Grandview UbD & Formative Assessment PD

1. Grandview UbD & Formative Assessment PD Thursday, Oct. 18th Stephanie Hollar and Sarah Folzenlogen

2. What you should walk away with.. • Understanding of formative assessment • What it REALLY is & what it REALLY does • How it fits in UbD • Resources and example to use in your classroom tomorrow • How to use the information you obtain from FA • Understanding of and ideas for altering classroom environment to engage students in FA that you can use tomorrow.

3. Effective Feedback Experience • Think of a time when you received feedback from someone and you were able to take the feedback and make effective changes as a result. Write down the characteristics that made the feedback effective. • Find a partner at your table and share experiences- be sure to share the details of the exchange, environment, the tone, etc • Have a table discussion of the characteristics of effective feedback… be sure to add any characteristics to your list.

4. UbD: Educator as Designer • What does it mean to be a designer?

5. UbD: Foundation What is the goal of our designing as educators?? UNDERSTANDING

6. If you KNOW somethingyou can… If you UNDERSTAND something you can… Transfer the info Make Meaning of the info Do it Independently

7. UbD Big Picture

8. Design Tools:

9. UbD Stage 1- T M A

10. Stage 2

11. Stage 3

12. Take a minute… • What are you currently using as a guide for unit design? • Is there anything you can take away and use now from this new template? • How will the addition of Formative Assessment in stage 3 possible alter your classroom practice? • Questions/comments?

13. Dec. 18- ESC UbD workshop… • www.escofcentralohio.org • Search professional development calendar • UbD refresher—Dec. 18th • UbD & Formative Assessment – Dec. 19th • UbD & Rubric Creation- Dec. 20th

14. Formative Assessment-Gallery Walk • Each station… • What is Formative Assessment & what are some characteristics of FA…how does it differ from summative assessment? • What is FA role in the classroom and why is it important? What actions are involved in FA? • What are our barriers to using formative assessment consistently in our classrooms?

15. Formative Assessment-Why?Effective and Engaging • Classrooms that employ effective FA and Feedback show larger classroom achievement gains that are "amongst the largest ever reported for educational interventions” "Assessment and Classroom Learning" (Black & Wiliam 1998) • Common Core, SLO, Validity, Rigor • Student engagement and participation in higher order thinking

16. What is Effective Formative Assessment? An assessment is formative if it is an interim look at how much progress has been made against a long-term goal AND if the feedback can be used to adjust learning in time. (Wiggins & McTighe) Formative assessment is a process used by teachers and students during instruction that provides feedback to adjust ongoing teaching and learning to improve students' achievement of intended instructional outcomes. (Popham, Transformative Assessment)

17. Key Ideas • Process • Interim look at long term goals • Occurs during instruction • Provides feedback • Teachers and students need to take action • Results in adjustment of learning plan

19. Formative Assessment is ungraded

21. Barriers & Change • Uncomfortable? • Classroom Interaction • Stepping stone to understanding • Student Independence

22. Poll Results…

23. Formative Assessment: How? John: I taught my dog to whistle. Karen: Let’s hear it! John: He can’t whistle. Karen: I thought you said you taught him to whistle. John: I did. He just didn’t learn it.

24. How can I make my teaching more responsive to students’ needs? = ENVIRONMENT DATA CLEAR LEARNING TARGETS FORMATIVE ASSESSMENT PRACTICE FEEDBACK INTERACTION ALTER INSTRUCTION The Playing Field

25. It’s All About Environment Compliance, Well Being or Growth? Exercise: With your neighbor think back to our “A time when you received effective feedback” exercise. Circle any characteristic that have to do with the environment. At your table discuss what environmental characteristics led to the feedback being effective? Add any more ideas your table has to your own list.

26. When asked to take ownership students think about their… perception of the task and its content Then they make a choice…. knowledge about the task and what it will take to be successful motivational beliefs and interest and whether they think to they know enough to succeed

27. Compliance, Well Being or Growth Exercise: On your own reflect: Visually shade in where you think your students fall into the range below. (overlapping may occur) My students comply My students are most concerned about their social well being My students feel safe and are in it for growth

28. Ways we can help ensure they choose GROWTH…Let’s think back to our examples…as I go through these check your examples and see how/if they match up. • Share learning goals/targets • Promote belief that ability is incremental rather than fixed • Make it more difficult for students to compare themselves to one another in terms of achievement

29. Provide feedback that contains a recipe for future action rather than review of past failure • Students need to see that you have read their ideas and have used them to inform your teaching decisions. This helps build a classroom culture of respect and trust. • Use every opportunity to transfer executive control of learning to the students

30. Clear criterion by which they are being evaluated. 8. Establish a culture in which attempting work without fear of ridicule or criticism from others is the norm. Formative Assessments and Supportive Classroom Climate, Education Week Blog 9. Open up channels of communication Traffic light, red and green disks, colored cups, learning portfolios, learning logs. (Wiliam)

31. DATA AND LEARNING TARGETS The Play Book UbD STAGE One and TWO

32. Feedback and Interaction The Coaching

33. Give feedback that moves learning forward Feedback should: *Be timely *Cause thinking *Move learner forward *Relate to learning goals *Be more work for the recipient than the donor Think back to our opening exercise…. Share at your table: Rate the feedback you received with these criteria.

34. Give feedback that moves learning forward

35. Interaction: Students as instructional resources for one another Ways to incorporate student to student feedback: Cooperative Learning C3B4 ME Peer evaluation of homework Homework Help Board 2 Stars and a Wish Group based test prep Choose Swap Choose

36. Formative Assessment Practices The Scrimmage UbD Stage THREE linked back to Stage TWO

37. Formative Assessment Practice: Thinking Beyond the Quiz FAP Formative Assessment should shape instruction Choosing FAP’s that match the rigor of your learning target Exercise: Scenarios

38. Take 5… • Which of these FAP’s might you be able to incorporate into your unit keeping in mind your learning targets, goals, and performance tasks.

39. Rethinking the quiz??

40. Alter Instruction The Practice Plan

41. Stage 3 purposeful planning…. • Learning plan • Formative assessment built in • Identify your results criteria for altering instruction • General ratio– flexible based on atmosphere of class • Determine ideas for adjustments……if …..then….

42. Using assessment to IMPROVE student learning not just measure it! Exercise: Looking at your own unit and the areas where you could add formative assessment… formulate your result criteria and ways you might alter instruction depending on how close the class is to those results?

43. Wiliam video?

44. Reflection… In terms of your unit and your practice make notes about how things might change in the following areas in light of what you have learned today : • The playing field (classroom environment): • The playbook (data, learning goals and performance tasks (Stage I and II and their link to FA) • The scrimmage (FAP’s, Stage III) What two FAP’s will you commit to incorporating into your classroom practice? • The coaching (feedback and student to student interaction): • The practice plan (altering instruction)