Session 2: Guiding Questions

Focus:Preparing for Classroom Instruction How will we know if they learned it? How will we respond when they don’t learn it? How will we respond when they already know it? (2009) Raising the Bar and Closing the Gap: Whatever it Takes

How do we design data-

driven instruction to

meet the needs of all learners?

I, II, III, IV, V

Guiding Questions for Data Literacy1. What is the learning target?

2. What are the criteria for success for the target?

3. What decisions do you need to make about the learning?

4. Does the evidence collected from the student(s) meet the criteria for success?

5. Is additional evidence needed (e.g., interview the student(s), etc.)?

6. What method will you use to provide feedback to the student(s) about the learning?

7. How will you provide opportunities for student(s) to use the feedback?

8. How will you modify your instruction to close any learning gaps that exist or enhance learning?

NCFALCON

Formative Assessment Model

The Needs of Seeds Using Formative Assessment

Probes

• Choose a probe

• Give to students

• Use data to plan

• What do you see?

What are Formative Assessment Probes?

• NSTA Publication

• Formative assessment probes were developed using the CTS process.

• Link key ideas in the standards to common misconceptions cited in research.

Curriculum Topic Study and NC Professional Teaching

Standards

Resources for CTS …Experts at Your Fingertips 24/7

Indicates the resource or parts of it are online

Additional Resources…

A Framework for K-12 Science Education

Science College Board Standards for College Success

Why Use Formative Assessment Probes?

• Assessment for learning not assessment of learning

• Reveal the types of ideas your student have about common science concepts

• Examine student thinking for the purpose of informing teaching and learning

Types of Probes

• Justified List

• Prediction

• Familiar Phenomena

• Friendly Talk

Example:

Justified List Probe

Keeley, P., Eberle, F. and Tugel, J. (2007). Uncovering student ideas in science (Vol.2) -25 more formative assessment probes. Arlington, VA: NSTA Press.

Example:

Friendly Talk Probe

Keeley, P.(2011). Uncovering student ideas in life science-25 new formative assessment probes. Arlington, VA: NSTA Press.

Example:

Familiar

Phenome

naProbe

Keeley, P., Eberle, F. and Tugel, J. (2007). Uncovering student ideas in science (Vol.2) -25 more formative assessment probes. Arlington, VA: NSTA Press.

Example:

Predictio

n Probe

Keeley, P., Eberle, F. and Dorsey, C. (2008). Uncovering student ideas in science(Vol.3)-another 25 formative assessment probes. Arlington, VA: NSTA Press.

Exploring New Resources

• Use the objective you selected this morning.

• Use one or more of the resource sites.

• Search for educational materials that support teaching this objective.

Resource: NCDPI Science WIKI

• Essential Standards• K-12 Strands Excel Format• Crosswalks• Unpacked Content• Professional Development• Teaching resources

Resource: NCDPI Science Live Binder

LIVE

BINDER!

Resources

organized

by

teaching

standard

Resource: NC Education

Resource: NSDL

Resource: NSTA Learning Center

Resource: Annenberg

Resource: FREE

Resource: Ted-Ed

Resource: Teacher’s Domain

State Collaborative on Assessment and Student

Standards (SCASS)•http://sciencescass.org•Security Agreement•Quick Highlights

– Quiz & Test Development– Data Analysis (free for 1 month)

•Directions for other teachers• MUST sign security agreement and

return•Username (_____)•Password (______)

Resource: NAEP Question Tool

• NC DPI Accountability Services Division http://www.ncpublicschools.org/accountability/policies/naep/naep

•Released NAEP items•Two ways to access:

– http://nces.ed.gov/nationsreportcard/itmrlsx– From the NAEP home page

http://nces.ed.gov/nationsreportcard and click Sample Questions and then select Questions Tool

Resource Activity: Exploring New Resources

• Use the objective you selected this morning.

• Use one or more of the resource sites.

• Locate educational materials that support teaching this objective.

Designing Data Driven Instruction:

Learning Targets&

Learning Pathway

Designing Data Driven Instruction

1. Select the standard and objective.

2. Collect resources for teaching and assessing the objective.

3. Perform pre-assessment using a two-tiered prototype or probe.

4. Adjust the learning pathway based on pre-assessment data and support documents.

Case Study: Data Driven Instruction

Universal Design

for Learning (UDL) isUniversal Design for Learning

(UDL)

A set of principles for curriculum

development that applies to the general

education curriculum to promote learning

environments that meet the needs of all

learners.

Principle I: Multiple Means of Representation

The what of learning

• To give diverse learners options for acquiring information and knowledge

• Present content in a variety of formats and modalities

Multiple Means of Representation

• Artifacts• Videos • Music • Movement • Text Readers• Manipulatives • Visual Displays • Anticipatory Guides • Graphic Organizers

Principle II:Multiple Means of Action and Expression

Judy Augatti

Multiple Means of Action and Expression

• Thumbs Up/Thumbs Down • Gallery Walks• Pair/Share• Chalkboard/Whiteboard Splash• Response Hold-Up Cards • Quick Draws • Numbered Heads Together• Line-Ups

Principle III: Multiple Means of Engagement

Taps into learners’ interests, offers appropriate challenges, and increases

Multiple Means of Engagement

• Bounce Cards • Air Writing • Case Studies • Role Plays• Concept Charades • Response Hold-Up Cards • Networking Sessions• Simulations

AC

D B C

UDL means

more

students are:

•Engaged

•Learning

•Achieving

•Motivated

Reflection 1. Jot down two ideas from your collected resources that address UDL (the “what”, “how” and “why”).

2. Turn to a neighbor and briefly discuss how UDL will impact your work in planning instruction.

Differentiated Instruction

Multiple Means of Representation

for ELLsNon-verbal

• Modeling

• Pictures

• Realia/Concrete objects

• Gestures

• Manipulatives

• Demonstrations

• Hands-on

• Picture dictionaries

Language Support

• Word banks

• Word walls

• Labels

• Graphic organizers

• Sentence starters

• Sentence frames

Multiple Means of Expressing for ELLs

• Role-play

• Illustrations/ Drawings / Visuals

• Gestures

• First language

Multiple Means of Engagement

• Student Interaction

– Oral comprehension supports reading and writing development

– Differentiate Collaborative Activities

Differentiated Instruction

What do gifted learners need in order to maximize their

learning?

Learning Needs of Gifted:Some, Not All

• Complexity: Abstract-thinking, Variety of concepts, subjects and strategies

• Depth: Higher levels of thinking, concepts

• Creativity: Open-endedness, choice

• Acceleration: Rapid pacing, Focus on Growth

• Relevance: Personal interest, Real-world problems and audiences, Connections

What does this mean for my classroom?

• Enrich, extend and accelerate the SCOS.

• Differentiate through content, process and product.

Tools and Strategies for Challenging Gifted

Learners Concept-Based Teaching Tiered Assignments Project-Based Learning Curriculum Compacting Independent Study with Rubrics Seminars

All with appropriate challenge!

Reflection

In groups of 2-3, share a strategy you have used or will use in order to support differentiated instruction.

Individualized Instruction

The Individual Case

Anthony, grade 5

Anthony, grade 5

• Review each data document you have received concerning Anthony and his development and needs.

• Discuss his strengths and weaknesses in your group.

Anthony, grade 5

• Imagine that Anthony is a student in your class. (Age regress as necessary.)

• Strategize ways that you might adapt and use some of the instructional resources you found earlier in working with a student like Anthony.

Kimi, grade 8

Kimi, grade 8

• Review each data document you have received concerning Kimi and her development and needs.

• Discuss her strengths and weaknesses in your group.

Kimi, grade 8

• Imagine that Kimi is a student in your class. (Age regress or progress as necessary.)

• Strategize ways that you might adapt and use some of the instructional resources you found earlier in working with a student like Kimi.

Addressing the whole child prepares future-ready students who are competitive for work and post-secondary education and prepared for life in the 21st century.

Deconstructing

the Day

Thank YOU!