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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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Welcome to Day 3

Lynn Radicello

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
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
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?
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….




what does common mean1
Common? Not common?

What does common mean?

what does common mean2
What does common mean?

An assessment is common if it…

putting it all together
Putting It All Together

Grant Wiggins, 2006

where do interim assessments fit

Where do interim assessments fit?

Balanced Assessment System

balanced assessment system

Balanced Assessment System



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!



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 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

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.


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


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?