1. Perfomances and Projects that Support Lifelong Learning Or, Let’s concentrate more on what’s not on the test!not on the test

2. Question  What do you consider when you develop the classroom assessment/project plan?

3. Lynn Erickson, from an interview with Leslie J. Kiernan, 1997 We know from brain research that students need to see patterns and connections. And if they have no way to make sense of this massive amount of information that's coming at them, they tend to get confused. It just becomes traipsing over trivia.

4. CURRICULUM MIND SHIFTS FROM: Not only knowing right answers. TO: Ô Also knowing how to behave when answers are not immediately apparent.

5. Lifelong Learner Standards 1. Plan and conduct research 2. Gather, organize, and analyze data, evaluate processes and products; and draw conclusions 3. Think analytically, critically, and creatively to pursue new ideas, acquire new knowledge, and make decisions 4. Understand and apply principles of logic and reasoning; develop, evaluate, and defend arguments 5. Seek, recognize and understand systems, patterns, themes, and interactions 6. Apply and adapt a variety of appropriate strategies to solve new and increasingly complex problems

6. Lifelong Learner Standards 7. Acquire and use precise language to clearly communicate ideas, knowledge, and processes 8. Explore and express ideas and opinions using multiple media, the arts, and technology 9. Demonstrate ethical behavior and respect for diversity through daily actions and decision making 10. Participate fully in civic life, and act on democratic ideals within the context of community and global interdependence 11. Understand and follow a physically active lifestyle that promotes good health and wellness 12. Apply habits of mind and metacognitive strategies to plan, monitor, and evaluate one’s own work.

7. Thinking about their thinking  Self questioning whether or not the answers make sense  Planning how to approach a test question or homework assignment  Using contextual clues from texts  Visualizing and verbalizing what they read  Creating and maintaining personal dictionaries, math journals or other ways to remember previous definitions or solutions

8. Thinking about their thinking  Making associations between various texts, class discussions and homework  Chunking information into manageable sections  Previewing new vocabulary by checking at ends of chapters and using glossaries  Scanning material being read to look for headings bold or italicized text, glossaries, table of contents and so on that indicate that this information is important  Using mnemonic devices such as LACE  Taking notes and outlining material in a way that te student determines is the best way to remember the information

9. THINKING VERBS FOUND IN STANDARDS ANALYZE APPLY CLASSIFY COMPARE CONNECT CONTRAST DESCRIBE DISCUSS ELABORATE EXPLORE DIAGRAM IDENTIFY INTERPRET JUDGE OBSERVE ORGANIZE PARAPHRASE PREDICT RESPOND SUPPORT REPRESENT VISUALIZE REASON VERIFY SOLVE SUMMARIZE SIMPLIFY

10. Question How do you make sure your students are learning what they need to not only succeed on the SOL tests but also develop the habits of mind of a lifelong learner?

11. LABELING THINKING SKILLS AND PROCESSES: T "Let's look at these two pictures” "Lets COMPARE these two pictures.” T "What do you think will happen when…?” "What do you PREDICT will happen when…?” T "Lets work this problem." "Let's ANALYZE this problem.”

12. LABELING THINKING SKILLS AND PROCESSES: T "How do you know that's true?” "What EVIDENCE do you have to support..?” T "How else could you use this…?” ”In what situations might you APPLY this…?” T “Do you think that is the best alternative? “As you EVALUATE these alternatives….”

13. LABELING THINKING SKILLS AND PROCESSES: T "What do you think would happen if…” "What do you SPECULATE might happen if…” T "What did you think of this story?” "What CONCLUSIONS might you draw... T "How can you explain…?" ”How does your HYPOTHESIS explain…?

14. LEARNING TASKS Engaging skillfully in a variety of authentic, rich activities that require strategic planning, creative approaches and the application of organized, multiple and complex thinking skills.

15. EVIDENCE OF UNDERSTANDING: CAN STUDENTS: EXPLAIN IT ACCURATELY? GIVE THEIR INTERPRETATION? TAKE ANOTHER’S PERSPECTIVE? EMPATHIZE? ASK FURTHER QUESTIONS? APPLY IT ELSEWHERE?

16. “THINKING IS THE HARDEST WORK THERE IS WHICH IS WHY SO FEW PEOPLE ENGAGE IN IT.” HENRY FORD

17. The Question: Where do we begin?

18. Improve Student Achievement Data drives your decisions Curriculum Data Aligned to Standards Assessment Data Aligned to Standards Data Analysis Core curriculum Diary Maps State and National Benchmarks A Data-Informed Culture

19. How Knowledge is Structured FactsConceptsPrinciples  Discrete pieces of information believed to be true  May typically fall within topics  Example: Westward Movement  Early American settlers migrated to the west.  Many settlers traveled in wagon trains.  Ways of organizing or categorizing things that have something in common  Example:  Concept of migration is a way of viewing Westward Movement ...a way of organizing facts about the settlers' experiences  Ideas and deeper understandings that give meaning to the concepts (essential understandings, generalizations, "big ideas”)  Example:  "People migrate to meet a variety of needs"  "Migration may lead to enhanced opportunity or greater freedom."

20. Question How do you plan your year so that students are engaged and WANTING to work on skills they need?

21. What is/are Wikispaces? Chinawiki

22. Curriculum mapping  What do we include?  Essential questions  Content  Skills/activities  Assessments  Examples--consider Bloom’s  K science  4th Social Studies

23. “Education is that which remains after we’ve forgotten everything we learned.” B.F. Skinner

24.  A curriculum of ideas and concepts and thoughts,  Not a curriculum of topics, skills, facts, and knowledge Working toward…

25. In Teaching for Understanding, facts…  Provide a critical foundation for content knowledge  Are tools for gaining insight into conceptual ideas and for developing understanding  Support big idea focus  Are vehicles for students to apply new knowledge to past knowledge as they integrate thinking around bigger ideas that transfer across time and culture.

26. “The frameworks of meaning almost work like Velcro—facts can go back and re-attach. And the facts become more memorable because they have a purpose and a context.” Carol Ann Tomlinson

27. Why don’t students understand?  “The findings of the research over the past 20-30 years are quite compelling: students do not understand in the most basic sense of that term. They lack the capacity to take knowledge learned in one setting and apply it appropriately in a different setting.” Gardner  “We’ve got to do fewer things in school. The greatest enemy of understanding is coverage.” Gardner

28. How do we assess understanding?  Performances of understanding which assess student’s ability to use factual content to support conceptual understanding  Paper and pencil tests--generally inadequate  Tasks which require application of knowledge, facts, and skills in new, unfamiliar situations  Authentic, real-world tasks  Tasks modeled after how professionals perform their work

29. Assessment For Learning  Clearly understand the standard  Deconstruct into enabling achievement targets  Create a student friendly version of targets  Create high quality assessments of targets  Use assessments in collaboration with students to track improvement Rick Stiggins— Student- Involved Classroom Assessment

30. Seven Wonders of the World

36. The Question: Where do we begin?

37. Classroom Based Assessment Types

38. Selected Response—Choose from options that have already been determined and are provided for the student. Types Multiple Choice True/False Matching Short Answer Fill in

39. Extended Written Response—Student is asked to respond in written form with complete sentences that could range from a small number of sentences to a complete written work depending upon the task assigned. Types  Personal Essay  Persuasive Essay  Analytic Essay  Descriptive Essay  Simple research paper  Complex research paper  Brief Response

40. Performance Assessments/Products  Can be observed from three perspectives: observation during work, observation of work in process to final product of work.  It must include scoring criteria in advance of the observation.  Assessment of process would be dictated from the standard and the inherent learning process required to meet that standard.

41. Types of Performance Assessments Direct Observation  Informal Conversations  Independent Work Process  Coaching  Conferences  Interviews Products  Story Boards  Thinking maps and graphic organizers  Story lines  Graphs  Charts  Observational drawing  Note cards  Artifact analysis  Photo essay with text  Comparative observations  Blue prints  Power point presentation  Movies/Comic Life

42. Personal Communications  Conversation  Journal  Portfolio  Letter writing  Email  Oral examination  Running Records  Log  Interactive Notebook Highly structured and systematic opportunity for students to convey their learning either from student to student, student to teacher, and/or student to other assessor or through their reflections.

43. Assessment Method Match to Learning Target You want your students to master specific subject matter knowledge because it represents an important foundation for later work. You plan a series of instructional activities to help your students reach this goal. Now you want to assess to be sure they’ve got it. In this particular case, you want them to know the material outright, not through the use of reference materials. Scenario 1: Assessing Student Mastery of Content Knowledge

44. Assessment Method Match to Learning Target You are a teacher who has seen to it that your students are able to access important knowledge when required. Now you want to see if they can use that knowledge productively to solve relevant problems. You want to see if they can reason analytically (think about the parts of things) and comparatively (think in terms of similarities and differences), draw inferences, and think critically (take and defend a position on an issue, for example). Scenario 2: Assessing Reasoning Proficiency

45. Assessment Method Match to Learning Target You teach French and wish to assess your students’ skill at communicating in that language in a conversational situation. So the skill of oral language proficiency is your target. Scenario 3: Assessing Mastery of Skills

46. Assessment Method Match to Learning Target You want your students to be able to create quality products – products that meet certain specified standards. They might be samples of writing, term papers, technology products, craft products, artistic creations, or others. Your instruction has centered on helping students learn the differences between products of high and low quality. You have provided practice in developing products that meet your standards. Now it is time to assess their achievement to see if your instruction was effective. Scenario 4: Assessing the Ability to Create Quality Products

47. Examples of Concepts/Understandings  Change  Patterns  Power  Equilibrium  Systems  Revolution  Culture  Interdependence  Conflict/Cooperation  Perception  Order  Innovation  Cycles  Time

48. Concept-based Learning Concept-Based  Focus on DOING  Active application of knowledge  Generalization from facts  Expected to remember big picture ideas  Fewer, more significant topics  Active involvement  Teach to transfer knowledge across time and discipline Knowledge-Based  Focus on KNOWING  Recall of information  Information in isolation  Expected to remember knowledge, facts, skills  Focus on covering many topics  Passive reception of info  Memorization of facts

49. Concept-based Learning Concept-Based  Significant key principles  Textbook is resource and reference  Integration of disciplines Knowledge-Based  Insignificant facts  Textbook is course syllabus  Separation of disciplines

50. Enduring Understandings  Major concepts and ideas that anchor a unit or course  Universal generalizations, big ideas that students will remember long after they’ve forgotten details  Focus on concepts, principles, and processes that apply to new situations within and beyond a subject

51. Enduring Understandings…  Are linchpin ideas  Have lasting value  Are “big picture” ideas  Have great potential for engaging students  Lie at the heart of a discipline  Are essential for authentic learning experiences

52. Examples…  Traditions reflect beliefs, values, and heritage of a culture.  Sometimes the best mathematical answer is not the best solution to real- world problems.

53.  Man often exploits the environment for material gains.  There are parallels to life in the US today to life in various periods in US history.  A society is shaped by people from different cultures who make up that society.  Historical events often mold specific character and personality traits among those individuals who experience them; different types of events mold different characters and personalities.

54. Essential Questions  Are critical global, abstract, overarching questions that drive teaching and learning within a unit of study.  Press students to think beyond what they already know.  Are the focus of learning and central questions of inquiry.

55. Function of Essential Questions  To point to key inquiries and core ideas of a discipline  To create a focus for a unit  To force students beyond learning of facts to a level of conceptual understanding  To help build schema for transfer  To point clearly and explicitly toward big ideas  To reveal richness and complexity of subject  To challenge thinking beyond facts  To engage students in examining what’s really important

56. Function of Essential Questions  To enhance, encourage, and enable cross- discipline connections  To allow for inductive teaching  To aid and encourage thinking at high levels  To tell what students should learn from what they’re doing.  To take thinking to the level of conceptual understanding  To build knowledge for transfer

57. What do essential questions look like? They cannot be answered satisfactorily in one sentence. They are concept-based, not fact-based. They are open-ended. They are multi-layered. They may serve to organize an entire year’s curriculum. They are universal, global, and abstract. There are usually 2 to 5 per unit. They may be difficult, complex, and challenging.

58. How should we use essential questions in our classrooms? Post in classroom, on parent information about unit, on handouts, and in student notebooks. Organize notes and unit information around them. Let them guide discussions, instruction, and investigations.

59. Refer to them repeatedly. Ask them over and over. Connect essential questions with curriculum maps. Share your essential questions with other faculty members.

60. Essential Question Examples How do events and experiences influence the development of character? (biographies) Is behavior more strongly influenced by nature or nurture? (genetics) Who are heroes in American Literature, and what insights do we gain into American culture through these characters? What do the best problem solvers do? What does it mean to reason mathematically? How do humans communicate? What can patterns reveal? How can data lie or mislead? What is the ideal role of our government? Who is an American? Must a story have a moral, heroes, and villains? Who is a friend? Is U.S. history a history of progress?

61. What character traits were most highly prized by Americans in the 18th, 19th, and 20th centuries? How are they alike or different in different time periods? How did these traits shape historical events? How did historical events shape these traits? How do the art, literature, and music of each century reflect these traits? What is the American dream and how has it changed in different periods of American history? What individuals have personified the American dream?