session 2: guiding questions
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Session 2: Guiding Questions. How do we design data-driven instruction to meet the needs of all learners? . I, II, III, IV, V. Focus: Preparing for Classroom Instruction How will we know if they learned it? How will we respond when they don ’ t learn it? - PowerPoint PPT PresentationTRANSCRIPT
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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
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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
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Formative Assessment Model
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The Needs of Seeds Using Formative Assessment
Probes• Choose a probe
• Give to students
• Use data to plan
• What do you see?
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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.
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Curriculum Topic Study and NC Professional Teaching
Standards
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Resources for CTS …Experts at Your Fingertips 24/7
Indicates the resource or parts of it are online
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Additional Resources…
A Framework for K-12 Science Education
Science College Board Standards for College Success
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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
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Types of Probes
• Justified List• Prediction• Familiar Phenomena• Friendly Talk
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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.
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Example:
Friendly Talk Probe
Keeley, P.(2011). Uncovering student ideas in life science-25 new formative assessment probes. Arlington, VA: NSTA Press.
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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.
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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.
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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.
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Resource: NCDPI Science WIKI
• Essential Standards• K-12 Strands Excel Format• Crosswalks• Unpacked Content• Professional Development• Teaching resources
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Resource: NCDPI Science Live Binder
LIVE
BINDER!
Resources
organized
by
teaching
standard
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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 (______)
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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
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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.
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Designing Data Driven Instruction:
Learning Targets&
Learning Pathway
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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.
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Case Study: Data Driven Instruction
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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.
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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
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Multiple Means of Representation
• Artifacts• Videos • Music • Movement • Text Readers• Manipulatives • Visual Displays • Anticipatory Guides • Graphic Organizers
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Principle II:Multiple Means of Action and Expression
Judy Augatti
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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
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Principle III: Multiple Means of Engagement
Taps into learners’ interests, offers appropriate challenges, and increases
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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
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UDL means
more students are:
•Engaged •Learning•Achieving•Motivated
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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.
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Differentiated Instruction
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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
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Multiple Means of Expressing for ELLs
• Role-play
• Illustrations/ Drawings / Visuals
• Gestures
• First language
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Multiple Means of Engagement
• Student Interaction– Oral comprehension supports reading and
writing development
– Differentiate Collaborative Activities
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Differentiated Instruction
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What do gifted learners need in order to maximize their
learning?
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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
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What does this mean for my classroom?
• Enrich, extend and accelerate the SCOS.• Differentiate through content, process and
product.
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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!
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Reflection
In groups of 2-3, share a strategy you have used or will use in order to support differentiated instruction.
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Individualized Instruction
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The Individual Case
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Anthony, grade 5
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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.
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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.
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Kimi, grade 8
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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.
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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.
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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.
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Deconstructing
the Day
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Thank YOU!