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Contextual Factors. Reflection and Self-Evaluation. Learning Goals. Teacher Work Sample. Pre-Assess (and PLAN Formative and Summative Assessments). Analysis of Student Learning. Design for Instruction. Assessment (Summative Assessment). Instructional Decision-Making.
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Contextual Factors Reflection and Self-Evaluation Learning Goals Teacher Work Sample Pre-Assess (and PLAN Formative and Summative Assessments) Analysis of Student Learning Design for Instruction Assessment (Summative Assessment) Instructional Decision-Making (and Formative Assessment)
Contextual Factors The teacher uses information about the learning-teaching context and student individual differences to set learning goals and plan instruction and assessment. • Knowledge of community, school and classroom factors • Knowledge of characteristics of students • Knowledge of student’s varied approaches to learning • Knowledge of students’ skills and prior learning • Implications for instructional planning and assessment List
Knowledge of community, school, and classroom factors
Knowledge of characteristics of students
Knowledge of students’ varied approaches to learning
Knowledge of students’ skills and prior learning
Implications for instructional planning and assessment
Learning Goals The teacher sets significant, challenging, varied, and appropriate learning goals. • Significance, Challenge, and Variety • Clarity • Appropriateness for Students • Alignment with national, state, or local standards List
Significance, Challenge, and Variety
Appropriateness for Students
Alignment with national, state, or local standards More Details
TEACHER WORK SAMPLEPROCESS #2“LEARNING GOALS”Dr. Brian Miller - Presenter • TWS is logical, practical “re-packaging” • Familiar concepts, some new terminology • Goals, Standards, Objectives, Outcomes, Target • Comes down to “The Student Will……..” • TWS Manual, Rubric, and Scoring Guide
LEARNING GOALS • Helpful Suggestions and Tips in Manual (p.31) • Learning Goals provide the foundation for your “Assessment Plan,” your “Design for Instruction” (lesson/learning plan), and your “Instructional Decision-Making” (TWS Processes #3, #4, #5).
Learning Goals – Rubric (p.53)Are they: “Significant, Challenging, and Varied”? Reflect multiple types/levels of learning. Consider Bloom’s Taxonomy. Lower level • Knowledge • Comprehension • Application Higher Level • Analysis • Synthesis • Evaluation
Learning Goals - RubricAre they “Clear”? Focus on “Learning outcomes,” not “activities Consider and “clearly state” the goals as “learning outcomes”: • What you want students to know and be able to do at the conclusion of the “unit”? • Remember: Not all activities are learning goals
Learning Goals – RubricAre They “Appropriate”? Do they: Take into account classroom CONTEXT – Students pre-requisite knowledge, skills, & needs (age, grade, level, experience, etc.)? Consider 2 Connections: • Process #1- Contextual Factors • Significance and Challenge
Learning Goals - RubricDo They “Align”? • Do “Most” of the goals: “Explicitly” Align with State Standards? 2. Can You: Find, cite, and quote a TEKS objective to include in your goal?
Writing the Learning Goals • Let the Rubric serve as your guide (p. 53) • Double check with the Candidates Manual • Double check with scoring guide • Double check with the Training Model (p. 10) ************************************************************** • Consider terminology, structure, and format used/suggested by mentor teacher • Consider “measure-ability” of the goals
Round Table Activity • Write two “Learning Goals” w/o TEKS (p. 11) • Consider contextual factors (grade, prior achievement, needs, etc.) • Read first goal, analyze, evaluate, suggest • Repeat with second goal if time permits
LEARNING GOALS Focus your goals on the student – it is about them! Good luck!
Pre-Assess (and PLAN Formative and Summative Assessments) The teacher uses multiple assessment modes and approaches aligned with learning goals to assess student learning before, during, and after instruction. • Alignment with learning goals and instruction • Clarity of criteria for performance • Multiple modes and approaches • Technical soundness • Adaptations based on the individual needs of students List
Alignment with learning goals and instruction • Is there a match between the assessments and the content and complexity of the learning goals? • Is every goal assessed?
Clarity of criteria for performance • Are the criteria explicitly linked to the learning goals? • Are they clearly stated?
Multiple modes and approaches Challenge: Incorporating different types of assessments (authentic, alternative, paper/pencil etc.
Technical soundness Challenges: • Utilizing a pre-assessment that results in a measurable score or rating • Assuring that the pre- and post-assessments will yield individual student scores
Adaptations based on the individual needs of students • Challenges • Relating adaptations to the factors identified in the Contextual Factors section. • Making the adaptations specific to the needs of individual students. • Relating the adaptations to the assessments rather than to instructional activities.
Table Talk: Brainstorming • From the handout, select a TEK that matches your level of teaching. 2. Work with a partner to generate some ideas about possible assessments that yield individual scores. 3. Each pair should take about 3 minutes to explain their assessment plan and justify using it to the larger group.
Design for Instruction The teacher designs instruction for specific learning goals, student characteristics and needs, and learning contexts. • Alignment with learning goals • Accurate representation of content • Lesson and unit structure • Use of a variety of instruction, activities, assignments and resources • Use of contextual information and data to select appropriate and relevant activities, assignments, and resources • Use of technology List
Alignment with learning goals
Accurate representation of content
Use of a variety of instruction, activities, assignments, and resources
Use of contextual information and data to select appropriate and relevant activities, assignments, and resources
Use of technology More Details
Design for Instruction • Describe how you will design your unit instruction related to: • Unit goals • Students’ characteristics and needs • The specific learning context
Design for InstructionResults of pre-assessment • Analyze student performance relative to the learning goals (Appendix C, p 64-66) • Table • Graph • Chart • Look for patterns of student performance for each learning goal • Describe the student performance pattern that will: • Guide your instruction • Guide modifications of the learning goals (p22-24)
Design for InstructionUnit Overview • Narrative and visual representation providing an overview of the unit plan (Narrative-p. 24-25 visual – p. 26-27) • Make sure that every goal is addressed by at least one activity and that every activity relates to at least one goal.
Design for InstructionActivities • Describe at least 3 of your unit activities reflecting a variety of instructional strategies and techniques (p 28-29) • Explain why you are planning those specific activities
Design for InstructionActivities • In your explanation for each activity, include: • How the content relates to your instructional goal(s) • How the activity stems from your pre-assessment information and contextual factors • What materials/technology you will need to implement the activity, and • How you plan to assess student learning during and/or following the activity (i.e., formative assessment)
Design for InstructionTechnology • Describe how you will use technology in your planning and/or instruction. • If you do not plan to use any form of technology, provide your clear rationale for its omission
Design for Instruction • Suggested page length for this section of the Teacher Work Sample is: • 3 pages plus visual organizer of Unit Overview
Instructional Decision-Making The teacher uses ongoing analysis of student learning to make instructional decisions. Three Areas for Analysis 1. Sound professional practice 2. Adjustments based on analysis of student learning 3. Congruence between modifications and learning goals List
