Learning Intentions for Today

1. Bergenfield Public Schools New Teacher AcademyApril 11, 2011Formative Assessment:The Five Key Areas

2. “Formative Assessment has the power to produce unprecedented improvements in student achievement in our schools.”Dylan Wiliam

3. Learning Intentions for Today • Gain an understanding of formative assessment and summative assessment • Learn the 5 key areas of formative assessment and how formative assessment moves learning forward • Experience formative assessment techniques

4. Enter Card • What do you know about formative assessment? • What would you like to come away with from this presentation? • Think, Jot, Pair, Share

5. Assessment MemoryClassroom Practices

6. Formative Assessment Is…A process of accumulating information about a student’s progress to help make instructional decisions that will improve his/her understanding and achievement levels. • Depicts student’s life as a learner • Used to make instructional adjustments • Alerts the teacher about student “early warning signs” • Allows students to build on previous experiences • Provides regular feedback • Provides evidence of progress • Aligns with instructional/curricular outcomes

7. 5 Key Areas • Importance of stating learning intentions & modeling criteria for success • Questioning for understanding • Eliciting feedback to monitor and adjust instruction • Developing the self-directed learner • Common assessments

8. Learning Targets Goals Objectives Essential Learning Content Standards Benchmarks Learning Intentions

9. “If we don’t begin with clear statements of the intended learning, we won’t end with sound assessments.”Stiggins, Arter, J.Chappuis, S. Chappuis 2006

10. Learning Intentions • Focus on student learning rather than product/activity • Stated at the beginning of the lesson • Used to refocus during the lesson • Used to assess at the end of the lesson • Plan for future lessons

11. Characteristics of High Quality Learning Intentions • Focus on what will be learned rather than what will be done • Focus on “active learning” rather than imparting knowledge • Are lesson sized • Stated in an age-appropriate and student friendly language • SMART Goals- small, measurable, achievable, realistic, and time-limited

12. Transform this learning target into a student friendly version Students will compare and contrast elements of text. Age: 9 years old/4th grade

13. It may sound like this… I can identify and describe similarities and differences between the characters, setting, problems and solutions of the stories.

14. Teaching 7th graders how to make good inferences • Define the word inference. • Student friendly language: “ I am learning to make good inferences. This means I can use information from what I read to draw a reasonable conclusion.” Stiggins, Arter, J.Chappuis, S. Chappuis-Classroom Assessment for Student Learning, 2006

15. How might the same learning intention be stated for 2nd graders? “ I can make good inferences. This means I can make a guess that is based on clues.”

16. Teachers Identify what to assess Intentional teaching Curriculum alignment Streamline content Clear and well defined learning targets foster assessments that measure exactly what is being learned Students Must know where they are going in their learning Need clear and well defined targets in oder to get a “bull’s eye” Understand expectations Know how to progress toward learning target Benefits

17. “When students understand the intended learning, they are set up for productive self-assessment and goal setting.”Stiggins, Arter, J Chappuis, & S. Chappuis

18. Success Criteria which helps identify expectations for students • Clear verbal statements • Visual supports/examples • Modeling of both weak and strong work • Modeling the process with students as guided practice • Built in time for discussion and clarification

19. Sample Learning Intentions Activity

20. “We learn: • 10% of what we read, • 20% of what we hear, • 30% of what we see, • 50% of what we hear and see, • 70% of what is discussed with others, • 80% of what we experience personally, and • 95% of what we teach to someone else.” William Glasser

21. Promoting Student Learning through Quality Questioning Quality Questions are seldom by Chance!

22. Introducing… DALTON

23. Research on Teacher Questioning Behavior

24. What do we know about teacher questioning behavior? • Teachers estimated that they ask 15 questions in every 30 minutes. • When observed, the data showed that teachers asked 50.6 questions.

25. How many questions do your students ask? • Teachers reported that students in their classes were asking about 10 questions in 30 minutes. • Observers found that students only posed 1.8 questions in 30 minutes.

26. What questions will “hook” students’ interests about content and skills?

27. What are the characteristics of effective questions? • Questions are purposeful. One common context for classroom questions is recitation. • Usually low level questions • Students are rarely engaged in deep thinking about a topic. Purpose of recitation questions is to…

28. Review for a test Comprehension of a passage Homework completion Cueing students on important content Get students to talk Opportunities for drill and practice Modeling good questioning Recall of information

29. Another classroom context for questioning is discussion • Practice to think out loud • Respect diverse points of view • Improve listening skills • Provide opportunities to support students’ ideas • Students make connections that will move information to long term memory

30. 2. Quality Questions have a clear content focus. • When constructing questions that have a clear content focus just remember… “What’s worth teaching”

31. 4. Quality Questions are Clear and Concise • Do students know what the teacher is asking? • Is the question grammatically correct? • Does the question have a single focus?

32. 3. Quality Questions Engage Students at Varied and Appropriate Cognitive Levels. • Bloom’s Taxonomy Level 3-Create Level 2- Use Level 1-Recall

33. Johnny the Bagger activity

34. “Crossroad Questions” “Can I go on with the lesson?”

35. Questioning ExampleIn which of the following diagrams is one quarter of the area shaded? A B C D Professor Dylan Wiliam, ETS EUROPE July 2006

36. If every student responded A,B and D, the teacher can move on with the lesson. There is evidence that the students have an understanding of the concept.

37. 4G’s Geometry Lesson

38. How can teachers respond when students respond incorrectly?

39. Why is Wait Time so important? • Thinking takes time • Opens up the possibility of multiple answers • Fosters greater participation • Answers often involve a 5 step process: listen to question, understand what is being asked, answer to self, answer out loud, rethink or revise question.

40. WAIT TIME 1- The amount of time elapsed from posing the question and the student response WAIT TIME 2- The amount of time elapsed from the student response and the next spoken word (Teacher or Student)

41. Engaging All Students • All student response techniques • ABCD and True/False Cards • No Hands Up • Popsicle Sticks • Whiteboards/ communicators • Think, Pair, Share/Turn &Talk

42. Testing Miss MalarkeyBy: Judy Finchler

43. ABC Activity- Recap

44. Feedback Skits

45. “To be formative, assessment must include a recipe for future action.”Dylan Wiliam

46. Research Study- Israel • 264 low and high ability grade 6 students in 12 classes in 4 schools; analysis of 132 students at the top and bottom of each class • Same teaching, same aims, same teachers, same class work • Three kinds of feedback: scores, comments, scores +comments {Butler(1988) BR.J. Educ. Psychol.,58 1-14}

47. Research Study • Which group demonstrated gains? • A. Grade only • B. Comments only • C. Grade and comments

48. B. Comments only is the correct answer.

49. Formative Feedback • Identifies where the student is now • Identifies where the student needs to go • Compares the two levels and provides information about the gap • Provides a mechanism to close the gap

50. Feedback Strategies • Timing- Hear it and use it • Mode-Oral, written, demonstration • Audience- “Know your audience and talk with him/her or them.” • Amount- “ The Goldilocks Principle”