Authentic Instruction and Assessment

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