1. 1 Personalizing Student Learning in YOUR Classroom Gathering the EVIDENCE required to complete Professional Certification Washington State Professional Development IN ACTION Linking Professional Development to Personalized Student Learning Pro Cert IN ACTION Powerpoint Two

2. 2 Learning Target #1 Be able to articulate what it looks and sounds like when students are engaged in Descriptions of Practice 1d1, 1d2, and 1d3. You will begin your evidence collection with 1d1, 1d2, and 1d3. It is important you have a clear understanding of the specific student learning that needs to be in evidence.

3. 3 Reviewing Personalizing Student Learning TEACHER knows what needs to be taught TEACHER makes instructional decisions based on strategies that work for the class TEACHER measures performance against set standard for all students TEACHER reports degree of student success or failure to students and parents TEACHERS have autonomy STUDENT can articulate the learning target and why it is relevant and meaningful to him or her STUDENT knows the learning strategies to choose from and can describe his or her learning process STUDENT measures performance against his or her own progress STUDENT articulates what s/he did well, what s/he needs to do better, and what s/he will do differently next time STUDENT learning is consistent and continuous school-wide building professional autonomy Teacher Practices plus Personalizing Student Learning Teacher Practices plus Personalizing Student Learning

4. 4 Classrooms in which there was evidence of clear learning objective: 4%, a study of 1,500 classrooms (Learning 24/7, 2005)

5. 5 Linda Darling-Hammond: Successful schools allow more professional autonomy, but they also provide accountability through “explicit goals for student learning.”

6. 6 “ A recent meta-analysis of 53 research studies (Marzano, 1998) found that when students were clear in advance about what they were learning, their achievement was, on average, 34 percentile points higher on tests used in these studies than students in control groups.” (McREL, 2000)

7. 7 Mike Schmoker: “In most cases neither teachers or students can articulate what they are supposed to be learning that day; they can only describe the activity or assignment...”..there is a glaring absence of the most basic elements of an effective lesson: as essential, clearly-defined learning objective.

8. 8 The Paradigm B U S T E R S Descriptions of Practice Personalizing student behaviors Personalizing student behaviors your evidence will demonstrate: 1d1 Students can articulate the required learning targets Students describe (1) their learning targets (2) why the learning is important to them (3) how they will demonstrate they have reached them 1d2 Students know what is needed to move to the next level of performance Students (1)articulate the progression of steps to reach the learning targets (2) identify, on their own, where they are in that progression (3) describe what they need to do to move to the next level of performance 1d3 Students are aware of and utilize resources for assistance, remediation, acceleration, or enrichment, as appropriate Students are (1) aware of the options to get support and access appropriate help, when needed (2) in their daily work, consistently utilizing the resources for assistance, remediation, acceleration, or enrichment, as is appropriate

9. 9 1d1. Students can articulate the required learning targets. What is a Learning Target? The Learning Target is what you want the students to focus on learning today What part of the larger learning goal are we doing today?

10. 10 Large Learning Goal GLE Unit Learning Target What is a Learning Target?

11. 11 Large Learning Goal GLE Unit Learning Target What is a Learning Target? Culminating Learning Target

12. 12 Different Kinds of Learning Targets Examples/Suggestions Content Content Strategies Strategies Thinking Development Thinking Development Procedural Procedural Investigative or Inquiry Investigative or Inquiry Reflective Reflective

13. 13 If it seems to you that you have the same learning target multiple days What is different today than yesterday’s student work on the target? What is different today than yesterday’s student work on the target? What is the change in depth today? What is the change in depth today? What understanding do you want them to get from today’s work that expands yesterday’s work? What understanding do you want them to get from today’s work that expands yesterday’s work? What skills are they adding to what practiced yesterday? What skills are they adding to what practiced yesterday?

14. 14 Remember: These Impacting Learning Processes are about Personalizing the Learning THIS INCLUDES BUT TAKES US BEYOND COVERING CONTENT

15. 15 Discussion: Clarify to your neighbor the difference between a GLE, and a daily learning target? What is the value of a daily learning target?

16. 16 Listen to this student clip. Take notes. Does this student have a clear idea about what she is to learn? Is the learning important to her, how do you know? Does she know what it looks like when she is demonstrating the target to the expected level of performance? Has her learning been personalized? What did the teacher do to cause these things to happen? Lydia S/T/P #16

17. 17 1d2 Students know what is needed to move to the next level of performance STUDENT/TEACHER CREATED rubrics, are valuable tools to demonstrate and teach progression of learning:

18. 18 Learning goal: Intro PARAGRAPH Depth 1 Depth 2 Depth 3 Depth 4 Introductory sentence Have a first sentence. First sentence refers to the topic I am writing about. First sentence is catchy and reader wants to continue reading. First sentence is dynamic and extra clever. Reader wants to find out more. Supporting sentence Have a second sentence. Sentence that refers to the idea in the intro sentence. First reason or idea that elaborates idea in intro sentence. Sentence that gives convincing reason to support intro sentence. Another supporting sentence Have a third sentence. A second sentence that refers to the idea in the intro sentence. Second reason or idea that elaborates idea in introductory sentence. More than two additional dynamic and convincing ideas to support intro sentence. Concluding sentence Have a last sentence. Ending sentence that refers to the intro sentence. Ending sentence that summarizes the supporting sentences. Clever ending sentence that summarizes supporting ideas. Rubric Example

19. 19 But rubrics are only ONE way to show progressions LET’S STRETCH.... LET’S STRETCH....

20. 20 Progression can be as simple as a check list of learnings that are needed to accomplish the learning target Progression can be expressed as a bulls-eye target:

21. 21 LT 3 2 1 LT 3 2 1 CONTENT Learning Target THINKING Learning Target

22. 22 Listen to this student clip. Take notes. Do you hear her articulating her progression of learning to reach the target? Can she tell us where she is in that progression? Why is that important to her learning? Has her learning been personalized? What did you see that tells you that? What did the teacher do to cause these things to happen Illwaco S/T/P #24 Illwaco S/T/P #24

23. 23 1d3 Students are aware of and utilize resources for assistance, remediation, resources for assistance, remediation, acceleration, or enrichment as acceleration, or enrichment as appropriate appropriate The most important part of this is that there are resources the students can access on their own to help them reach this learning target. The most important part of this is that there are resources the students can access on their own to help them reach this learning target. Students know how to determine which resources will meet what kind of need. Students know how to determine which resources will meet what kind of need. Students can articulate what their need was and how the resource they chose helped them. Students can articulate what their need was and how the resource they chose helped them.

24. 24 Listen to this student clip. Take notes. Does he know his resources? What do you hear him doing? Why is he so confident now? Is his learning personalized? What did you see that tells you that? What did the teacher do to cause these things to happen? Eric S/T/P #21

25. 25 Reflect on your learning Write what it looks and sounds like when students have reached a level of engagement that has a positive impact on their learning? Pair – Share Group discussion of understanding. Did we reach our learning target?

26. 26 Learning Target #2 Remember: The focus is on Student Learning Be able to articulate the kind of evidence you need in your portfolio to meet the requirements for completion of Professional Certification.

27. 27 Learning How to Gather and Present Evidence of Positive Impact on Student Learning as defined in the Professional Certification Remember Personalizing Student Learning = Descriptions of Practice

28. 28 What are we gathering evidence of? You will be providing evidence of your capacity to engage your students in the Descriptions of Practice.

29. 29 We need evidence for our portfolios that document you have the capacity to provide these Descriptions of Practice in your classroom. What makes your evidence quality evidence?

30. 30 Five Elements of Quality Evidence CREDIBLE All student behaviors of the specified Descriptions of Practice – our evidence is not complete unless all the intended student behaviors listed in the specific Descriptions of Practice are able to be seen in the evidence. All student behaviors of the specified Descriptions of Practice – our evidence is not complete unless all the intended student behaviors listed in the specific Descriptions of Practice are able to be seen in the evidence. Student Voice – students describe in their own words their mastery of the specified Descriptions of Practice Student Voice – students describe in their own words their mastery of the specified Descriptions of PracticeCONVINCING: All Students – there needs to be proof that the teacher has the capacity to provide the Descriptions of Practice the evidence is documenting to each student in the class. All Students – there needs to be proof that the teacher has the capacity to provide the Descriptions of Practice the evidence is documenting to each student in the class. Multiple contexts – we want to see the students can apply the specified Descriptions of Practice during many different kinds of learning experiences. These may be in different content areas or a variety of learning experiences within the same content area Multiple contexts – we want to see the students can apply the specified Descriptions of Practice during many different kinds of learning experiences. These may be in different content areas or a variety of learning experiences within the same content area Over time – the specific Descriptions of Practice are practiced over and over throughout the year as a part of the normal routine of classroom learning Over time – the specific Descriptions of Practice are practiced over and over throughout the year as a part of the normal routine of classroom learning

31. 31 Important: For PRO CERT All Students means – there needs to be proof that the teacher has the capacity to engage everyone in the class specific behaviors listed in the specified Descriptions of Practice All Students means – there needs to be proof that the teacher has the capacity to engage everyone in the class specific behaviors listed in the specified Descriptions of Practice

32. 32 Let’s look at gathering evidence for: Descriptions of Practice Personalizing student behaviors Personalizing student behaviors your evidence should demonstrate: 1d1 Students can articulate the required learning targets Students describe (1) their learning targets (2) why the learning is important to them (3) how they will demonstrate they have reached them 1d2 Students know what is needed to move to the next level of performance Students (1)articulate the progression of steps to reach the learning targets (2) identify, on their own, where they are in that progression (3) describe what they need to do to move to the next level of performance 1d3 Students are aware of and utilize resources for assistance, remediation, acceleration, or enrichment, as appropriate Students are (1) aware of the options to get support and access appropriate help, when needed (2) in their daily work, consistently utilizing the resources for assistance, remediation, acceleration, or enrichment, as is appropriate

33. 33 Learning Target #3 The focus is on STUDENT LEARNING. How can we help each other improve our evidence to increase our success at the culminating seminar?

34. 34 Evidence-based approach to teaching and learning is crucial to maximizing student outcomes (Bruniges, 2005)

35. 35 Look at the sample evidences In the Evidence Guidelines

36. 36 Jig saw learning community: Each person in the group of five should choose a difference sample evidence from the packet. Read your sample. Describe for others in the group: a) what kind of evidence it is? b) what the evidence is showing the students doing?

37. 37 Discuss as a group for each sample evidence: a) what other Descriptions of Practice is this evidence demonstrating besides 1d1, 1d2, and 1d3? b) what other kinds of evidence could have been used to demonstrate these Descriptions of Practice?

38. 38 EVIDENCE WORKSHEET - for SESSION III You will be gathering evidence of Description of Practice 1d1 in Student Voice. This month the evidence focuses on Student Voice. Attributes of Student Voice Not Student Voice -Personalized - Student parroting teacher’s words -Students’ own words - Teacher telling what students said or did -Age appropriate language - Student responses guided by teacher’s -Students make connection to own experiences closed questions I.Tell us what your evidence is demonstrating: You are gathering evidence of these DESCRIPTIONS OF PRACTICE for Criterion 1d Evidence focus Personalizing student behaviors your evidence will demonstrate: 1d1 Students can articulate the required learning targets Students describe (1) their learning targets (2) why the learning is important to them (3) how they will demonstrate they have reached them

39. 39 I. Tell us the context of the evidence: Long term goal Yesterday’s targets Today’s targets Tomorrow’s targets Culminating Learning Target

40. 40 III. Analyze for us the specifics of your Descriptions of Practice: For this lesson, the learning targets I want students to know are: (Indicate type of target: Content, Strategies, Thinking Development, Procedural, Investigative/Inquiry or Reflective)… These learning targets are important and relevant to the students because… The students will demonstrate how they will know they have reached the targets by… IV. Analyze for us how this evidence is in Student Voice….

41. 41 Positive Impact IT’S ALL ABOUT KIDS LEARNING