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Authentic Instruction and Assessment

This presentation by Tracy Newell focuses on the need for transformational change in instructional and assessment practices at Garden City High School (GCHS). Participants will explore the reasons for these changes and develop authentic assessment methods. The discussion will center around understanding the diverse student demographic and the effectiveness of traditional methods versus new approaches. Attendees will engage in collaborative brainstorming to create authentic problems for instruction and assessment that resonate with students, leading to increased proficiency and engagement.

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Authentic Instruction and Assessment

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Presentation Transcript

  1. Authentic Instruction and Assessment Tracy Newell Lead-Associate Principal Garden City High School (GCHS)

  2. Objectives • Content Objective: The participants will develop and understand the reasoning for the need in support of instructional and assessment change. • Language Objective: The participants will demonstrate through the development of questions and practice items how instruction and assessment of content can be authentic.

  3. Paradigm Shift • Before we can change instruction and assessment, we must first change the belief system • We must understand that what we have done for decades hasn’t been effective for a large portion of our students • We must fish with bait that the fish like, not that the fishermen or fisherwomen like

  4. Shift Happens • GCHS in 2004 • 50.6% Hispanic/Latino • 42.6% Caucasian • GCHS in 2010 • 65.4% Hispanic/Latino • 27.6% Caucasian

  5. Shift Happens • 2006 Mathematics Assessments • 50.9% of students Proficient or Above • 39.6 F/R students Proficient or Above • 38.3 Hispanic students Proficient or Above • 5.7% ESL students Proficient or Above (7.5% of population) • 2011 Mathematics Assessments • 90.2% of students Proficient or Above • 87.7 F/R students Proficient or Above • 87.9 Hispanic students Proficient or Above • 88% ESL students Proficient or Above (21.9% of population) • Standards of Excellence Award

  6. Interesting Info About Last Names at GCHS • 49 students with the last name of Hernandez • 39 Students with the last name of Garcia • 35 students with the last name Martinez • 26 students with the last name Rodriguez • 105 students with the last name Ramirez, Lopez, Gomez, Reyes, Morales, and Cruz • 53 students named Jesus or Jose • 1 student named Newell

  7. SHIFT HAPPENSTraditional Classroom Transformed Classroom

  8. SHIFT HAPPENS Cont. Traditional ClassroomTransformed Classroom

  9. What Does Instruction Look Like? • List as many components of what you think authentic instruction should incorporate – 60 seconds • Now partner with one other table partner and combine your lists and add any new components – 60 seconds • One more time, if your group of two will join another group of two and combine your lists – 90 seconds

  10. Instruction Question • There are 1,986 students attending Garden City High School this year, will we be able to fit all students in one of the end zones of the football field? • For the sake of time today, the size of the end zone measures 10yds by 53 1/3yards • Think outside the box – will they be standing, sitting with their feet crossed, laying down?

  11. Standards for Mathematical Practice • Make sense of problems and persevere in solving them. • Reason abstractly and quantitatively. • Construct viable arguments and critique the reasoning of others. • Model with mathematics. • Use appropriate tools strategically. Use appropriate tools strategically. • Attend to precision. • Look for and make use of structure. • Look for and express regularity in repeated reasoning.

  12. Practice Standards Problems • Work with your group to Brainstorm one or two ideas for developing an authentic problem which could be used for instruction or assessment. • These will be collected and compiled for the entire group; sent via the emails supplied today.

  13. Tell me and I forget Teach me and I learn Involve me and I remember Ben Franklin

  14. Teaching is more about listening than talking, while learning is more about talking than listening. Alfie Kohn

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