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Working Together So That ALL Students Succeed March 16, 2012 Robert Sox Eliz Colbert

Working Together So That ALL Students Succeed March 16, 2012 Robert Sox Eliz Colbert. I know how to mash the button. Are you from the SOUTH?. Yes No Huh? I can mash taters. feather : peacock :: scale : . shark dolphin bass whale.

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Working Together So That ALL Students Succeed March 16, 2012 Robert Sox Eliz Colbert

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  1. Working Together So That ALL Students SucceedMarch 16, 2012Robert SoxEliz Colbert

  2. I know how to mash the button Are you from the SOUTH? • Yes • No • Huh? • I can mash taters

  3. feather : peacock :: scale : • shark • dolphin • bass • whale

  4. Robert & Eliz must be experts who have come to Wiley to tell us what to do. • Strongly Agree • Agree • Disagree • Strongly Disagree

  5. Educators need experts to tell them what to do. • Always • Sometimes • Occasionally • Never

  6. What is an EXPERT? Pronounced: “ex-spurt” Ex:Former Spurt:A drip under pressure

  7. We’re Here Today to: • Start a conversation • Promote collaboration • Encourage the continuous improvement of your teams as you focus on learning and teaching that will lead to success for each student here

  8. Our Assumptions: • You are working HARD to do what’s best for kids • You work in Professional Learning Teams • Student learning is your highest priority • You share your expertise within and outside of your team • This is a safe space to be candid & honest • Things aren’t always perfect

  9. Our level of depth today is: • Water Skiing • Deep Diving Not

  10. I belong to a high functioning PLC • Strongly Agree • Agree • Disagree • Strongly Disagree

  11. Factors that Influence Student Achievement • Individually: SILENTLY • Consider the factors you believe most strongly influence • student achievement. • Write one idea per sticky note • Whole Table: QUIETLY • Combine all sticky notes on the table • Organize similar ideas in categories. • Label the categories. • Stack/combine like ideas. • Identify three major ideas that emerged.

  12. What is your impact? • Factors that Influence Student Achievement • Observe • Influence • Control

  13. Importance of Alignment Alignment is an even stronger predictor of student achievement on standardized tests than are socioeconomic status, gender, race, and teacher effect. (Elmore & Rothman, 1999: Mitchell, 1998; Wishnick,1989)

  14. Alignment • How do you know if it is missing? • When is the best time to plan for it?

  15. Alignment

  16. The Professional Education Association Identifies three unique dimensions of curriculum alignment.

  17. Dimensions of Alignment Content Cognitive Context

  18. Content Does the teacher teach and test the topics listed in the curriculum?

  19. 10 Words Instruction Card Instruction Card Instruction Card Canine Bread Spoon Tree House Flower Death Cloud Basket Magazine

  20. Follow Your Instructions Please work independently

  21. Let’s Take a Test Please work independently

  22. How many words did you list? Canine Bread Spoon Tree House Flower Death Cloud Basket Magazine

  23. How Many Words Did You Remember? • 7-10 • 5-6 • 3-4 • 1-2 • 0

  24. Why were some participants more successful on the test than others?

  25. Different Kinds of Thinking Rate each word on its pleasantness 1 = low 3 = high Count the vowels in these words. Memorize these words.

  26. Cognitive Type Do the students get to work and think at the level the curriculum prescribes?

  27. The Revised Bloom’s Taxonomy A1 B2 C3 D4

  28. Context Are the parameters of the assessment reasonably similar to the parameters of the instruction?

  29. How confident are you that your brownies will be good? • Extremely Unconfident • Somewhat Unconfident • Somewhat Confident • Extremely Confident

  30. How confident are you that your brownies will be good? • Extremely Unconfident • Somewhat Unconfident • Somewhat Confident • Extremely Confident

  31. What Are You Thinking Now?

  32. Aligning Instruction • Content Standards • Curriculum Expectations • Instructional Objectives • Assessment Tasks

  33. A Simple Example

  34. Retroactive Review

  35. I have a general understanding of this thing called alignment • Strongly Agree • Agree • Disagree • Strongly Disagree

  36. I can see why aligning improves achievement • Strongly Agree • Agree • Disagree • Strongly Disagree

  37. This is a topic we should explore more • Strongly Agree • Agree • Disagree • Strongly Disagree

  38. I have some ideas where we could go from here • Strongly Agree • Agree • Disagree • Strongly Disagree

  39. Exit Ticket

  40. Thank You! Robert Sox Robert.Sox@dpi.nc.gov Eliz Colbert Eliz.Colbert@dpi.nc.gov

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