prepared for the professional learning communities of the montana educators’ summer institute by...
TRANSCRIPT
Prepared for theProfessional Learning Communities of the
Montana Educators’ Summer Instituteby Dan Mulligan, June 2008
Mining for Diamonds in the RoughResearch Strategies that Produce Positive Results
Premise of the WorkshopPremise of the Workshop
We need to stop asking “how?’ We now We need to stop asking “how?’ We now have all the knowledge, the skills, the have all the knowledge, the skills, the
methods, the tools, the capacity, and the methods, the tools, the capacity, and the freedom to do whatever is required to freedom to do whatever is required to
serve all students well. All that is needed serve all students well. All that is needed is the will and the courage to choose and is the will and the courage to choose and
to move on.to move on.Peter Block, 1998Peter Block, 1998
GiveGive OneOne …… GetGet OneOne ……
On the back of your handout, write one way On the back of your handout, write one way being a teacher/administrator in Montana like being a teacher/administrator in Montana like an astronaut on a walk in space. Think and be an astronaut on a walk in space. Think and be creative.creative.
When signaled, circulate the room to meet a When signaled, circulate the room to meet a colleague. Give him/her your answer and get colleague. Give him/her your answer and get their answer.their answer.
You need a total of 2 answers. You may not get You need a total of 2 answers. You may not get more than one idea from an individual. When more than one idea from an individual. When you have completed your task, return to your you have completed your task, return to your seat.seat.
Enjoy!Enjoy!
CategoryCategory Ave. Ave. EffectEffect
Size (ES)Size (ES)
PercentiPercentile Gainle Gain
Identify similarities & Identify similarities & differencesdifferences
1.611.61 4545
SummarizingSummarizing & & note takingnote taking 1.001.00 3434
Reinforcing effort & providing Reinforcing effort & providing recognitionrecognition
.80.80 2929
Homework & practiceHomework & practice .77.77 2828
Nonlinguistic representationsNonlinguistic representations .75.75 2727
Cooperative learningCooperative learning .73.73 2727
*Setting objectives *Setting objectives && providing providing feedback*feedback*
.61.61 2323
Generating Generating && testing hypotheses testing hypotheses .61.61 2323
Questions, cues, & advance organizers
.59 22
66
Identifying Identifying Similarities and DifferencesSimilarities and Differences
What processes can students engage in to What processes can students engage in to identify similarities and differences?identify similarities and differences?
Comparing
The process of identifying and articulating similarities and differences among items.
Classifying
The process of grouping things into definable categories on the basis of their attributes.
Creating Metapho
rs
The process of identifying and articulating the underlying theme or general pattern in information.
Creating Analogie
s
The process of identifying relationships between pairs of concepts (e.g., relationships between relationships).
Similarities and DifferencesSimilarities and DifferencesAnalogies
putter
putter is to a set of golf clubs
as 2 is to the set of primes
2, 3, 5, 7, 11, 13, …
What is the common relationship?
Three types of curricula exist in any classroom:Three types of curricula exist in any classroom:The Intended CurriculumThe Intended Curriculum: content/skill specified by the : content/skill specified by the state, division, or school at a particular grade level.state, division, or school at a particular grade level.The Implemented CurriculumThe Implemented Curriculum: content/skill actually : content/skill actually delivered by the teacher.delivered by the teacher.The Attained CurriculumThe Attained Curriculum: content/skill actually learned : content/skill actually learned by the students.by the students.
Intended Curriculum
Implemented Curriculum Attained
Curriculum
Effective Instruction #2: Effective Instruction #2: focuses focuses on essential knowledge and essential skills
Montana Content Standards and
PerformanceDescriptors
Content-Related Evidence of ValidityContent-Related Evidence of Validity(Attained Curriculum)(Attained Curriculum)
Essential
Skills & Processes
Essential
Knowledge
Essential
Vocabulary
LEARNINGTARGET
(attained curriculum)
Demonstrate an understanding of and Demonstrate an understanding of and an an ability to use data analysisability to use data analysis, probability, , probability,
and statisticsand statisticsKnowledge Vocabulary Skills
When is a relation called a function?
What does interact mean?
Which event will most likely occur? How do you know?
a. The number of cavities the sixth graders have?b. The number of people in the sixth graders’ families? c. The ages of the sixth graders’ mothers?d. The heights of the sixth graders in inches?
First-grade children from higher SES groups know about twice as many words as lower SES children
High school seniors near the top of their class knew about four times as many words as their lower performing classmates
High-knowledge third graders have vocabularies about equal to lowest-performing 12th graders
Individual differences in vocabulary have a powerful impact on reading comprehension beginning about third grade
CategoryCategory Ave. Ave. EffectEffect
Size (ES)Size (ES)
PercentiPercentile Gainle Gain
Identify similarities & Identify similarities & differencesdifferences
1.611.61 4545
SummarizingSummarizing & & note takingnote taking 1.001.00 3434
Reinforcing effort & providing Reinforcing effort & providing recognitionrecognition
.80.80 2929
Homework & practiceHomework & practice .77.77 2828
Nonlinguistic representationsNonlinguistic representations .75.75 2727
Cooperative learningCooperative learning .73.73 2727
*Setting objectives *Setting objectives && providing providing feedback*feedback*
.61.61 2323
Generating Generating && testing hypotheses testing hypotheses .61.61 2323
Questions, cues, & advance organizers
.59 22
Types of pictures:
• Draw the actual thing.
Marine biologist
Types of pictures:
• Draw the actual thing.
Abraham Lincoln
Mutualism
When one thing helps another.
Types of pictures:
• Draw the concept.
Change
Types of pictures:
• Draw the concept.
Explorer
Types of pictures:
• Draw an example.
revolve
Types of pictures:
• Draw the concept.
Research on Imagery as Elaboration
637 percentile pts. higher
than… …students who kept repeating definitions.
421 percentile pts. higher
than… …students who were using the terms in a sentence.
Students who used imagery to learn vocabulary, on average, performed
# of studies
Step 1 Teacher identifies the new word and elicits background knowledge.
Step 2 Teacher explains the meaning of the new word.
Step 3 Students generate their own explanations of the new word.
Step 4 Students create a visual representations of the new word.
Step 5 Students engage in experiences that deepen their understanding of the new word.
Step 6Students engage in vocabulary games and activities to help them remember the word and its meaning.
50 POINTS 50 POINTS 50 POINTS
100 POINTS 100 POINTS
200 POINTS
a teacher
Organizing Theme:
Things someone would say…
a mother a student
President Bush
Rosa Parks a principal
50 POINTS 50 POINTS 50 POINTS
100 POINTS 100 POINTS
200 POINTS
Ways to make .25
Grade 4 Math Things
that are parallel
perimeter
Types of graphs
area
Types of angles
50 POINTS 50 POINTS 50 POINTS
100 POINTS 100 POINTS
200 POINTS
Science
Experiment
Hypothesis
Energy
Electron
DissolveAtmosphere
KEY QUESTION: Why are common assessments so important?
“You can enhance or destroy students’ desire to succeed in school more quickly and permanently through your use of assessment than with any other tools you have at your disposal.”
Rick Stiggins, Assessment Trainers Institute
WHY do we ASSESS:1. INFORM INSTRUCTIONAL
DECISIONS
2. ENCOURAGE STUDENTS TO TRY
Talk to Me…Talk to Me…
DirectionsDirections– Form a team of EIGHT (8) people…– Determine the person with the most sisters and
then send them to pick-up your team ziplock bag… PLEASE DO NOT OPEN!!!
– Determine the person with the least sisters and send them to pick-up a grid sheet for each person.
– Distribute a grid sheet to each team member.
Follow-up DebriefingFollow-up Debriefing
Each pair should share with your other team members Each pair should share with your other team members the method you used to graph the figure.the method you used to graph the figure.
Discuss with your team:Discuss with your team:– Which method appeals to you?Which method appeals to you?– Is there another method that you would prefer?Is there another method that you would prefer?
Prepare for a “pairs choice of method” with a new Prepare for a “pairs choice of method” with a new graph.graph.
Key QuestionKey Question
Did your performance on the second Did your performance on the second attempt to complete the grid exercise attempt to complete the grid exercise improve after having an opportunity to improve after having an opportunity to
self-assess your initial strategy?self-assess your initial strategy?
Formative AssessmentFormative AssessmentFormative assessment is theFormative assessment is the processprocess used used by by teachersteachers and and studentsstudents during instruction during instruction that provides feedback to adjust teaching that provides feedback to adjust teaching and learning for the purpose of improving and learning for the purpose of improving student learning. student learning.
Council of Chief State School Officers, October 2006
Notes:
Process rather than a particular test….
It is not the nature of the test itself that makes it formative or summative…it is the use to which those results will be put.