Chapter 3 Clear Achievement Expectations

1. Chapter 3Clear Achievement Expectations rospenda, stiggiens

2. What Achievement Targets Do • Define academic success • What we want students to know • What they should be able to do. • Ask these questions: • What should they know? • How should they show it? • How will I know they know? • (mr) rospenda, stiggiens

3. Think in these terms • If a student hits my target he/she can------------ • Can they?_________________ • How do I know? • What’s my evidence? • Show and tell rospenda, stiggiens

4. Terms to know • Standards • Objectives • Competencies • Proficiencies • Fill in the blank to perform your assessment: • A student is____________- if they can_______ rospenda, stiggiens

5. What is scaffolding • Classroom learning targets • They lead to understanding toward the big picture • A ladder rospenda, stiggiens

6. Scaffolding Example • Physically hears sound • Knows ( visually ids) letters • Knows (aurally ids) sounds • Physically differentiates sound differences • Connects sounds to squiggles called letters • Makes squiggle, sounds combination connections to objects around him • What is he doing? rospenda, stiggiens

7. Scaffolding takes time • Use ongoing assessments- daily • Ask questions • Write behavior observations (learning) • Write in behaviorally observable language • “John orally spelled three ‘ei’ words correctly in his paragraph” He write the ‘ei’ in receive, in reverse order when he composed the piece”. rospenda, stiggiens

8. Things to remember in scaffolding • 1. Best Practices- know them. • Look at sites if the district doesn’t have them • What does “good speller “ mean? • KISMIC- use language that a ten year old could understand, unless you are teaching five year olds. Then use five year old language. • ****extra points if you know what KISMIC is rospenda, stiggiens

9. Things to remember in scaffolding Be organized, Check with older grade colleagues as to what comes next year rospenda, stiggiens

10. Be able to relate these to the curriculum Know why you are teaching something Know why your great activity fits with the standards All of this is to CYA (mr)- theoretically, it will help achievement rospenda, stiggiens

11. Make sure kids can read themparents can understand them Checklists Make things idiot proof Have other people read your lists rospenda, stiggiens

12. Think Outside the Box!!!! Reflect on this: Mr. R makes us write reflections every week. How does that help him know that we are learning? Help us become better teachers? Meet Teacher Standard for DPI? rospenda, stiggiens

13. Think outside the box How can you teach writing, math AND science by using a field trip to the gas station? rospenda, stiggiens

14. Falls within your repertoire • Answer this: • Why be afraid? • Are you a performer or a talking head? • Do you have all the answers? • What do you have to lose? • What happens if you bomb? rospenda, stiggiens

15. Why have clear targets? • Survival- • Sets limits • Important for achieving balance between work and family (mr) • Gives you a standard of your own success • Allows you to see how hard you worked rospenda, stiggiens

16. Why have clear targets? • Lets you give and accept feedback • Look for patterns of feedback • Look for patterns of success • Look for commonalities of errors • Look for commonalities of successes • Look at modalities where you felt great • Look for modalities where kids felt great rospenda, stiggiens

17. Enhanced Student Efficacy • Feeds the power need • Feeds the fun need • Feeds the belonging need • Reflect on how- • Think of our class- • Sites • Projects • Collaborations rospenda, stiggiens

18. Efficiency • If you know what you want ANNNDDD • They know what you want …..Then….. • The assessment is easy. They do it or not, you reteach it or not. • You prove how you tried to teach it in many ways rospenda, stiggiens

19. But what should they learn? • Most districts have this on their web pages. • Look up common core • State standards • Local standards • Pro development organizations rospenda, stiggiens

20. 21st Century learning targetsnutshell version • Knowledge- • Content mastery • Understanding • Numbers • Syntax • Numeration systems rospenda, stiggiens

21. 21st Century learning targetsnutshell version • Reasoning • Use knowledge to figure things out • Performance • Music • Reading out loud • Plays rospenda, stiggiens

22. 21st Century learning targetsnutshell version • Product- • Science project • Models • Term papers • Art rospenda, stiggiens

23. 21st Century learning targetsnutshell version • Dispositions • Attitude • Motivation • Love of learning rospenda, stiggiens

24. Side Aside • Have you noticed that this is really “Quality Teaching?” • Choice Theory? For those familiar • You are the facilitator not expert • Expert in figuring out how to rospenda, stiggiens

25. How To Examples: • Learning Target: Students will write a summary of their social studies chapter. • Can they? • Read • Define a summary? • Use a pencil? • Write a sentence? • Spell? rospenda, stiggiens

26. How To Examples: Do they: • know what a paragraph is? • how do you know? • Can they compare? rospenda, stiggiens

27. Assessment Rubric • Student used terms/words from the chapter_______ • Student Wrote in words that were spelled correctly for a _________ grader • Writing was neat enough to read easily.______ • There was a beginning sentence_______ • There were examples copied from the book__ • There were sentences that retold the reading_____ • There were examples from the book that proved the student retell_____ • Punctuation was correct__________ • There was a picture, it was labeled • The picture showed all the parts of the chapter_____ • How many standards am I hitting?_____ • How many targets?_________ rospenda, stiggiens

28. Assessment Rubric Sentences were written with five examples of colorful words_____ Sentences had different lengths ( 5-10 words) Sentences were correct_______ rospenda, stiggiens

29. How met the standards I looked this up: All the reading All the writing rospenda, stiggiens