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Alicia Hunter Principal Farristown Middle School

Alicia Hunter Principal Farristown Middle School. Success Criteria . Three Articles—Comparing to define quality Read and discuss What are the characteristics (criteria) of a good piece? Be specific Determine 3-5. Your turn. What did you do this summer?

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Alicia Hunter Principal Farristown Middle School

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  1. Alicia HunterPrincipalFarristown Middle School

  2. Success Criteria • Three Articles—Comparing to define quality • Read and discuss • What are the characteristics (criteria) of a good piece? • Be specific • Determine 3-5

  3. Your turn What did you do this summer? What did you want to do this summer? http://www.youtube.com/watch?v=Qnh-jVSNLoc

  4. Share…and Listen Can you identify Success Criteria in your partner’s writing?

  5. http://www.youtube.com/watch?feature=player_embedded&v=lCxq6vjAvWshttp://www.youtube.com/watch?feature=player_embedded&v=lCxq6vjAvWs

  6. Our Journey Student work Chapter 9 Model Implement Model Implement

  7. Expectations meet reality

  8. Success Criteria in Action

  9. Writing How’s it going?

  10. Reading What makes a good group? What did they read?

  11. Math Testing Behavior

  12. Health—On Demand Writing Success Criteria Student Checklist

  13. What else? • Music videos • QR codes • Artwork • Science labs • Highlight reels (Lebron shooting a 3) • ? • ?

  14. Evaluations • Administrative • Peer--Feedback  • Student Voice

  15. Accomplished Exemplary Component Ineffective Developing 3c · · · · The learning tasks The learning tasks The learning tasks Virtually all Engaging and activities, and activities are and activities are students are Students in materials, partially aligned aligned with intellectually Learning resources, with the instructional engaged in instructional instructional outcomes and challenging groups and outcomes but designed to content through technology are require only challenge student well designed - poorly aligned minimal thinking thinking, the result learning tasks and with the by students, being that most suitable instructional allow ing most to students display scaffolding by the outcomes or be passive or active intellectual teacher and fully require only rote merely compliant. engagement with aligned with the responses. · important and instructional The pacing of the · challenging outcomes. lesson may not The pace of the content and are · lesson is too slow provide students In addition, there supported in that or too rushed. the time needed is evidence of engagement by · to be intellectually some student Few students are teacher engaged. initiation of intellectually scaffolding. inquiry and of engaged or · The pacing of the student interested. lesson is contribution to the appropriate, exploration of providing most important content. students the ti me · The pacing of the needed to be lesson provides intellectually students the time engaged. needed to intellectually engage with and reflect upon their learning and to conso lidate their understanding. · Students may have some choice in how they complete tasks and may serve as resources for one another.

  16. Developing Component Ineffective Accomplished Exemplary 3d · · · · There is little or no Assessment is Assessment is Assessment is fully Using assessment or used sporadically used regularly by integrated into Assessment monitoring of by teacher and/or teacher and/or instruction in Instruction student learning; students to students during through extensive feedback is absent support the lesson through use of formative or of poor quality. instruction monitoring of assessment. · through some learning progress · Students do not Students appear to monitoring of and results in appear to be be aware of, and progress in accurate, specific aware of the there is some learning. feedback that assessment evidence that they · advances learning. criteria and do not have contributed Feedback to · engage in self - students is to, the assessment Students appear assessment. general, students to be aware of the criteria appear to be only assessment · Students self - partially aware of criteria; some of assess and the assessment them engage in monitor their criteria used to self - assessment progress. evaluate their · Questions, · A variety of work, and few prompts, feedback, from assess their own assessments are both their teacher work. used to diagnose and their peers, is evidence of accurate, specific, learning . and advances learning. · Questions, prompts, assessments are used regularly to diagnose evidence of learning by individual students.

  17. Student Voice Survey • My teacher respects my ideas and suggestions • My teacher wants us to share our thoughts • Students speak up and share their ideas about class work • My teacher gives us time to explain our ideas • My teacher wants me to explain my answers –why I think what I think. • In this class we have to think hard about the writing we do. • My teacher pushes everybody to work hard. • My teacher pushes us to think hard about the things we read.

  18. How? • Talk about what makes a successful classroom/work • Use models of excellence (2-3) as appropriate • Determine criteria (small groups, whole class) • Students use criteria to do work

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