Looking at Student Work to Guide Instructional Design

1. Looking at Student Work to Guide Instructional Design

2. OUTCOMES • Understand the purpose and benefits of guiding instructional design through the review of student work. • Practice a protocol for looking at student work.

3. What is LASW? • Looking at Student Work is a process for using the materials generated by students to provide reflection and guidance for instructional design. • LASW typically uses a protocol for having what may be difficult or challenging conversations.

4. LASW Protocol • What is a protocol? • Agreed upon guidelines for a conversation • Why use a protocol? • Structure makes it safe to ask challenging questions of each other • Allows group to make the most of the time available • Focus is in-depth, insightful conversation about teaching and learning. (not the protocol)

5. Why use LASW? • Student work in schools is serious work. • Excellent professional development • Demonstrates the effort to understand and master content • Accountability • Collaboration • Collective improvement

6. A few LASW principles… • Inquiry stance is key: what can one learn, not see what you already know. • Work should be public and collaborative, LASW breaks down the isolationist tendencies. • Reflective dialogue enhances and refines classroom practice. • Provides formal/written documentation of teacher and student learning. • Must be connected to serious changes in curriculum development. • The form and function of the protocol should match the purpose for LASW.

7. When looking for evidence of students thinking: • Stay focused on the evidence that is present in the work. • Look openly and broadly; don't let your expectations cloud your vision. • Look for patterns in the evidence that provide clues to how and what the student was thinking.

8. When listening to colleagues' thinking: • Listen without judging. • Tune in to differences in perspective. • Use controversy as an opportunity to explore and understand each other's perspectives. • Focus on understanding where different interpretations come from. • Make your own thinking clear to others. • Be patient and persistent.

9. When reflecting on your own thinking: • Ask yourself, "Why do I see this student work in this way? What does this tell me about what is important to me?" • Look for patterns in your own thinking. • Tune in to the questions that the student work and your colleagues' comments raise for you. • Compare what you see and what you think about the student work with what you do in the classroom.

10. Reviewers – Remember Please… • Be a friendly, honest critical friend… • Aim is to improve designer’s idea NOT replace it with your teaching priorities, style, or favorite activities – What happened – NOT how it should be changed. • Provide useful feedback – Did effect match intent? • Give useful guidance – How might the gaps in intent vs effect be removed?

11. Designers – Remember Please… • Your job is to primarily LISTEN. • Clarify when asked. Do Not explain, defend or justify design decisions. • Pay attention to the strengths of your design and how you might improve the design. INTENT EFFECT

12. With the end in mind… When we reflect on the process of looking at student work: • What did we learn about how the students in this classroom think and learn? • What about the process helped you see and learn these things? • What new perspectives did colleagues provide? • How can you make use of your colleagues' perspectives? • What questions about teaching and assessment did looking at the students’ work raise? • How can you pursue these questions further? • Are there things you would like to try in your classroom as a result of looking at the students’ work?

13. Process Framework

14. Step 1: Presentation of Learning Goals • Describe Challenges and Specific Feedback Desired • Learning goal • Understandings • Skills and knowledge • Context for the lesson or unit

15. Step 2:Assessment • Consider the scoring guide / criteria for the assignment • Discuss the alignment of the scoring guide to the understanding or learning goal. • Record assessment feedback.

16. Step 3: Individual Scoring • Independently score the student samples using the criteria provided. • Please refrain from discussion until everyone has finished scoring. • Designer will explain the scoring.

17. Step 4: Learning Needs • Determine learning needs for students in each category. • What do the students know? • In what area do students need more instruction?

18. Step 5: Strategies to Address Learning Needs • Looking at the work and the scoring, respond as a group to the following: • What reading strategies do the students need to progress to the next level? • What technology integration strategies do the students need to progress to the next level?

19. Step 6: Reflection & Closure • Designer reflects on the process. • What did you learn from listening to your colleagues that was interesting or surprising? • What questions about teaching and assessment did looking at the students’ work raise for you? • Are there things you would like to try in your classroom as a result of looking at the student work? • Designer responds to questions/comments. • Team members complete the unit rubric.

20. Schedule • Round One 9:00-9:50 • Round Two 9:55-10:45 • Round Three 10:50-11:40

21. Groups