Inclusive education plc secondary strand

1. May 6, 2014 Facilitated by Jennifer Gondek Instructional Specialist for Inclusive Education, TST BOCES Inclusive education plcsecondary strand

2. Using all the words in the stack, create a 3-5 sentence paragraph on the index card at your table. Opening Activity:

3. 5 Research-Based Strategies that Significantly Improve Student Learning 1. Sharing Criteria (the clear learning target) 2. Questioning 3. Feedback 4. Peer Assessment 5. Self-assessment Karen Kidwell

4. Learning targets:

7. Stiggin’s 7 Practices of Assessment FOR Learning • Where am I going? • Provide a clear and understandable vision of the learning target. • Use examples and models of strong and weak work. • Where am I now? • Offer regular descriptive feedback. • Teach students to self-assess and set goals. • How can I close the gap? • Design lessons to focus on one aspect of quality at a time. • Teach students focused revision. • Engage students in self-reflection, and let them keep track of and share their learning.

10. http://vimeo.com/44052220 Odyssey School

11. 1. Clear expectations about what is to be learned. 2. Clarity of presentation 3. Multiple opportunities for student responses 4. Active teacher monitoring of these responses 5. Frequent evaluation and feedback. Christensen et al. (1989) Instruction for students with mild learning disabilities Research in Special Education

12. 1. Explicit teaching of critical steps in the writing process, including models and prompts. 2. Explicit instruction in writing conventions across multiple genres. 3. Guided feedback to students via teacher/peer feedback. Vaughn, et al. (2000); 13 studies with large effect sizes Writing instruction for students with learning disabilities *Similar results for reading comprehension study Research in Special Education

13. “Kroesebergen and Van Luit (2003) concluded, based on their meta-analysis of over 50 studies of students with math disabilities, that explicit teaching methods were more effective than less direct instructional methods such as discovery learning.” Archer & Hughes (2011) Research in Special Education

14. “It is important to point out that none of these reports stated that explicit instruction was the only way to teach. However, the conclusions were clear: Explicit instruction should be a consistent mainstay of working with students both with and without learning difficulties.” Archer & Hughes (2011)

15. Informing the students of the learning target by telling them what it is or by writing it on the board is sufficient. Misconception #1:

16. Sharing a rubric with students will ensure they understand the criteria for success. Misconception #2:

17. Final Word Protocol “Knowing Your Learning Target”

18. 3 Targets for Each Lesson: Content Literacy Character “I can explain how miners collected gold by making inferences from pictures and text.” “I can organize the supporting details by order of importance in my paragraph about bears.” “I cooperate with other group members.”

19. Knowledge • Reasoning • Performance/ skills • Products Learning Targets • www.jennyray.net

20. Mastery of substantive subject content where mastery includes both knowing and understanding it. Knowledge Targets • www.jennyray.net

21. Identify metaphors and similes • Read and write quadratic equations • Describe the function of a cell membrane • Know the multiplication tables • Explain the effects of an acid on a base Knowledge Examples • www.jennyray.net

22. The ability to use knowledge and understanding to figure things out and to solve problems. Reasoning Targets • www.jennyray.net

23. Use statistical methods to describe, analyze, evaluate, and make decisions. Make a prediction based on evidence. Examine data/results and propose a meaningful interpretation. Distinguish between historical fact and opinion. Reasoning Examples • www.jennyray.net

24. The development of proficiency in doing something where the process is most important. Performance/Skill Targets • www.jennyray.net

25. Measure mass in metric and SI units Use simple equipment and tools to gather data Read aloud with fluency and expression Participates in civic discussions with the aim of solving current problems Dribbles to keep the ball away from an opponent Performance/Skill Examples • www.jennyray.net

26. The ability to create tangible products that meet certain standards of quality and present concrete evidence of academic proficiency. Product Targets • www.jennyray.net

27. Construct a bar graph Develop a personal health-related fitness plan Construct a physical model of an object Write a term paper to support a thesis Product Examples • www.jennyray.net

28. Clear targets help us: • Recognize if the formative assessment adequately covers and samples what we taught. • Correctly identify what students know/don’t know, and their level of achievement. • Plan the next steps in instruction. • Give meaningful descriptive feedback to students. Clear Targets

29. Try it Out! Create 3student friendly learning targets for an upcoming lesson. (Content, Literacy, Character) 2. When completed, post in your class. 3. Refer to it at the beginning of the lesson. 4. Review it at the end of the lesson. 5. Assess it & Reflect.

30. Carousel

31. “My Favorite No” U-P-S Strategy Daily Tiered Exit Cards See page 15 of your packet. Videos: Checking for Understanding

32. “Effective feedback more strongly and consistently raises student achievement than any other teaching behavior (Hattie, 2009) Feedback

33. Feedback that Feeds Forward Arrives when the student has an opportunity to use it. Focuses on success criteria from the learning target for today’s lesson. Describes exactly where the student is in relation to the criteria. Delivered in just the right amount. Provides a next-step strategy to improve or learn more. • Brookhart & Moss

34. Feedback: The Mirror and the magnet • Brookhart & Moss

35. Work with partners at your table. Share a piece of student work. Discuss the learning target and the task. Collaboratively discuss where the student is in regards to the learning target. Using the “Mirror and Magnet” page, determine what feedback you would give to this student. When finished, share the next piece of student work. Sharing Student Work