+

Putting the Pieces TogetherOFFICE OF CATECHETICAL FORMATION &

EDUCATIONFebruary, 2014

+ AGENDA FOR THE DAY

Welcome and Opening Prayer

Overview of the Day’s Activities

Grade Level Break-Out Session

Lunch

Grade Level Break-Out Session

Coming Together + Debrief+ Closing Prayer

Putting th

e

Pieces

togeth

er.

+ Your Questions and More…1. Video examples of formative assessment in the classroom (Teaching Channel & Teacher Tube)

2. Recommended websites

3. Performance based assessment & curriculum

4. When to use? How often?

5. Curriculum – CCSS – Ohio Standards – FA – PbT & PbA. How does it all fit together?

6. How fit it all in? Student responsibility/autonomy?

7. Videos on CCSS lessons (Teacher Channel & Teacher Tube)

8. Assessment Tools & Strategies (rubrics and …)

9. ELA/Reading/Writing across the curriculum

10. Formative assessment – How Often?

11.Bring standards/curriculum that have been most challenging to execute to next session – What should students be learning? How teach it? How engage students? How assess?

+What Does Common Core

Look Like In The Classroom?

It's about students taking the understanding of well-crafted lessons into their daily life and play through authentic learning experiences. (http://www.huffingtonpost.com)

Teaching and learning should be based on authentic, developmentally appropriate experiences. (http://www.huffingtonpost.com)

7 Ways Common Core Will Change the Classroom1. Depth not width2. Nonfiction, not fiction3. Evidence is required4. Speaking and listening5. Increased use of technology6. Life skills emphasized across subject areas7. An increase in rigor(http://www.teachhub.com/7-ways-common-core-will-change-your-classroom)

+

Let’s try to put the pieces together.

+

Unpack Standards

Lear

ning

Expe

rien

ces

Assessment

+ Formative Why? – Support learning

during the learning process…about guiding where instruction needs to go next.

When? – To be used before, during, and/or after a lesson.See: http://www.sde.idaho.gov/site/formativeInterim/docs/FormativeAssessmentTools.pdf

What? – Many strategies can be used for different purposes.See: http://www.isbe.net/common_core/pdf/da-form-asmt-chart.pdf

Perf

orm

an

ce

Based

Tasks

&

Assessm

en

ts

Assessment

+

How do we complete the puzzle?

+

A first piece to consider…

+

Roger and David W. Johnson are

the nation’s leading researchers on

cooperative learning.

Roger and David Johnson have no doubts: cooperative learning works to the benefit of students, teachers, schools, and communities. “Human beings learn more, flourish, and connect more when they’re cooperating and less when they’re competing or working in an isolated fashion,” Roger Johnson says. (Source: http://www.cehd.umn.edu/research/highlights/coop-learning/)

+

20 Years of Research Shows

That cooperative learning improves students’ efforts to

achieve. They work harder, achievement

levels go up, material is remembered longer, higher-

level reasoning is used more, and it provides not just

external motivation but also intrinsic motivation.

(Source: http://www.cehd.umn.edu/research/highlights/coop-learning/)

+

That cooperative learning methods improve interpersonal

relationships among those working together. Students

working cooperatively tend to like each other better, including

groups with both able-bodied students and students with

disabilities, groups with students of different ethnic backgrounds, and groups with both genders.

(Source: http://www.cehd.umn.edu/research/highlights/coop-learning/)

20 Years of Research Shows

+

Students in cooperative learning situations show increased self-esteem,

self-efficacy, and confidence in the future. They tend to have a higher

regard for school, for the subject they are studying, and for their teachers.

“Each group should leave each individual stronger,” Roger Johnson

says. “The ideal in cooperative learning is that they learn in a group and are

able to perform it alone.”

(Source: http://www.cehd.umn.edu/research/highlights/coop-learning/)

20 Years of Research Shows

+

Positive Interdependence

Individual Accountability

Group Processing

Social Skills

Face-to-Face Interaction

Source: https://sites.google.com/site/cooperativelearningresources/edss-511

Five Key Components

Cooperative Learning in the Elementary Classroom

Cooperative Learning In Middle School Classroom

+ A few more

resources for

Cooperative

Learning.

Handouts

Teacher Vision – Cooperative Learninghttps://www.teachervision.com/pro-dev/cooperative-learning/48531.html

Project-Based Learninghttp://college.cengage.com/education/pbl/tc/coop.html

Cooperative Learning http://www.learnnc.org/lp/pages/4653

Implementing Cooperative Learninghttp://www.brighthubeducation.com/teaching-methods-tips/79325-how-to-implement-collaborative-learning-in-classroom/

Cooperative Learning Assessment Toolshttp://www.dailyteachingtools.com/cooperative-learning-evaluate.html

Cooperative Learning in Ohio Schoolshttp://www.ilearnohio.org/search/resources/

+More Pieces to the

Puzzle…

Performance Task

Performance Assessment

+ Complex challenges that culminate in one or more products or performances.

Range from short-term tasks to multidimensional projects.

Require students to apply knowledge and skill to solve a problem.

Real-world audience and context.

Performance tasks present interesting possibilities for applying an array of curriculum-related knowledge and skills.

essays, science projects, public

speaking, multimedia

projects, etc.

Performance Based Learning

+ Performance Based Assessmentshould be based on the curriculum.

an excellent way of addressing skills at the higher level of Bloom’s taxonomy.

provide impetus for improving instruction, and increase students' understanding of what they need to know and be able to do.

involve observing student performances and examining products they have created.

requires students to structure and apply information.

+

How does all of this fit with the Diocesan Curriculum?

+

Unpack Standard

s

Learning Experience

s

Assessment

Essential QuestionsContentSkills

Engage students in learning…Design performance tasks(Employ formative assessments)

Determine what students know and understand?Design performance assessment tools

Th

e C

urr

icu

lum

+

Let’s look at an example…

+Learning Experience

Cooperative Group Work. Working in

cooperative groups, have students

write a parody of a well-known song or

poem and then make a video or slide

show that displays the theme, tone,

and point of view of the parody. Present

the video or slide show to the class.

Assessment

Working in cooperative groups,

students will write a parody of a

well-known song or poem and

then make a video or slide show

that displays the theme, tone,

point of view of the parody.

Present the video or slide show to

the class.

This is a restatement of

the performance task

found in the learning

experience.

This is the task that will

be assessed.

The question is this:

What tools or

strategies will I use to

assess the work of the

students in completing

this task?

+ Assessment Tools/Strategies I Might

Use

Checklists writingmediaoral presentation

Rubricswritingmediaoral presentation

Self-Assessment Toolswritingmediaoral presentationgroup work

Cooperative Learning Group Work Assessment Tools

+Developing Rubrics (Samples) Rubistar – http://rubistar.4teachers.org/

A collection of rubrics for assessing portfolios, cooperative learning, research process/report, PowerPoint, podcast, oral presentation, web page, blog, wiki, and other web 2.0 projects – http://www.uwstout.edu/soe/profdev/rubrics.cfm

Kathy Schrock’s Guide to Everything – http://www.schrockguide.net/assessment-and-rubrics.html

Rubrics for the Early Grades – http://www.mrsjonesroom.com/rubrics/

+

So, how do we complete the puzzle?

+

Let’s give it a try…

+In Cooperative Groups… Designate one person to keep

you on task. Choose one or two persons to

take notes on the type of “product” included in the performance task and how it will be assessed.

Identify one person as your consensus builder.

Designate one person as your time keeper.

Select one or two persons who will report to the large group.

+ Quiet voices

Respect one another (no put-downs)

Everyone must participate

Listen attentively to each other

Encourage one another

“I” Messages (A way of saying how you feel without attacking or blaming. They help to de-escalate conflicts and facilitate constructive dialogue and problem-solving.)

Rules for the Cooperative Learning

Activity

Let’s

Work

Together!

+Cooperative Group Work. Working in

cooperative groups, have students write a

parody of a well-known song or poem and then

make a video or slide show that displays the

theme, tone, and point of view of the parody.

Present the video or slide show to the class.

Learning Experience

What the students will do in class or as an

assignment working alone or with a partner or in a

cooperative group.

Assessment

This is a restatement of the performance task found

in the learning experience.

This is the task that will be assessed.

The question is this: What tools or strategies will I use

to assess the work of the students in completing this

task?

Working in cooperative groups, students will

write a parody of a well-known song or poem

and then make a video or slide show that

displays the theme, tone, point of view of the

parody. Present the video or slide show to the

class.

Sample from the

Diocesan Curriculum

+ Activity OneWorking in your cooperative group do the following:

1. Carefully read the sample performance task.

2. Identify all of the “products” you will expect the students to produce.

3. For each of these “products” decide which type of assessment tool you will use.

4. Design one of these assessment tools.

Let’s Work

Together…

+ Assessment Tools/Strategies I Might

Use

Checklists writingmediaoral presentation

Rubricswritingmediaoral presentation

Self-Assessment Toolswritingmediaoral presentationgroup work

Cooperative Learning Group Work Assessment Tools

+

Work on putting the pieces together. … Let’s

share!

+Grade 2: Trash to Treasure

Grade 5: Kids Make A Difference

Gade 8: Who Has The Power?

Project Based Learning Samples

Grade 6: It's Simply a Balancing Act

+

Why Performance Assessment?

+

Let’s give it another try…

+In your Cooperative Groups remember

to:

Designate one person to keep you on task.

Choose one or two persons to take notes.

Identify one person as your consensus builder.

Designate one person as your time keeper.

Select one or two persons who will report to the large group.

+ Quiet voices

Respect one another (no put-downs)

Everyone must participate

Listen attentively to each other

Encourage one another

“I” Messages (A way of saying how you feel without attacking or blaming. They help to de-escalate conflicts and facilitate constructive dialogue and problem-solving.)

Rules for the Cooperative Learning

Activity

Remembe

r the

Rules…

+ Activity TwoWorking in your cooperative

group, complete the following:

1. Carefully examine the sample from the Diocesan Curriculum.

2. Looking at the suggested learning experience and assessment, identify all of the “products” you will expect the students to produce.

3. For each of these “products” decide which type of assessment tool you will use.

4. Create at least one of these assessment tools. (More if time permits.)

Let’s Work

Together…

+ Assessment Tools/Strategies I Might

Use

Checklists writingmediaoral presentation

Rubricswritingmediaoral presentation

Self-Assessment Toolswritingmediaoral presentationgroup work

Cooperative Learning Group Work Assessment Tools

+ How’d we do?

+ Activity ThreeWorking in your

cooperative group

complete the following:

1. Carefully examine the sample standards & skills to determine what students will need to do to show they know and understand…

2. Create a performance task indicating student “products”

3. For each “product” decide which type of assessment tool will be used.

4. As time permits, create at least one of these assessment tools.

+

Let’s share our work.

+ Activity FourSelect a topic/unit you are

currently teaching.Using this topic/unit, identify a

performance task (learning experience) you will have the

students do. Then decide what products the

students will generate in completing the performance task.

How will you assess those products? What tools or strategies will you use. Design at least one

of these assessments tools. Share your plans with your

colleagues.

+

Come togethe

r as a

whole group.

+

Seein

g t

he

wh

ole

pic

ture

.

Diocesan Curriculum (based on Common Core and Ohio Standards)

+ Performance Tasks + Performance Assessments

= Student Understanding and Achievement

+

For being with

us today.

Closing

Prayer

Have a restful

weekend!