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Diagnostic Assessments and the Professional Learning Cycle Creating a Diagnostic Tool

Diagnostic Assessments and the Professional Learning Cycle Creating a Diagnostic Tool that will inform the work of the PLT. Welcome and Overview Deborah Keefe, Resource Teacher SSSS Initiative. Facilitation Team. Kristin Greatrix Instructional Resource Teacher - NFO

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Diagnostic Assessments and the Professional Learning Cycle Creating a Diagnostic Tool

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  1. Diagnostic Assessments and the Professional Learning Cycle Creating a Diagnostic Tool that will inform the work of the PLT

  2. Welcome and Overview Deborah Keefe, Resource Teacher SSSS Initiative

  3. Facilitation Team Kristin Greatrix Instructional Resource Teacher - NFO (S4i Schools - Judith Nyman S.S. & Fletcher’s Meadow S.S.) Ann Campbell-Shaver Resource Teacher with Special Education Responsibilities - NFO (S4i Schools - Judith Nyman SS, Fletcher’s Meadow S.S., Sandalwood S.S., Heart Lake S.S., Harold M. Brathwaite S.S., Chinguacousy S.S.) Lynn Filliter Instructional Resource Teacher - MWFO (S4i Schools – Streetsville S.S.) Darren Reed Instructional Resource Teacher, Cross Curricular Literacy – CBO (S4i Schools – All) Susan Campo Instructional Technology Resource Teacher, NFO (S4i Schools – Bramalea S.S., Lincoln Alexander S.S., Brampton Centennial S.S., Central Peel S.S. )

  4. Materials Management • Teacher Computer Center • Meet Your Table Group • Name & School • What book would you recommend for Applied students (record on cue card – with your name) ? • What book would you recommend for fellow “lovers of literature” (record on cue card – with your name) ?

  5. Human Histogram Activity When prompted, stand in front of the sign which corresponds to the answer shown on the anonymous survey in your hand.

  6. Today’s Objectives • To “try on” some assessment for learning strategies • To have an opportunity to work with English teachers from other schools and from your own Professional Learning Team • To make some informed decisions about the diagnostic tool you will create

  7. 1. 3. AB A B 2. 4. A B BA The Relationship Between A = Assessment for Learning B = Diagnostic Assessment

  8. FAIR DOESN’T MEAN EQUAL DIAGNOSTIC...THEN WHAT? HOW TO ASSESS? WHO HAS TIME TO COLLABORATE? DIAGNOSTIC ASSESSMENT CHALLENGES! ELL CRISIS WHAT TO ASSESS? HOMEMADE IS BEST?

  9. WHAT TO ASSESS? HOW TO ASSESS? • Uncover the Greatest Area of Need for Students • Prior knowledge TRAP • Step outside the box – • you might be surprised what you find

  10. HOW TO ASSESS? FAIR DOESN’T MEAN EQUAL ELL CRISIS • Time, location, structure, supports • “Schema” • Triangulation of Data

  11. HOMEMADE IS BEST? WHO HAS TIME TO COLLABORATE? DIAGNOSTIC...THEN WHAT? • Informs the work of the Professional Learning Team • Baseline data which is owned by the team and aligns to Curriculum • Use of structures and protocols helps

  12. Accomodation VS Modification

  13. Our Parents’/ Grandparents’ Generation

  14. Our Generation

  15. Our Students’ Generation

  16. What do students need to be able to do by the end of grade 9 / grade 10 applied in order to survive and thrive at the next level?

  17. Consolidation 3 -2-1

  18. On your way to break… Using the dots in your folder, identify the 3 areas where your experience suggests students will struggle the most.

  19. Break Please sit with your school team after break.

  20. By the end of ENG2PO students will be able to support their opinion with details from a text. Look Fors: • Student can differentiate between quotation and dialogue (what characters say and do and what others say and do about that character) when selecting evidence • Student has structured her/ his response to introduce a point, proof, tieback, analysis • Student consistently do the above (Point Proof Tieback Analysis) • Student can differentiate between an opinion and statement of fact • Selected evidence demonstrates student can move beyond the literal meaning of the text (graphic text included) • Student can communicate his/her ideas clearly

  21. Diagnostic Model - Fictional Texts

  22. Choosing a Literary Text: Considerations • High interest text • Available to all teachers • Clear opportunity for comparison

  23. Think Aloud

  24. Text choice: “Just Lather, That’s All” by Hernando Tellez from Elements of English 10. Task: In a supported opinion paragraph, contrast the values of Captain Torres with the Barber in “Just Lather, That’s All.” Parallel task: In a comparison essay, contrast the values of two characters from the play The Melville Boys by Norm Foster.

  25. Diagnostic Model - Fictional Texts

  26. Tips • Consider the interests of your students; choose a text that appeals to many students • Read texts aloud with your students prior to the writing task • Access students’ prior knowledge (reviews, anchor charts, etc) • Backwards design to ensure diagnostic and follow-up parallel tasks are appropriate for the flow of the course

  27. Diagnostic Model – Non Fiction/ Informational Texts

  28. Choosing a Non-Fiction/Informational Text: Considerations • Applied Learners most likely to encounter this text form in their lives beyond school • Opportunity to support learning around the use of text features and navigating text – variety of “real texts” available • Might need to update text more frequently than fiction choices

  29. Think Aloud

  30. Diagnostic Model – Graphic Text

  31. Choosing a Graphic Text: Considerations • High interest text • Available to all teachers • Connection to real-world (student interests and life)

  32. Think Aloud

  33. Text choice: “You Can Help Stop Global Warming” by World Wildlife Fund. Task: Using a KWL chart, determine author's message from World Wildlife Posters.

  34. Visual Literacy "It is no longer enough to simply read and write. Students must also become literate in the understanding of visual images. Our children must learn how to spot a stereotype, isolate a social cliché, and distinguish facts from propaganda, analysis from banter, and important news from coverage." –Ernest Boyer, 2006

  35. What Can We Say? • There are pictures posted around the room. You and your group will select one of these pictures to work with. • Examine the picture you selected and fill out the graphic organizer provided. Please use the blue post-it notes for the left side of the organizer and the yellow for the right side.

  36. What is the Message? • From the information you have collected in your graphic organizer decide what you believe the message is that these images are trying to portray? • Write your message out on an index card. Be prepared to share your message to the whole group.

  37. Clustering of Expectations

  38. Diagnostic Model – Graphic Text

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