follow up table talk march 18
TRANSCRIPT
![Page 1: Follow up table talk march 18](https://reader038.vdocument.in/reader038/viewer/2022110307/55562163d8b42a5b528b47fe/html5/thumbnails/1.jpg)
FOLLOW-UP TABLE TALK:FACILITATING STRATEGIES 2, 3, AND 6 WITH
RUBRICS
March 18, 2014
![Page 2: Follow up table talk march 18](https://reader038.vdocument.in/reader038/viewer/2022110307/55562163d8b42a5b528b47fe/html5/thumbnails/2.jpg)
Objectives:
I will be able to:• explain how rubrics can be used to facilitate
strategies 2, 3, and 6
• obtain quick strategies for implementation
• ask questions and brainstorm ideas concerning strategies 2, 3, and 6
![Page 3: Follow up table talk march 18](https://reader038.vdocument.in/reader038/viewer/2022110307/55562163d8b42a5b528b47fe/html5/thumbnails/3.jpg)
The PLC Cycle:
![Page 4: Follow up table talk march 18](https://reader038.vdocument.in/reader038/viewer/2022110307/55562163d8b42a5b528b47fe/html5/thumbnails/4.jpg)
The 7 Student-Centered Strategies of Formative Assessment
Strategy 2:Strategy 3:
Strategy 6:
Where Am I Going?
Where Am I Now?
How do I Close the Gap?
![Page 5: Follow up table talk march 18](https://reader038.vdocument.in/reader038/viewer/2022110307/55562163d8b42a5b528b47fe/html5/thumbnails/5.jpg)
STRATEGY 2:
Use examples and models of strong and weak work
KEY IDEAS:• “Developing learning
goals in students
• Clarifying learning targets of all types
• Communicating targets to students” (Chappuis, 5)
Chappuis, Jan (2012). Getting started with seven strategies of assessment for learning: Participant workbook. Boston: Pearson Education, Inc. 2012.’
![Page 6: Follow up table talk march 18](https://reader038.vdocument.in/reader038/viewer/2022110307/55562163d8b42a5b528b47fe/html5/thumbnails/6.jpg)
Classroom Conversation RubricHOMEWORK REVIEW
Skill-based Learning Targets: 1) I will be able to converse in Spanish.2) I will be able to explain and justify my answer.
EXTRAORDINARY I COULD BE BETTERCONTENT I identify and explain my
answer completely and clearly and explain why I arrived at that answer.
I identify my answer but I may not explain it complete or explain why I arrived at that answer.
LISTENING I listen to and understand my partner’s answer and provide feedback or ask a follow up question to my partner.
I listen to my partner’s answer but I do not give feedback or ask follow up questions.
![Page 7: Follow up table talk march 18](https://reader038.vdocument.in/reader038/viewer/2022110307/55562163d8b42a5b528b47fe/html5/thumbnails/7.jpg)
Evaluate Models Using the Rubric
![Page 8: Follow up table talk march 18](https://reader038.vdocument.in/reader038/viewer/2022110307/55562163d8b42a5b528b47fe/html5/thumbnails/8.jpg)
A B C
Mastered
This bulletin board has a clear theme, which is represented by a relevant yet simple design with one focal point (which is Humpty Dumpty). The yellow border is present and the edges are cleanly cut and posted. The words on the bulletin board are spelled correctly.
![Page 9: Follow up table talk march 18](https://reader038.vdocument.in/reader038/viewer/2022110307/55562163d8b42a5b528b47fe/html5/thumbnails/9.jpg)
STRATEGY 3: Offer regular descriptive feedbackKEY IDEAS:• “Understanding the characteristics
of effective feedback
• Selecting feedback options suited to students’ grade level and kind of learning to be addressed
• Preparing students to give each other feedback” (Chappuis, 12)Chappuis, Jan (2012). Getting started with seven strategies of assessment
for learning: Participant workbook. Boston: Pearson Education, Inc. 2012.’
![Page 10: Follow up table talk march 18](https://reader038.vdocument.in/reader038/viewer/2022110307/55562163d8b42a5b528b47fe/html5/thumbnails/10.jpg)
Using the Rubric to Provide Effective
Feedback
![Page 11: Follow up table talk march 18](https://reader038.vdocument.in/reader038/viewer/2022110307/55562163d8b42a5b528b47fe/html5/thumbnails/11.jpg)
The technology learning curve
![Page 12: Follow up table talk march 18](https://reader038.vdocument.in/reader038/viewer/2022110307/55562163d8b42a5b528b47fe/html5/thumbnails/12.jpg)
STRATEGY 6:
Teach students focused revision
KEY IDEAS:• “Keeping students in
touch with their growth.
• Providing time and structure for students to reflect on their learning.
• Offering opportunities for students to share their progress.” (Chappuis, 24)
Chappuis, Jan (2012). Getting started with seven strategies of assessment for learning: Participant workbook. Boston: Pearson Education, Inc. 2012.’
![Page 13: Follow up table talk march 18](https://reader038.vdocument.in/reader038/viewer/2022110307/55562163d8b42a5b528b47fe/html5/thumbnails/13.jpg)
Using the Rubric to Zero-In on the Problem Area
STEPS:
1) Identify the problem & relevant portion of the rubric.
2) Complete activity designed to provide review of the missing skill/content.
3) Redo your work- make sure to correct all previous errors.
4) Resubmit your work.
![Page 14: Follow up table talk march 18](https://reader038.vdocument.in/reader038/viewer/2022110307/55562163d8b42a5b528b47fe/html5/thumbnails/14.jpg)
Using the Rubric to Zero-In on the Problem Area in English
Despite repeated attempts, the student will not describe the characters. ..Making exposition (Characters) the problem area.
![Page 15: Follow up table talk march 18](https://reader038.vdocument.in/reader038/viewer/2022110307/55562163d8b42a5b528b47fe/html5/thumbnails/15.jpg)
•Highlight descriptions in text
Identify character development with
classroom text
•Completed orallyCompare your
character development to that in the classroom text
•Revision & resubmitAdd descriptions,
thoughts, and actions to your work
The goal as defined by the rubric….
Focused practice to reach the goal
![Page 16: Follow up table talk march 18](https://reader038.vdocument.in/reader038/viewer/2022110307/55562163d8b42a5b528b47fe/html5/thumbnails/16.jpg)
CHEMISTRY RUBRIC
![Page 17: Follow up table talk march 18](https://reader038.vdocument.in/reader038/viewer/2022110307/55562163d8b42a5b528b47fe/html5/thumbnails/17.jpg)
Evaluating Sample
Solutions with Rubric Language
![Page 18: Follow up table talk march 18](https://reader038.vdocument.in/reader038/viewer/2022110307/55562163d8b42a5b528b47fe/html5/thumbnails/18.jpg)
Using the Rubric to Zero-In on the Problem Area in Chemistry
![Page 19: Follow up table talk march 18](https://reader038.vdocument.in/reader038/viewer/2022110307/55562163d8b42a5b528b47fe/html5/thumbnails/19.jpg)
Focused revision:
• Use your equalities handout to fill in the missing units on practice problems.
• Write the missing units in a new color into your original work & resubmit your work.
• Complete your next assignments with special attention to the units.
Using the Rubric to Guide Focused Revision
NEED TO BE HERE
YOU ARE HERE
![Page 20: Follow up table talk march 18](https://reader038.vdocument.in/reader038/viewer/2022110307/55562163d8b42a5b528b47fe/html5/thumbnails/20.jpg)
• Strategy 2: Use examples and models of strong and weak work
• Strategy 3: Offer regular descriptive feedback
• Strategy 6: Teach students focused revision
![Page 21: Follow up table talk march 18](https://reader038.vdocument.in/reader038/viewer/2022110307/55562163d8b42a5b528b47fe/html5/thumbnails/21.jpg)
• How have you used rubrics to model the learning target? …to communicate the expected vision of learning?
• How have you used rubrics to provide effective feedback?
• How could you adapt the Classroom Conversation Rubric example to fit your content?
![Page 22: Follow up table talk march 18](https://reader038.vdocument.in/reader038/viewer/2022110307/55562163d8b42a5b528b47fe/html5/thumbnails/22.jpg)
• How have you guided student practice (on a previously identified area of weakness) with a rubric?
• What could you do to facilitate this process?
![Page 23: Follow up table talk march 18](https://reader038.vdocument.in/reader038/viewer/2022110307/55562163d8b42a5b528b47fe/html5/thumbnails/23.jpg)
References
Chappuis, Jan (2012). Getting started with seven strategies of assessment for learning: Participant workbook. Boston: Pearson Education, Inc. 2012.’
Chappuis, Jan (2009). Seven strategies of assessment for learning. Boston: Pearson Education, Inc. 2009.’