1 / 38

MAPPING OUR JOURNEY

MAPPING OUR JOURNEY. MLPP: THE NEXT CHAPTER SESSION #2 Barb Mick – COOR ISD Jackie Fry – COP ESD. Hattie uses the dial to help us understand the effect size. John Hattie reminds us…. Know what works best a nd t he explanatory story of why it works best. Our profession….

ciqala
Télécharger la présentation

MAPPING OUR JOURNEY

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript

  1. MAPPING OUR JOURNEY MLPP: THE NEXT CHAPTER SESSION #2 Barb Mick – COOR ISD Jackie Fry – COP ESD

  2. Hattie uses the dial to help us understand the effect size

  3. John Hattie reminds us… Know what works best and the explanatory story of why it works best

  4. Our profession… Why are we in a profession where “everything works”? Our “research” comes from our experience…it has worked for us. No teacher says, “I’m below average” We love to talk about the things that don’t matter and it’s killing us as a profession. There are many aspects of education that are important, but Hattie’s work only focuses on student achievement.

  5. Hattie says, The only goal of education should be to help students exceed their own expectations.

  6. Know Thy Impact Almost everything “works”. Just because it has a low effect doesn’t mean it couldn’t have an effect with the right training and attention to feedback. It’s not about curriculum or resources…it’s about the teacher. Accept the evidence! The question should be why it works or doesn’t work…the STORY. Check the effect size of what you’re doing…then do it BETTER!

  7. Rethinking AssessmentHow do we use data? We need to RECLAIM and REINVIGORATE the term classroom-based instruction. We need to be empowered by data and assessment, not bogged down by it. We need to be more purposeful about what we DO with the data we collect. This is the goal of The Next Chapter – to review and better understand the reason for the assessments we are giving, and then to improve our skills for what comes next.

  8. Know Thy Impact The secret is knowing when to switch from one method to another. Ex: I can be the best reciprocal teacher on the planet, but if one of my students isn’t learning that way, he needs something else. I am responsible for the achievement of ALL of my students. Diagnose, feedback, interventions, etc… “By the way…If a kid can’t read by age 8, they are OUT! This is based on meta-research from all over the world.” Implications?

  9. The Winners Student expectations Piagetian programs Response to intervention Teacher credibility Providing formative evaluation Micro teaching Classroom discussion Comprehensive interventions for LD students Teacher clarity Feedback 1.44 1.28 1.07 .90 .90 .88 .82 .77 .75 .75

  10. Feedback from student to teacher is directly correlated to Assessment-Capable Learners (effect size: 1.44) FEEDBACK: 0.73 effect size

  11. Who is most responsible for your learning? Elementary students answered “I AM!” High School students answered “MY TEACHER”

  12. You only learn something when you don’t already know it.Reframing errorsError managementProductive failureDesirable difficultiesImpass drivenThe PIT of CONFUSION Feedback thrives on error

  13. The Pit of Confusion

  14. Teacher Clarity.75 effect size Remember, these innovations are all interconnected This is why posting the learning targets is so important.

  15. Quality feedback is needed, not more feedback Much of the feedback provided by the teacher to the student is not valued and not acted on Students with a GROWTH MINDSET welcome feedback and are more likely to use it to improve their performance Oral feedback is much more effective than written The most powerful feedback is provided from the student to the teacher “The most powerful single influence enhancing achievement is feedback”

  16. Assess your building’s culture regarding feedback before you expect classrooms to utilize feedback effectively. “You can’t give what you don’t have.” Are all of our teachers and administrators assessment-capable learners?

  17. A Four-Step Process Collect the data Analyze the data Interpret the data and establish a goal Create an action plan

  18. First, let’s redefine data… It’s not just numbers and letters, but the actual stuff a student produces: sticky notes running records notebook entries writing samples book logs etc…. Can you name others?

  19. Five Lenses and Tools for Assessing Reading & Writing * Reading engagement * Reading fluency * Print work/decoding * Reading comprehension * Conversation

  20. Turn and Talk • Reading engagement • Reading fluency • Print work/decoding • Reading comprehension • Conversation What MLPP Assessments go with each of these “lenses”? What other assessments are you using that go with each lens?

  21. A word of caution… • Throughout the year, you will do many assessments. Be careful not to assume what the results mean. • We sometimes: • focus heavily on the most salient observations, falsely assuming that because it’s the most obvious, it’s the most important • realize that the work you’ve collected and used to form goals didn’t really provide the depth you thought it did • find that we are making excuses for students, explaining away their lack of progress with something that really was unrelated to the work they were doing in the classroom

  22. Things to remember: Your job is to “notice and name” elements of your students’ work. It is most helpful if you do this with a colleague or two, at least at the beginning. Speak aloud, listing what you see. Be as precise as possible. Consider if what you see is evidence of a strength or a need. List observations on a chart, naming strengths and potential areas for growth. Make sure that the potential areas of growth are linked to the students’ strengths. Teaching possibilities come from noticing something that is already a strength for the student.

  23. The Zone of Proximal Development (ZPD)

  24. …is related to the Gradual Release of Responsibility

  25. …is related to building a sense of AGENCY REMEMBER THIS FROM THE 1ST SESSION? HAPPY PEOPLE ARE BETTER LEARNERS Fundamental human needs: - autonomy - sense of competence - belongingness - meaningfulness It’s all about building AGENCY!

  26. Turn and Talk With your elbow partner, talk about the intersection of ZPD, GRR, and Agency. What does this all have to do with MLPP?

  27. Let’s practice analyzing our data Use your Reading and Writing Interviews to discuss your Case Study students at your table. Talk about things you notice that your students have in common; what do you notice that is different? Fill out the Summary Analysis Record for each of your students. Be ready to share your impressions with the group.

  28. Now let’s add 2 more Engagement assessments to the mix: Classroom Engagement Inventory Reading Log

  29. Turn and Talk What would we learn from these two additional assessments?

  30. How fast can a child move to the next level? It depends… How much time does the child spend reading in school each day? How much time does the child spend reading at home? Does the child read on the weekends? Vacations? Is the student engaged during reading workshop? Does the child read “just right” books? Does the child get helpful, explicit instruction? Is the child an English Language Learner (ELL)? Does the child have any learning disabilities?

  31. It’s not a perfect science, but…

  32. When a reader needs to move, what can we do? Get to know the level (what are the features of this level?) Get to know the expectations of readers within that level (what are the Common Core Standards for readers at this grade?) Get to know the reader (assess and evaluate) Teach!

  33. It’s not a wait-and-see game… Start with a clear goal Strategy lessons Guided reading (one-on-one or in a group) Text level introduction groups Get child in a series, release scaffold across series Give the support of a book club

  34. Oral Running Record As a table, talk about the annotation key. Make sure everyone at your table understands the markings and when you would use them. Talk at your table about when you use an ORR

  35. DRA2 What can we learn from a DRA2? Talk about which level(s) of readers you have in your classroom. What do you do about the “outliers”? Follow along on the DRA 10 recording sheet while you listen to the assessment being given. As a table, score this reader. As a table, look at the teaching points and decide what is next for this reader.

  36. QRI Look over the handout for the QRI. What can we learn about our readers from a QRI? When would we use a QRI?

  37. Your assignment: For next time, you will gather a Reading Log for your case study students, as well as do an Engagement Survey for your class (first names only on the chart please!) You will also administer a DRA on your 3 case study students. Bring all of this data with you to the next session. Our next session is Understanding the Landmarks (we’ll go deeper into comprehension).

  38. Ticket Out the Door Please fill out your 3-2-1 ticket and put it in the middle of your table when completed. Leave your nametag in the middle of your table. THANK YOU FOR YOUR PROFESSIONALISM! See you at the next session!

More Related