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# Benefits of Focus Activities - PowerPoint PPT Presentation

Benefits of Focus Activities. Help students focus and pay attention Eliminate distracters Open “mental files” Provide choices Encourage self-directed learning. Use your number sense to discover the value of each shape. Puzzle 1. Algebraic Logic Puzzle.

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Benefits of Focus Activities

• Help students focus and pay attention

• Eliminate distracters

• Open “mental files”

• Provide choices

• Encourage self-directed learning

Puzzle 1

### Algebraic Logic Puzzle

Discover the value of each of the shapes.

The total weight is 32.

Clue:

Rules to remember:

The right and left sides of each horizontal beam must balance.

Each shape has a unique and consistent weight within the puzzle and no shapes weigh zero.

There are no ‘useless’ clues.

All weights are either one- or two-digit, positive whole numbers.

A piece hanging below the fulcrum does not affect the balance between the left and right arms. Although this piece has its own definite weight.

Size of pieces has no relation to weight.

- 2 =

+

• There are three parts to any research-based lesson:

• Beginning– ‘check for’ and ‘build’ background knowledge of each student; (BL)

• During– teach and actively engage each student in new content – making connections to prior knowledge; (DL)

• End– check for understanding - provide each student with an opportunity to summarize (in their own way) and practice the essential knowledge and skills conveyed in the lesson. (EL)

• I will recognize the benefits of obtrusive, unobtrusive, and student, and student-generated assessment;

• I will understand strategies to create assessment for learning and assessment of learning;

• I will support my peers by offering constructive feedback to improve their efforts;

• I will create assessment samples that will best elevate learning for my students; and

• I will enjoy working with my colleagues!

SAMPLE

Pre-assessment

that includes differentiation

As the United States continues to compete in a global  economy that demands innovation, the U.S. education system must equip students with the four Cs:

1. critical thinking and problem solving,

• communication,

• collaboration, and

• creativity and innovation.

"For as long as assessment is viewed as something we do ’after’ teaching and learning are over, we will fail to greatly improve student performance, regardless of how well or how poorly students are currently taught or motivated."

Grant Wiggins, 1998

Mix itUpin the Box

• Listen for the topic and the amount of time;

• Silently mix around the room;

• When directed, pair up with person closest to you;

• In pairs, Partner A shares and Partner B listens;

• Partner B responds to what he/she heard by paraphrasing: “LET ME TELL YOU WHAT I UNDERSTOOD YOU TO SAY”;

• Record summary of partners response; then

• Switch Roles

What is an action taken by you, your grade-level/department or your school that you attribute to resulting in increased achievement for each student impacted by the action last year?

What is the process used to create classroom assessments? What do people ‘do’ with the results?

Look at the picture above. How does this picture relate to your role as a teacher? Complete this sentence: The image is like my teaching in that_______

Reflect on yesterday’s workshop…what is an action you, your grade-level/department or school should consider based on your experience?

What is an action taken by you, your grade-level/department or your school that you attribute to resulting in increased achievement for each student impacted by the action last year?

What is the process used to create classroom assessments? What do people ‘do’ with the results?

Look at the picture above. How does this picture relate to your role a teacher? Complete this sentence: The image is like my teaching in that_______

Reflect on yesterday’s workshop…what is an action you, your grade-level/department or school should consider based on your experience?

NUTS TO YOU!!! or your school that you attribute to resulting in increased achievement for each student impacted by the action last year?

PASS

Proficient

Nearing Proficiency

NOT PASS

Novice

http://rubistar.4teachers.org or your school that you attribute to resulting in increased achievement for each student impacted by the action last year?

Self-Assessment Tool or your school that you attribute to resulting in increased achievement for each student impacted by the action last year?

Setting objectives &

Providing Feedback

A s s e s s m e n t or your school that you attribute to resulting in increased achievement for each student impacted by the action last year?

Instructional Capacity

Personal Learning Goals or your school that you attribute to resulting in increased achievement for each student impacted by the action last year?

• I will recognize strategies that have improved achievement for our students;

• I will use data to focus additional improvement efforts to reach more students;

• I will support my peers by offering constructive feedback to improve their efforts;

• I will decide which structures will best elevate learning for my students; and

• I will enjoy working with my colleagues!

Page or your school that you attribute to resulting in increased achievement for each student impacted by the action last year?

8

WHAT’S MY RULE?Theme: Sports

Rule: Bowling Terms

WHAT’S MY RULE? or your school that you attribute to resulting in increased achievement for each student impacted by the action last year?Theme: History and Social Science

Rule: Things you’d find on a globe

WHAT’S MY RULE? or your school that you attribute to resulting in increased achievement for each student impacted by the action last year?Theme: Geometry

Rule: Plane figures with less than 5 sides.

WHAT’S MY RULE? or your school that you attribute to resulting in increased achievement for each student impacted by the action last year?Theme: _______________

Rule: _________________________

STUDENT CENTERED APPROACH

Learning in the 21 or your school that you attribute to resulting in increased achievement for each student impacted by the action last year?st Century:

Transforming Assessment for Data-Driven Decision Making

Prepared Especially for the Professional Learning Community of the

GREAT FALLS PUBLIC SCHOOLS

by Dan Mulligan, Ed. D.

August 2010

“If you don’t know where you are and you don’t know where you are going, anything you do will get you there”

HUNT for SOLUTIONS where you are going, anything you do will get you there”

Record your responses on the last page…

At MONTANA Schools: where you are going, anything you do will get you there”

1. The % of POVERTY students scoring Advanced on the Math CRT in 2009.

2. The % of All students scoring Advanced on the Math CRT in 2009.

3. According to the Silent Epidemic, the % of U.S. dropouts who would have stayed in school if learning was more interesting and real-world.

4. According to the Silent Epidemic, the % of U.S. dropouts who felt they were ‘too far behind’ by the end of elementary school.

5. The % of All students scoring Advanced on the Reading CRT in 2009.

The % of LEP students scoring Advanced on the Reading CRT in 2009.

7. The % of All students Graduating On-Time in the Class of 2009.

8. The % of American Indian students Graduating On-Time in the Class of 2009.

9. The % of FEMALE students Graduating On-Time in the Class of 2009.

17

35

80

51

45

6

84

67

86

SOLUTIONS: 6, 17, 35, 45, 51, 67, 80, 84, 86

Minority Student Achievement in Suburban Schools where you are going, anything you do will get you there”~Toward Excellence with Equity, Ronald Ferguson, Kennedy School of Government at Harvard University, 2007

• Survey of all students in 15 middle and upper income school districts in 10 states;

• Examined family characteristics, opinions about quality of instruction, achievement motivation, course-taking, effort, comprehension, GPA and other factors;

When I work hard, it is because my teacher tells me I can do well.

(“Yes,” instead of “Maybe” or “No”) (Grades 1 – 6)

A s s e s s m e n t where you are going, anything you do will get you there”

Instructional Capacity

Summarizing and Note Taking where you are going, anything you do will get you there”

• Approaches to this strategy in the classroom:

• Teaching students the rule-based summarizing strategies,

• Using summary frames, and

• Teaching students reciprocal teaching and group-enhanced summary.

• What does it look like?

• Take out material that is NOT important for understanding,

• Take out words that repeat information,

• Replace a list of things with a word that describes the things in the list (e.g., use trees for elm, oak, and maple).

• Find a topic sentence. If you cannot find a topic sentence, make one up.

Summarizing and Note Taking where you are going, anything you do will get you there”

• Generalizations form the research:

• Verbatim note-taking is, perhaps, the least effective technique.

• Notes should be considered a work in progress.

• Notes should be used as a study guide for tests.

• The more notes that are taken, the better.

Instructional Strategies that Facilitate where you are going, anything you do will get you there”Successful InclusionMust …

• Supply students with STRUCTURE and ORGANIZATION

• Encourage student COMMUNICATION and COLLABORATION

• Provide students with VISUAL and HANDS-ON learning experiences

C where you are going, anything you do will get you there” O V E R

Allow students to

personalize their notebook

with a cover collage.

Preserve with packing tape.

Table of Content Samples where you are going, anything you do will get you there”

MIND Notebook Rubric where you are going, anything you do will get you there”

Knowing the Learner where you are going, anything you do will get you there”

Directions: Rank the symbols (1-4) in order from most (1) like you as a learner to least (4) like you as a learner.

Learning Style of Beach Balls where you are going, anything you do will get you there”

Knowing the Learner

Learning Style of Microscopes where you are going, anything you do will get you there”

Knowing the Learner

Learning Style of Clipboards where you are going, anything you do will get you there”

Knowing the Learner

Learning Style of Puppies where you are going, anything you do will get you there”

Knowing the Learner

who really is the slow learner?”

Choice Board or Tic- over and the student keeps failing, Tac-Toe

This assessment strategy allows students to select their own preferences but still achieve the targeted essential knowledge and skills.

After Reading Choice Board

### C over and the student keeps failing, hoice Board

• 4 second partner over and the student keeps failing,

• Select a new partner.

• Identify content to be taught to your students.

• Outline a Dinner Menu of evidence of student understandings.

• Enjoy!

A s s e s s m e n t over and the student keeps failing,

Instructional Capacity

WHO AM I ? over and the student keeps failing,

CREATE over and the student keeps failing,

CONNECT

RELATE

RECALL

Levels of Thinking

Montana Content Standards Verbs over and the student keeps failing,

• PROBLEM SOLVING

Analyze Derive Discover Evaluate Explore

Predict Solve Survey Verify Investigate

• REASONING

Categorize Classify Compare Contrast Differentiate

Describe Estimate Explain Generalize Interpret

Justify Order Hypothesize Predict Infer

Prioritize Rank Validate Summarize

• COMMUNICATION

Clarify Correspond Describe Discuss Demonstrate

Exhibit Explain Express Persuade Portray

Restate Show Speak State Write

KEY QUESTION: Why are common assessments so important? over and the student keeps failing,

WHY do we ASSESS:

1. INFORM INSTRUCTIONAL DECISIONS

2. ENCOURAGE STUDENTS TO TRY

“You can enhance or destroy students’ desire to succeed in school more quickly and permanently through your use of assessment than with any other tools you have at your disposal.” Rick Stiggins, Assessment Trainers Institute

Talk to over and the student keeps failing, Me...

• Directions

• Form a team of TWO (2) people…

• Decide which person will face the screen and which person will have their back to the screen.

• Arrange your chairs back-to-back.

Follow-up Debriefing over and the student keeps failing,

• Each pair should share with your other team members the method you used to graph the figure.

• Discuss with your team:

• Which method appeals to you?

• Is there another method that you would prefer?

• Prepare for a “pairs choice of method” with a new graph.

Key Question over and the student keeps failing,

Did your performance on the second attempt to complete the grid exercise improve after having an opportunity to self-assess your initial strategy?

Formative Assessment over and the student keeps failing,

• Formative assessment is the processused by teachersandstudentsduring instruction that provides feedback to adjust teaching and learning for the purpose of improving student learning.

Council of Chief State School Officers, October 2006

Notes:

Process rather than a particular test….

It is not the nature of the test itself that makes it formative or summative…it is the use to which those results will be put.

Thank you for all you do, over and the student keeps failing,

for all the children!

~Dan