Meade School District

1. Meade School District PASS Training October 26, 2005

2. Outcomes • To build a deeper knowledge base of questioning strategies. • To begin dialogue about how assessment impacts student learning. • To gain an understanding of the PASS training and building evaluation form.

3. Agenda 8:00 a.m. Welcome, Handouts, Reflection Middle School Reflection – Jeff Ward Steps to HEQ/Planning Break Beginning the Assessment Process 11:30 a.m. Lunch on Your Own 12:30 p.m. Assessment Process/Planning PASS Evaluation Process/Goals Break Team Planning 3:15 p.m. Closure

4. Norms Revisited • Share the same message • Minimize side conversations • Respect time frames • Stick to agenda • Positive/Active participation and communication

5. Stand Up, Hand Up, Pair Up You have one minute to find a partner who: • works in a different school building than you do, and • teaches a different subject than you do.

6. Discussion Starters . . . • Since November, I have used advance organizers or graphic organizers in my classroom to . . . • By writing and posting essential questions in my classroom my student’s have . . . • One of the questioning strategies that I have found to work the best is . . .

7. Celebrating Success . . . Thanks to Jeff Ward, Middle School teacher, for sharing his success with us!

8. Questioning Tab 3

9. The Seven Practices of Questioning Revisited • Never ask negative questions. Be positive or neutral in tone and inquiry. • In general, avoid Yes/No questions. • Have students justify all responses. • If a student says, “I don’t know,” follow-up immediately with one to three additional questions.

10. The Seven Practices of Questioning Revisited 5. Questioning each and every student every day. 6. When beginning, student questions should be at the same degree of difficulty, and all students should be asked the same number of questions. 7. Practice asking questions during ¼ of instructional time. During this focus, refrain from explaining, telling, hinting and using other non-questioning strategies.

11. Using Verbs to Create Questions – Bloom’s Taxonomy • The verbs in each category indicate a kind of thinking skill needed to complete an assignment. • As you move up the scale the level of thinking increases. • Is important to remember that you have to begin at the level of learning required. • Do not skip levels.

12. Marzano Handbook Read pages 267 and 269 For what purpose are you currently using cues? For what purpose are you currently using questions? Cues • Help trigger what students already know • Must be explicit • Don’t confuse the students with irrelevant facts Questions • Must be asked in an order that makes sense to the student • Higher level questions require students to analyze • Make sure the questions are relevant

13. Marzano Handbook We’ve looked at using questions: • to develop essential questions. • to think about the levels of Bloom’s Taxonomy. • to access prior knowledge. The next step: • A very focused model used to increase the critical thinking skills of students. • The model moves from developing low-level thinking skills to high-level thinking skills through a very specific, sequencing, questioning process.

14. 7 Steps to Critical Thinking

15. The Teaching Cycle • Direct instruction/introduction to concept/content (Accessing Prior Knowledge) • HEQ lesson as “guided practice” or “reinforcement” (Specific, Sequence, Questions) • Independent learning, group learning, additional instruction • Test • Planning, new instruction

16. Preview to the 7 Steps • Spend about two minutes and read over The Preview to the 7 Steps of Critical Thinking • Handout Discussion

17. Open-Ended Questions Question Path APath B (Better) Answer

18. Getting Answers • The answers you intend to hear back from students should have the characteristics of being specific, justified, and complete. • If the answer does not have all three, ask 1-3 more questions. • Can you be more specific? • What justifies your answer? • How can we be more complete?

19. Developing Questions • Start broad – most relevant facts of the content • Move to narrow – specific details

20. 7 Steps to Critical Thinking

21. Questioning Activity • Read passage: Ben Wentworth • You will have 10 minutes to complete reading – silently

22. Step 1: Label, Identify, Find • Relevant Facts First • Ask the student to label, identify or find elements in order of relevancy (this is how the students remember them) • Less significant details are saved for later development • Key parts should be identified at the beginning of step 1 • Be careful not to focus too much on vocabulary –make sure the students understand the concept. Students must know the words and the relevant facts those words describe. • Don’t forget to ask students to label even the most obvious elements of the lesson

23. Ben Wentworth • What would you consider to be the most relevant facts of the story – put in order of relevance? • What broad questions could we begin with: identify, label, find, look, notice, see, observe, name?

24. You Try It . . . You have just spent the past two weeks working with fractions and it is time to see how your students are doing with the content.

25. Questioning Planning You will have 20 minutes to beginning planning for the March 16th In-service.

26. Assessment Tab 10

27. Thinking About Assessment We have currently covered: • Writing Essential Questions/Learning Targets • Questioning Techniques • Graphic Organizers/Advance Organizers • Beginning to talk about assessment: Of and For Assessments

28. Assessment Article • Jigsaw • Number off 1, 2, 3 • Use graphic organizer to record thoughts or ideas • You will have 10 minutes to silently read the article

29. Assessment Article With your group, share in a round robin the main highlights of the article. Once you have all shared, create a summary statement of the article – record on graphic organizer.

30. PASS Training – Putting It All Together Step 2: Determine How You Will Assess The Learning Step 3: Develop Learning Activities/Lessons Step 1:Essential Questions/Learning Targets Embedded Within Activities/Lessons • Step 4: Assess Learning (Summative) • How did the students do? • Move forward or step back?

31. Question To Ponder . . . Why is it important to know what we are going to assess prior to teaching a lesson?

32. Assessment Activity • Each person will have samples of student work. • Individually, determine the performance level of below basic, basic, proficient or advanced for each student sample. Record on Analyzing Student Work Template – 1st Round. You will have 8 minutes to work individually

33. Assessment Activity We bring our values and beliefs into what we assess – it is so important for the students to know what we are assessing up front, so they are not surprised in the end.

34. What if we added: Your description should include information about three of the following areas: • Religion • Individual Rights • Type of Government • Climate • Use of Technology • Geography Decide in your group what below basic, basic, proficient and advanced would look like.

35. Assessment Activity Using the criteria you developed, score the same student work pieces You will have 8 minutes to discuss the student work samples

36. Assessment Activity Did the scores change? Why or why not? Why is it important to know what we are going to assess prior to teaching a lesson?

37. Planning for Assessment We need to determine not only what type of assessment we will use along the way, but also how we will assess at the end.

38. Planning for Assessment • At your table, think about your classroom in the past two months. • List all of the different types of assessments you have used within your classrooms. You will have 5 minutes to complete this task.

39. Planning for Assessment • What type of information, about student learning, did you receive from the assessment? • How did the students know, prior to learning, what would be included on their final assessment? You will have 5 minutes to discuss

40. Planning for Assessment Assessment Planning Template • Essential Questions • What students need to know • Balance between formative and summative • Types of Assessment

41. Planning for Assessment • At your table, think of a unit one of you are currently teaching, or will be teaching soon. • What are the big ideas? • List three formative assessments you could use throughout the lessons. • List two summative assessments you could use either throughout the lesson or at the end of the lesson.

42. Planning for Assessment • For example:

43. Assessment Planning Guide You will have 20 minutes to beginning planning for the March 16th In-service.

44. Professional Learning Communities – Setting Goals Tab 2

45. PASS Survey Process Log onto the following site: http://survey.tie.net/surveys/passtraining.htm • The survey will close at 8:00 a.m. the day immediately following each PASS training or In-service. • PASS evaluator will compile results of survey – per building. • PASS trainers will present results to each building.

46. PASS Survey Process II. Participants’ Learning: Write an instructional goal, using SMART goal criteria, to state how you will use a strategy presented in this training to address a specific student learning target. • Each teacher will write their own personal goal. • Write the goal before taking the survey.

47. SMART Goals • Think of a personal goal you have set and met at some time in your life. • What contributed to the success of this goal?

48. Though a goal can provide a useful compass for helping us to stay focused and moving in the right direction, the full power of the goal is realized when it is established and monitored with the help of trusted friends, colleagues, or family members.

49. The power of working together. • The power of working together and having a focused plan. • A team that works together, communicates well, and has a focused plan, does better than teams that don’t.

50. Numbers - Individual • Look over the number sheet and circle the numbers, in order, from 1-60. • Keep track of the highest number you get to. • You have 1 minute.