25. What are three things you learned about why classroom discussion or student-talk is important? What are two things you have questions about/wonder about/will ponder about classroom talk? What is one thing you can try out THIS NEXT week? Part 2: Why is Talk Important? Pages 4-6 End of section on page 6 is for science only.

26. What are three things you learned about establishing a culture for promoting effective talk? What are two things you have questions about/wonder about/will ponder about establishing this culture? What is one thing you can try out THIS NEXT week? Part 3: Establishing a Culture of Productive Talk Pages 6-7

27. How did you understand the authors ’ descriptions of talk formats and talk moves? When would/do you use each of the discussion formats in your classroom? How have different formats led to academically productive talk? What are the links between “ talk moves ” and the goals for a discussion? What are three things you learned about talk moves? What concerns or questions do you have about using discussion in the classroom? What is one discussion goal from the article that you could try THIS NEXT week? Part 4: How Can Teachers Support Productive Talk Pages 7-11

28. Reflect What individual and group commitments can you make about collecting good evidence, providing feedback, and encouraging student discourse? How can your PLC help support you?

29. Winter Dates Observations Friday, February 7th Workshop Saturday, February 8th Summer Academy June 23-27, 2014