Session 2 guiding questions
Download
1 / 61

Session 2: Guiding Questions - PowerPoint PPT Presentation


  • 68 Views
  • Uploaded on

Session 2: Guiding Questions. How do we design data-driven instruction to meet the needs of all learners? . I, II, III, IV, V. Focus: Preparing for Classroom Instruction How will we know if they learned it? How will we respond when they don ’ t learn it?

loader
I am the owner, or an agent authorized to act on behalf of the owner, of the copyrighted work described.
capcha
Download Presentation

PowerPoint Slideshow about ' Session 2: Guiding Questions' - matt


An Image/Link below is provided (as is) to download presentation

Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author.While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server.


- - - - - - - - - - - - - - - - - - - - - - - - - - E N D - - - - - - - - - - - - - - - - - - - - - - - - - -
Presentation Transcript
Session 2 guiding questions
Session 2: Guiding Questions

  • How do we design data-driven instruction to meet the needs of all learners?

I, II, III, IV, V

Focus:

Preparing for Classroom Instruction

How will we know if they learned it?

How will we respond when they don’t learn it?

How will we respond when they already know it?

(2009) Raising the Bar and Closing the Gap: Whatever it Takes


Guiding questions for data literacy
Guiding Questions for Data Literacy

  • What is the learning target?

  • What are the criteria for success for the target?

  • What decisions do you need to make about the learning?

  • Does the evidence collected from the student(s) meet the criteria for success?

  • Is additional evidence needed (e.g., interview the student(s), etc.)?

  • What method will you use to provide feedback to the student(s) about the learning?

  • How will you provide opportunities for student(s) to use the feedback?

  • How will you modify your instruction to close any learning gaps that exist or enhance learning?

    NCFALCON



The needs of seeds using formative assessment probes
The Needs of Seeds Using Formative Assessment Probes

  • Choose a probe

  • Give to students

  • Use data to plan

  • What do you see?


What are formative assessment probes
What are Formative Assessment Probes?

  • NSTA Publication

  • Formative assessment probes were developed using the CTS process.

  • Link key ideas in the standards to common misconceptions cited in research.


Curriculum topic study and nc professional teaching standards
Curriculum Topic Study and NC Professional Teaching Standards


Resources for CTS …Experts at Your Fingertips 24/7

Indicates the resource or parts of it are online


Additional resources
Additional Resources…

A Framework for K-12 Science Education

Science College Board Standards for College Success


Why use formative assessment probes
Why Use Formative Assessment Probes?

  • Assessment for learning not assessment of learning

  • Reveal the types of ideas your student have about common science concepts

  • Examine student thinking for the purpose of informing teaching and learning


Types of probes
Types of Probes

  • Justified List

  • Prediction

  • Familiar Phenomena

  • Friendly Talk


Example justified list probe
Example: Justified List Probe

Keeley, P., Eberle, F. and Tugel, J. (2007). Uncovering student ideas in science (Vol.2) -25 more formative assessment probes. Arlington, VA: NSTA Press.


Example friendly talk probe
Example:Friendly Talk Probe

Keeley, P.(2011). Uncovering student ideas in life science-25 new formative assessment probes. Arlington, VA: NSTA Press.


Example familiar phenomena probe
Example:Familiar PhenomenaProbe

Keeley, P., Eberle, F. and Tugel, J. (2007). Uncovering student ideas in science (Vol.2) -25 more formative assessment probes. Arlington, VA: NSTA Press.


Example prediction probe
Example:Prediction Probe

Keeley, P., Eberle, F. and Dorsey, C. (2008). Uncovering student ideas in science(Vol.3)-another 25 formative assessment probes. Arlington, VA: NSTA Press.


Exploring new resources
Exploring New Resources

  • Use the objective you selected this morning.

  • Use one or more of the resource sites.

  • Search for educational materials that support teaching this objective.


Resource ncdpi science wiki
Resource: NCDPI Science WIKI

  • Essential Standards

  • K-12 Strands Excel Format

  • Crosswalks

  • Unpacked Content

  • Professional Development

  • Teaching resources


Resource ncdpi science live binder
Resource: NCDPI Science Live Binder

LIVE BINDER!

Resources organized by teaching standard








Resource teacher s domain
Resource: Teacher’s Domain


State collaborative on assessment and student standards scass
State Collaborative on Assessment and Student Standards (SCASS)

  • http://sciencescass.org

  • Security Agreement

  • Quick Highlights

    • Quiz & Test Development

    • Data Analysis (free for 1 month)

  • Directions for other teachers

  • MUST sign security agreement and return

  • Username (_____)

  • Password (______)


  • Resource naep question tool
    Resource: NAEP Question Tool (SCASS)

    • NC DPI Accountability Services Division http://www.ncpublicschools.org/accountability/policies/naep/naep

    • Released NAEP items

    • Two ways to access:

      • http://nces.ed.gov/nationsreportcard/itmrlsx

      • From the NAEP home page http://nces.ed.gov/nationsreportcard and click Sample Questions and then select Questions Tool


    Resource activity exploring new resources
    Resource Activity: Exploring New Resources (SCASS)

    • Use the objective you selected this morning.

    • Use one or more of the resource sites.

    • Locate educational materials that support teaching this objective.


    Designing data driven instruction learning targets learning pathway
    Designing Data Driven Instruction: (SCASS)Learning Targets&Learning Pathway


    Designing data driven instruction
    Designing Data Driven Instruction (SCASS)

    • Select the standard and objective.

    • Collect resources for teaching and assessing the objective.

    • Perform pre-assessment using a two-tiered prototype or probe.

    • Adjust the learning pathway based on pre-assessment data and support documents.



    Universal design for learning udl is
    Universal (SCASS)Designfor Learning (UDL) is

    Universal Design for Learning (UDL)

    A set of principles for curriculum development that applies to the general education curriculum to promote learning environments that meet the needs of all learners.


    Principle i multiple means of representation
    Principle I: (SCASS)Multiple Means of Representation

    The what of learning

    • To give diverse learners options for acquiring information and knowledge

    • Present content in a variety of formats and modalities


    Multiple means of representation
    Multiple Means of Representation (SCASS)

    • Artifacts

    • Videos

    • Music

    • Movement

    • Text Readers

    • Manipulatives

    • Visual Displays

    • Anticipatory Guides

    • Graphic Organizers


    Principle ii multiple means of action and expression
    Principle II: (SCASS)Multiple Means of Action and Expression

    Judy Augatti


    Multiple means of action and expression
    Multiple Means of Action and Expression (SCASS)

    • Thumbs Up/Thumbs Down

    • Gallery Walks

    • Pair/Share

    • Chalkboard/Whiteboard Splash

    • Response Hold-Up Cards

    • Quick Draws

    • Numbered Heads Together

    • Line-Ups


    Principle iii multiple means of engagement
    Principle III: (SCASS)Multiple Means of Engagement

    Taps into learners’ interests, offers appropriate challenges, and increases


    Multiple means of engagement
    Multiple Means of Engagement (SCASS)

    • Bounce Cards

    • Air Writing

    • Case Studies

    • Role Plays

    • Concept Charades

    • Response Hold-Up Cards

    • Networking Sessions

    • Simulations

    C

    B

    A

    D

    C


    Udl means more students are
    UDL means more students are: (SCASS)

    • Engaged

    • Learning

    • Achieving

    • Motivated


    Reflection
    Reflection (SCASS)

    • Jot down two ideas from your collected resources that address UDL (the “what”, “how” and “why”).

    • Turn to a neighbor and briefly discuss how UDL will impact your work in planning instruction.



    Multiple means of representation for ells
    Multiple Means of Representation (SCASS)for ELLs

    Non-verbal

    Language Support

    Word banks

    Word walls

    Labels

    Graphic organizers

    Sentence starters

    Sentence frames

    • Modeling

    • Pictures

    • Realia/Concrete objects

    • Gestures

    • Manipulatives

    • Demonstrations

    • Hands-on

    • Picture dictionaries


    Multiple means of expressing for ells
    Multiple Means of Expressing for ELLs (SCASS)

    • Role-play

    • Illustrations/ Drawings / Visuals

    • Gestures

    • First language


    Multiple means of engagement1
    Multiple Means of Engagement (SCASS)

    • Student Interaction

      • Oral comprehension supports reading and writing development

      • Differentiate Collaborative Activities




    Learning needs of gifted some not all
    Learning Needs of Gifted: learning?Some, Not All

    • Complexity: Abstract-thinking, Variety of concepts, subjects and strategies

    • Depth: Higher levels of thinking, concepts

    • Creativity: Open-endedness, choice

    • Acceleration: Rapid pacing, Focus on Growth

    • Relevance: Personal interest, Real-world problems and audiences, Connections


    What does this mean for my classroom
    What does this mean for my classroom? learning?

    • Enrich, extend and accelerate the SCOS.

    • Differentiate through content, process and product.


    Tools and strategies for challenging gifted learners
    Tools and Strategies for Challenging Gifted Learners learning?

    • Concept-Based Teaching

    • Tiered Assignments

    • Project-Based Learning

    • Curriculum Compacting

    • Independent Study with Rubrics

    • Seminars

      All with appropriate challenge!


    Reflection1
    Reflection learning?

    In groups of 2-3, share a strategy you have used or will use in order to support differentiated instruction.




    Anthony grade 5
    Anthony, grade 5 learning?


    Anthony grade 51
    Anthony, grade 5 learning?

    • Review each data document you have received concerning Anthony and his development and needs.

    • Discuss his strengths and weaknesses in your group.


    Anthony grade 52
    Anthony, grade 5 learning?

    • Imagine that Anthony is a student in your class. (Age regress as necessary.)

    • Strategize ways that you might adapt and use some of the instructional resources you found earlier in working with a student like Anthony.


    Kimi grade 8
    Kimi, grade 8 learning?


    Kimi grade 81
    Kimi, grade 8 learning?

    • Review each data document you have received concerning Kimi and her development and needs.

    • Discuss her strengths and weaknesses in your group.


    Kimi grade 82
    Kimi, grade 8 learning?

    • Imagine that Kimi is a student in your class. (Age regress or progress as necessary.)

    • Strategize ways that you might adapt and use some of the instructional resources you found earlier in working with a student like Kimi.


    Addressing the whole child prepares future-ready students who are competitive for work and post-secondary education and prepared for life in the 21st century.


    Deconstructing the day
    Deconstructing students who are competitive for work and post-secondary education and prepared for life in the 21 the Day


    Thank you
    Thank YOU! students who are competitive for work and post-secondary education and prepared for life in the 21


    ad