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Welcome to Day 3. Lynn Radicello. Here are some notices from 3,2,1…. Welcome Back!. What was something you thought about or shared with someone regarding our work last time?. Day One Agenda. Creating The Learning Environment Introductions & Building Community Framing the Learning

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Lynn radicello

Welcome to Day 3

Lynn Radicello


Lynn radicello

Here are some notices from 3,2,1….


Welcome back

Welcome Back!

What was something you thought about or shared with someone regarding our work last time?


Day one agenda

Day One Agenda

  • Creating The Learning Environment

    • Introductions & Building Community

  • Framing the Learning

    • Agenda, Purpose, Goals, Outcomes

    • In The News and Influencing Our Thinking

  • Framework Focus: Planning Instruction

    • Standards-Based Education: Beginning with the end in mind

    • Overview of the SBE Planning Process


Day two agenda

Day Two Agenda

  • Framework Focus: Planning Instruction

    • SBE Planning Process

    • Standards Based Instruction

    • Essential Understanding/Questions

    • Task Analysis

    • NYS – Common Core Learning Standards


Lynn radicello

Binder: Workshop Exercised

Page 1

Table Turn-N-Talk

What do you remember?


Focus questions

Focus Questions:

What makes planning for teaching and learning in a standards based environment different from the past?

How can we be more purposeful in our instructional decision making so that we can provide students with the rehearsals and practice they need to meet the standard to be successful?


Day three agenda

Day Three Agenda

  • Welcome

  • Professional Practice Conversations

  • Move into Oval Two

    • Assessment


Boarding pass

Boarding Pass


Boarding pass1

Boarding pass


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Sit with this partner


Lynn radicello

Each person draw the ovals

Explain to your partner


Professional practice for day 3

Professional Practice:for Day 3

  • Identify unit/lesson for Jan. Presentation

  • Identify NYS Standard

  • Refine essential and guiding question

    • How will you define Success?

    • Write a brief description-include”

      • Standard, Outcomes, Essential and Guiding Questions and how to define success

  • Resources to Support:

    • Demonstrate ENGAGE NY

    • Overview of NYS CCLS

    • Just Ask Sample Units

      • While you are there, sign up for newsletter


As you have your conversation

As you have your conversation…

Find the planning questions –top ten or top 19

What oval are you in-so far?


In december

In December

  • What CCLS will your unit be aligned with?

  • While there may be several – what 1-3 will be the focus?


Moving to oval two

Moving to Oval Two

Harvard Video


Self assessment classroom assessment

Self-Assessment:Classroom Assessment

See page 151

Instruction for All


Time to take a break 10 mins

Time to Take a Break!10 Mins.

Bathrooms, Drinks, Refreshment, and Movement!


Self reflection page 151

Self – Reflection: page 151

  • Share with partner….

    • Where do you shine?

    • Where might be a goal?


Dr seinfeld

Dr. Seinfeld

VIDEO


Video reflection

Video Reflection:

What assessment practices might have been useful for this teacher?


Binder p 23 and 24

Binder p. 23 and 24

Complete at your table…..


Numbered heads together p 103

Numbered Heads Together….(p. 103)

  • Count off at your tables….

  • To share responses….

    • A number will be selected

    • Then a table

    • That person will share

    • Others will support


At your tables

At your tables….

Formative

vs.

Summative


Know your purpose

Know Your Purpose


Formative summative

Formative? Summative?


Formative summative1

Formative? Summative?


Formative summative2

Formative? Summative?


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An assessment is formative if it…


Examples of informal formative assessments

Examples of INFORMAL Formative Assessments


Lynn radicello

Summativeif it…


Examples of summative assessments

Examples of Summative Assessments


What are some ways you use formative and summative assessments

What are some ways you use formative and summative assessments?


Balanced assessment

Balanced Assessment


What does common mean

What does common mean?


What does common mean1

Common? Not common?

What does common mean?


Common not common

Common? Not common?


What does common mean2

What does common mean?

An assessment is common if it…


Sound familiar

Sound Familiar?


Putting it all together

Putting It All Together

Grant Wiggins, 2006


Where do interim assessments fit

Where do interim assessments fit?

Balanced Assessment System


Hallmarks of interim assessments

Hallmarks of Interim Assessments


Balanced assessment system

Formative

Balanced Assessment System

Interim

Summative


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  • Learning Targets


Decide how to assess

Decide HOW to assess


Assessment methods

Assessment methods


Widening the assessment conversation

Widening the Assessment conversation:

Assessment Jigsaw

Binder p 25

(Everyone is a 5!)

Count off 1-4 or 1-5

Regroup into expert groups-read, discuss, determine key points to share

Regroup into base group- to share---

Hold off on reading p 159-161 if you are a 5!


Lunch

Lunch

Be Temporal Elegant

Be Back in 1 Hour


S more on formative assessment

“S’more” on Formative Assessment

Read text p 159-161 and “Formative Assessment” JustASK article

Put a ! Next to one you are intrigued by…


What is a raft

What is a RAFT?

The RAFTs Technique (Santa, 1988) is a system to help students understand their role as a writer, the audience they will address, the varied formats for writing, and the expected content.

The RAFT Strategy is a writing technique that offers students a creative way to demonstrate understanding. Students take on an unusual point of view while writing for a specific audience. This is a great differentiation strategy because teachers can develop any number of possible RAFT’s that can be adjusted for skill level and complexity. Teachers can offer student choice, appealing to their interests and learning profiles, while adapting to student readiness levels. The possibilities for the RAFT categories are endless and the products are very creative.


Raft purpose

RAFT: Purpose

The purpose of RAFTs is to give students a fresh way to think about approaching their writing. It occupies a nice middle ground between standard, dry essays and free-for-all creative writing. RAFTs combines the best of both. It also can be the way to bring together students' understanding of main ideas, organization, elaboration, and coherence...in other words, the criteria by which compositions are most commonly judged.


Raft an acronym that stands for

RAFT: an acronym that stands for:

Role of the Writer - Who are you as the writer? Are you Sir John A. Macdonald? A warrior? A homeless person? An auto mechanic? The endangered snail darter?

Audience - To whom are you writing? Is your audience the Canadian people? A friend? Your teacher? Readers of a newspaper? A local bank?

Format - What form will the writing take? Is it a letter? A classified ad? A speech? A poem?

Topic / Time - What's the subject or the point of this piece? Is it to persuade a goddess to spare your life? To plead for a re-test? To call for stricter regulations on logging


Learning about the raft

Learning about the RAFT

Read page 135-40 in Instruction for All Students

See list of ROLES: pp.189-194

See list of Products: pp. 183-188


Raft examples

RAFT Examples:


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Math RAFT


Language arts raft

Language Arts RAFT


Science raft

Science RAFT


Social studies raft

Social Studies RAFT


Raft rubric

RAFT Rubric


Building your own rafts

Building Your Own RAFTS

At your table group, and/or like subject area partners, brainstorm many ideas with your current standard or subject of study.

Generate a few ideas that you could apply in your classroom before our next meeting.


Lynn radicello

RAFT

P 135-139 in text for examples

Rubric/checklist p. 175-180

Potential Products p. 183-194


Work time

Work Time

Develop/Identify summative and pre-assessment for your unit…..

What formative assessments will you use?


Professional practice

Professional Practice

Continue to refine assessment for your December lesson/unit

Active Learning- Be prepared to share a few that you have used ( from the list on p 88-89 or others)


With your new learning partner

With your New Learning Partner

Think back to a school or college experience when you were positively engaged in the learning

Explain what was happening in this situation that influenced your engagement?


Learning is active and interactice

Learning is ACTIVE and INTERACTICE

When learning is active and interactive students are more Engaged when interacting with your content


Making learning active how am i doing

Making Learning Active:How am I doing?

Self-Assess yourself Using the Self-Assessment:

Page 85


Active learning text tagging

Active Learning Text Tagging

  • See pp. 88 and 89

  • As you read the list of strategies Tag each with the following icons:

    • Check the ones you have either done with students or experienced as a student. You know it

    • Star the ones you have heard of but have never done

    • !Exclamation Mark the ones you want to learn about


Work time1

Work Time

Develop/Identify summative and pre-assessment for your unit…..

What formative assessments will you use?


Lynn radicello

MIP

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mportant

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