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Supporting Instruction and Formative Assessment for College and Career Ready
Standards (CCRS)
Central Comprehensive Center (C3) South Central Comprehensive Center (SC3)
Center on Standards and Assessment Implementation (CSAI)
Norman, Oklahoma January 13-14, 2016
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Welcome and Context Setting
Belinda Biscoe Boni SC3 Director/C3 Principal Investigator
University of Oklahoma (OU) Associate Vice President for Outreach
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Preview of Day 1
Jennifer Watson C3/SC3 Literacy Technical Assistance Coordinator
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Introduction of CSAI Presenters
Donna Richardson C3 Director/SC3 Technical Assistance Manager
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CSAI Resources to Support Instruction and Formative
Assessment
Norman, Oklahoma
January 13-14, 2016
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■ Coach teachers’ thinking
■ Deepen teachers’ content knowledge
■ Develop connected learning pathways
■ Create a coherent and accessible process of moving from the CCRS to daily classroom practice with formative assessment
Resource: Goals
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Focus on Learning
Lesson Planning from Standards
Deep Knowledge of the Standards
Formative Assessment
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Current Context
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CCRS
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Transferable Knowledge and Skills
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Three Domains of Competence (NRC, 2012)
Cognitive
Analysis
Critical Thinking
Executive Function
Active Learning
Innovation Creativity
Decision-making
Adaptive Learning
Interpretation
Information and communications technology literacy
Problem Solving
Reasoning/argumentation
Communication
Responsibility
Social Influences With Others
Teamwork
Cooperation
Negotiation Self-Presentation
Conflict Resolution
Collaboration
Metacognition
Self-monitoring
Career Orientation
Citizenship
Self-Direction
Responsibility
Flexibility
Adaptability
Perseverance
Continuous Learning
Self-Evaluation
Imitative
Appreciation for Diversity
Interpersonal
Intrapersonal
Leadership
Assertive Communication
Integrity
Grit
Productivity
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Shifts in Practice
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From: Traditional Lesson Paradigm
• Review
• Demonstration
• Practice (NCTM,2014 )
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To :
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DEFINITIONAL CLARITY
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One Size Does Not Fit All
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Assessment in the System
Formative assessment process
(CDE ELA/ELD Curriculum Framework, 2014, adapted from Herman & Heritage, 2007)
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Different Levels of Detail
Quarterly
Annual
Minute-by-minute, Daily, Weekly
End-of-Unit
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Discussion
Read the definitions on Handout 1. On your own, decide what are three key ideas about formative assessment. Discuss why you made these selections in your table groups.
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Formative Assessment Is….
Formative Assessment Is Not….
generating evidence intentionally in the course of continuous teaching and learning, engagement with learners through observation, discussion, questioning, and review and analysis of tasks/work
giving a test at the end of an instructional cycle or on a predetermined basis (e.g., quarterly, annually)
gauging how student learning is progressing while students are in the process of learning
evaluating student achievement at the end of a sequence of learning
using evidence to inform immediate or near-immediate teaching and learning
using test data to make decisions about medium- and long-term instructional/curricular plans
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Formative Assessment Is….
Formative Assessment Is Not….
providing ongoing descriptive feedback to learners
assigning grades /reporting achievement
involving students in the assessment process through peer and self-assessment
telling students the results of a test
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Focus on Formative Assessment
Formative assessment occurs hand in hand with the teaching and learning process and is an integral component of teaching and learning for transfer.
(NRC, 2012)
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Comfort zone
Learning zone
Panic zone
Source: Colvin, 2009
Builds on prior
knowledge What
students can do next
with assistance
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A Feedback Loop
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Too Big For Lesson Goals
End-of-grade level
expectations
End-of-grade level
expectations
End-of-grade level
expectations
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Intermediate Steps
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Learning Goals
• What students will learn (not what they will do) during a lesson – one or more periods of learning
• Conceptual, Analytic, Linguistic
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Success Criteria
• Performances of learning
• Clearly understood by students
• Aligned to learning goal(s)
• What students will say, do, make or write
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Discussion
How does this teacher support students to develop success criteria? How are students involved in the assessment process?
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A Feedback Loop
Evidence in the
ongoing flow of
activity and interaction
in the classroom
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Learning Goal
• Set-up Use multiplication and division to solve problems
Ricardo has 1,135 US
stamps. He has 3 times as many foreign stamps as US stamps. How many stamps does he have altogether?
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Success Criteria
• Set-up I can determine when and how to break a problem
into simpler parts I can explain what the
problem is asking me to do
I can explain the relationship between
multiplication and division
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Discussion
How is this teacher eliciting evidence? What does she find out? What routinized practices are in place?
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Modeling Telling Explaining Questioning Prompting Feedback
Deliberate Acts of Teaching
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Discussion
As you watch the video, what do you notice about the characteristics of this teacher’s feedback to her student? What role is the student playing in this interaction?
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“Formative assessment has not only changed me as a teacher but I believe it has changed
the students as learners.”
Sharon
Heritage, 2010, p. 5
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• I used to do a lot of explaining, but now I do a lot of questioning.
• I used to do a lot of talking, but now I do a lot of listening.
• I use to think about teaching the curriculum, but now I think about teaching the student.
Shawn
Heritage, 2010, p. 4
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Provides a framework to assist in transitioning to classroom practices called for in the CCRS
Developed from leading
theory and research
Grounds formative assessment
Fundamentals of Learning
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Fundamentals of Learning
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Fundamentals of Learning pp. 5-6
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Fundamentals of Learning
Cognitive
Making Meaning
Interpersonal Participating and Contributing
Intrapersonal Managing Learning
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• Evaluate information
• Reason
• Solve problems
• Analyze and construct arguments
• Think about thinking/learning
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• What do I already know about this?
• Activating prior knowledge as the basis for constructing new knowledge
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• Make meaning of the codes through which knowledge is expressed
• Symbols for representing and communicating information ideas and experiences
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• Share and discuss ideas and interpretations
• Build on others’ ideas
• Explain, critique
• Obtain feedback
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• Extended discourse
• Expressing opinions and understanding
• Actively participating in own and others’ learning
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• Listening to others, reading what others have written
• Observing others
• Being open to others’ viewpoints
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• Self-direct
• Take initiative
• Active, capable learners
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• Make plans
• Set goals
• Monitor progress
• Adapt learning tactics
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Fundamentals of Learning pp. 7-10
■ What the FOLs look like in practice:
■ Students ■ Teachers ■ Resources ■ Activities and tasks ■ Classroom culture ■ Language
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Fundamentals of Learning pp. 7-10
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Questions and Review
• Any questions?
• Now take some time to review the FOLs
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Discussion
What do you see in this video clip that has to do with formative assessment? What FOLs do you see enacted?
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Video & Discussion
Notice how the teacher: Provides feedback to students based on evidence of their work Co-constructs success criteria related to the goal with students Obtains evidence from small group and whole class discussions Places responsibility on students
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Fundamentals of Learning
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Selecting the right resources for teachers
Designing effective professional learning for teachers
Leading implementation over time
User Guide
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61 61
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Designing Professional Learning Pre-Implementation Planning (pp. 5-6) • Align learning outcomes to teachers’ current
learning needs • Clarify expectations for use of the materials • Identify how and when follow-up
implementation will occur • Ensure work is aligned to improvement goals • Outline structures for ongoing dialogue
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Leading Professional Learning
Four-Step Approach (pp. 6-8) • Introduce materials • Teachers practice the protocols • Teachers apply the protocols • Teachers reflect with colleagues
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Leading Implementation Over Time
Role of Leaders (p. 8) • Evaluate • Document • Celebrate
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Discussion
What implementation strategies for the FOLs might you use from the User Guide?
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CSAI-Developed Curriculum & Instruction Resources - Overview
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Provides guidance on the shifts, themes, and architecture of ELA and math CCRS
Includes processes to:
– Review own standards
– Analyze current instructional materials relative to CCRS learning expectations
Getting a Handle on the Standards
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Process for Studying Math Standards • Interpreting Practice Standards
• Analyzing Content Standards by type and connection to Practice Standards – Conceptual Understanding – Procedural Fluency – Application
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Process for Studying ELA Standards
• Compare old and new standards – Same – Similar but more rigorous – New – Removed
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Process for Studying Math and ELA Standards • Learning Progression Analysis
• Review of existing instructional materials and teaching strategies – Currently Covered – Needs Refinement – Needs Development
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Make connections within
and across standard domains/strands
Determine a standards-based yearlong teaching and learning sequence
Yearlong Planning
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Yearlong Planning Steps
• Study and annotate standards • Group standards and synthesize themes • Determine the major work of the grade • Organize standards into a yearlong sequence
of teaching and learning
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Study and Annotate Standards
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Group Standards and Synthesize Themes
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Determine the Major Work of the Grade
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Organize Standards into a Yearlong Sequence of Teaching and Learning
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Identify the series of changes that occur in student thinking/skills
Determine lesson-sized Learning Goals and Success Criteria
Building Blocks
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Math Building Block Example
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Learning Goals and Success Criteria
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Text Complexity
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Afternoon Working Session
• Work in same small group to create Building Blocks using selected state and grade level standards
• Use a Building Block to create Learning Goals and Success Criteria
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Wrap-up for Day 1
Jennifer Watson &
Mark Turner C3/SC3 Logistics Coordinator
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Thank you!
Central and South Central Comprehensive Centers 1639 Cross Center Drive
Norman, Oklahoma 73019-5050
www.c3ta.org www.sc3ta.org
Portions of this presentation may have been developed under a cooperative agreement with the U.S. Department of Education; however, the contents do not necessarily represent the policy of the Department of Education, and you should not assume endorsement by the Federal Government. © 2012-2013 The University of Oklahoma