1. Boot Camp Three UWG Spring 2015

2. Agenda Write commentary for Task 2 with artifacts (videos) Students will self-assess after writing commentary Deep Dive into Task 3 What to think about; what to do; what to write Underline words that are unknown and discuss Progression of rubrics (level 1 to level 5)- what do they notice? Show sample for Task 3- ask students to evaluate based on rubrics Discuss thoughts/evaluations as a whole group Homework- what to do and bring for the next Boot Camp edTPA Self-Assessment & Boot Camp Schedule

3. Dive Into Task 3 Look at what students should think about before doing Task 3; underline any words or phrases that are unfamiliar. Read what students should do for Task 3; underline any words or phrases that are unfamiliar. Read what students should write for Task 3; underline any words or phrases that are unfamiliar. Progression of Rubrics With your elbow partner, review Rubric 11- levels 1 through 5; what do you notice about the progression? What words/phrases do you need clarification? Share with the whole group. Same process and discussions for Rubrics 12-15

4. Example of Task 3 Prompt 1: After reading the response for Prompt 1 and reviewing Rubric 11, how would you evaluate this student’s response (remembering to base your evaluation on rubric language)? Read the responses for Prompts 2b & review Rubric 12. How would you evaluate this response based on the rubric’s language?

5. Task 3 rubrics Same process and discussions: Prompt 2c with rubric 13 Prompt 3 with rubric 14 Prompt 4 with rubric 15

6. Next Boot Camp Task 3 Review Bring all task 3 items to boot camp (Assessment commentary, work samples, evidence of feedback, and evaluation criteria) Bring laptops

7. Start working on Task 4 Identify students to be highlighted and complete MATH Context for learning Develop formative assessment and evaluation criteria (math) Collect and analyze student work samples (math) Select 3 student work samples representing an area of struggle (math)