Analyzing and Examining Student Work
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Transcript of Analyzing and Examining Student Work
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Analyzing and Analyzing and Examining Student Examining Student
WorkWork
Analyzing and Analyzing and Examining Student Examining Student
WorkWork
Day 2Day 2
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Welcome Back• In your group process…
You practiced analyzing student work• What purpose did you have for your analysis?
(What question are you answering?)• What essential questions did you use to analyze
the student work? Curriculum Environment Instruction Student
Be prepared to reflect and share this morning
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Analyzing Student Work
• Provide a brief background on the student work Type of task Curriculum objective
• Share what you learned from analyzing student work
• One Aha• One new question it raised
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Let’s Refresh…
Analyzing and Examining Student
Work is Instructional Decision-Making
analyze student work
collaborative dialogue
protocols
reflective practice
examine student work
instructional practice
school improvement
components of assessment
levels
elements
types
universal
intervention
specialized support
curriculum
environment
instruction
student
quantitative
qualitative
instructional level
monitoring
patternsapproaches to learning
specific skills known
essential questionsproblem
solvingstudent
outcomes
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Continuum of Support
Specialized Individual Support1-7%
(Individual Student System)
Interventions5-15%
(At-Risk System)
Universal Programs for All Students
80-90%(School-Wide &
Classrooms Systems)
All Students in School (Horner, 1998)
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What Do We Assess?
Context of learning
What we teach
Outcomes of Learning
How we teach
Student
Instruction
Environment
Curriculum
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Professional Development Model
Examining Student Work
Examining student work has always been part of a teacher’s job. But, in recent years, that practice has moved from being a solitary activity to being a more collaborative effort in which teachers learn about their practice by sharing with and listening to colleagues.
Tools for Schools, NSDC, Feb/March 2001
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Analyzing & Examining Student
Work
Analyzing Student Work
• To reflect upon instructional practice as it relates to an
individual student’s progress or the progress of a targeted group of students
• To make instructional decisions focused upon specific a
student or a specific group of students
Examining Student Work
• To reflect upon instructional practice as it relates to the
learning of all students
• To make instructional decisions about universal practices about general curriculum
Purpose
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Analyzing & Examining Student
Work
Analyzing Student Work• Occurs as an individual,
partners, or a specific small group of colleagues
• Focuses upon a targeted student’s work (purposefully selected)
• Is designed to support problem-solving and meeting the specific instructional needs of a student or a targeted group of students
Examining Student Work• Occurs only with a small
group of colleagues• Focuses on any student’s
work (more randomly selected)
• Is designed to structure reflective dialogue for a group of professionals in order to enhance the instructional practice of those individuals
Characteristics
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Analyzing and Examining
Student WorkAddress Intensity of
Need for a Few Students
Close Achievement/ Performance Gaps for
Some Students
Ensuring Effective Instructional Practices and
Promoting Positive Educational Outcomes for
All Students
All Students in School (Horner, 1998)
Sch
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Timed-Pair-ShareTurn to your shoulder partner.
Dialogue about the differences between analyzing and examining student work
• Partner A speaks for 1 min, while Partner B listens.
• Partner B speaks for 1 min, while Partner A listens.
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So How Does It Feel?• How did it feel to be the listener?• How did it feel to be the speaker?• What does this tell us about
listening?A Crucial Skill for Examining Student Work – LISTENING!NOW HEAR THIS….
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Effective Listening• Paraphrase • Clarify • Summarize • Ask questions• Use non-verbal cues• Validate • Keep focused • Silence
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Descriptive Review• Review the Process
The facilitator provides the directions and timelines for the process.
• Setting the Tone The group reviews the intention of
the process. The group agrees to the reflective process.
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Descriptive Review• Work is Presented/Context
Teacher puts the work out for the team to see and provides a brief introduction to the work.
• Descriptive Rounds Selection of rounds is based on type of work
and focus of reflection. Each round builds on the previous one, seeking to deepen an appreciation for the instruction, task, and student learning.
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Descriptive Review• Hearing from the Teacher
Presenter has time to say what was heard.
• Reflecting The group reflects on the process. Each member highlights what was
learned.
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Descriptive Review Timetable
Steps Time
Review of Process 5 minutes
Setting the Tone 15 minutes
Work is Presented with Context 5 minutes
Descriptive Rounds 30 minutes
Hearing from the Teacher 10 minutes
Reflecting 5 minutes
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Descriptive Review• Review the Process
We need 4-6 volunteers to model this protocol.
The rest will respond to the questions on post-its. One idea per post-it please.
• Setting the Tone We will focus on our listening skills.
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Descriptive Review• Work is Presented/Context
I am a kindergarten teacher who has asked the students to draw a picture about a trip to the zoo. This activity was intended to asses prior knowledge for students before reading a text about the zoo. This is one of my student’s drawings. I would like to learn more about what background knowledge he has and how to use this information to develop a pre-reading activity.
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Round One: Describe what you see.
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Round Two: What Questions Do You
Have?
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Round Three: Provide Feedback to the
Presenter.
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Descriptive Review• Hearing from the Teacher
I heard you say…
• Reflecting Let’s reflect on our comments.
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Round One: Describe what you see.
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Descriptions vs. Judgments
• Descriptions See, Hear, Touch Evidence based Specific language
• Judgments Inferences Feelings Assumptions
Perceptions
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Examine Your Post-its• Sort your post-its.
Descriptions Judgments
A Crucial Skill for Examining Student Work – Use Descriptions Only!
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Round Two: What Questions Do You
Have?
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Types of Questions• Opening Thinking
Inquire Explore Extend focused statements Invite a wide-range
• “What are some of the ways you noticed the students demonstrated their learning?
L. Lipton & B. Wellman, 2003
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Types of Questions• Focusing Thinking
Detail Clarify Refine vague statements Probe for specifics
• “The students did not understand the directions.” “What did you see the students doing when you finished the directions?”
L. Lipton & B. Wellman, 2003
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Examine Your Post-its• Sort your post-its.
Open Thinking Focused Thinking
A Crucial Skill for Examining Student Work – Be Strategic in the Types of Questions You Use.
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Round Three: Provide Feedback to the
Presenter.
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Providing Reflective Feedback
• Describe the behavior, not person• Use observations, avoid inferring• Seek to understand, not to judge• Provide ideas, not answers• Validate ideas, rather than oppose
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Examine Your Post-its• Sort your post-its.
Objective ideas Answers/Judgments
A Crucial Skill for Examining Student Work – Provide objective ideas that provide an open perspective.
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BREAK TIMEBREAK TIMEBREAK TIMEBREAK TIME
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Standards in Practice• Setting the Tone
The group reviews the intention of the process. The group agrees to the reflective process.
• Completing the Assignment The group actually does the assignment as
it was describe to the students.
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Standards in Practice• Identifying Standards
Group takes the standards they are using and find those standards to which this assignment might be directed.
• Creating a Scoring Guide Construct a scoring guide (rubric) for this
specific assignment. The range should be 4=ideal work, to 1=minimal effort. The rubric must include words denoting quality.
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Standards in Practice• Scoring the Work
Participants use the scoring guide to score the student work, first individually then as a team.
• Summarize results Does this work meet the standards? “Was the
assignment well designed to help students achieve the standards?”
If not, what are we going to do about it? Create an action plan.
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Standards in Practice Timetable
Steps Time
Setting the Stage 5 minutes
Completing the Assignment 10 minutes
Identifying Standards 10 minutes
Creating a Scoring Guide 10 minutes
Scoring the Work 10 minutes
Summarize results 10 minutes
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Lunch TimeLunch TimeLunch TimeLunch Time
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Look for your new space
Group 1BethelThomaston-HartfordSimsbury-Danbury
Group 3ClintonColchesterManchester-Naugatuck
Group 2Southington-HamdenBristolWest Hartford
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Stations• We will rotate through three stations.
Each station will be 30 minutes. Rotate clockwise.
• Stations Case Story Chalk Talk Computer Web Searches
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Chalk Talk• Format: A non-verbal dialogue about a
question• Purpose: To gain perspectives and
insights on an issue • Roles:
Facilitator-presents the question and monitors the non-verbal process
Group member- responds to question in writing
• Time Frame: 15-60 minutes
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Chalk Talk• Steps:
Facilitator explains the process, stressing that it is silent.
Facilitator writes a question on the board. Either each person gets a piece of chalk/marker or
several pieces of chalk/markers are randomly distributed.
Participants write on the board as they feel moved. Long pauses are normal and acceptable. The
facilitator should provide plenty of wait time.
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Chalk Talk• Steps:
Facilitator can choose to• Stand back and allow to unfold• Circle interesting ideas, therefore inviting
comments • Write questions about a participant• Add his/her own ideas• Connect comment together with a line or a question
mark
When it is done, it is done
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Chalk Talk• How can we structure our
environment so that co-operative learning can occur without the typical movement and noise level of one group interfering with another group?
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Case Story• Format: A presentation of a story• Purpose: To understand the presenter’s
dilemma and offer suggestions• Roles:
Presenter-presents the story Facilitator-facilitates group discussion Group member-reviews and discusses story
• Time Frame: 30-45 minutes
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Case Story• Format of the story:
Must be written• Helps clarify the dilemma• Provides a concrete focus• Focuses on the story rather than the presenter
Should be real events Story format (characters, events, etc.) One to two pages
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Case Story• Steps:
Presenter reads his/her story (5-10 min) Group asks clarifying questions (5-10 min) Group discusses case story (10-20 min)
• Presenter listens without responding
Presenter comments on discussion (5 min) Group and presenter comment on new
learning and process (5 min)
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Web Siteswww.nsdc.org/library/studentwork.html
“Examining Student Work” by Ruth Mitchell
www.lasw.orgLearning About Student Work
http://learnweb.harvard.edu/alps/ALPS Active Learning Practices for Schools
http://pzweb.harvard.edu/Research/Rounds.htm
Rounds at Project Zero
http://www.edtrust.orgEducation Trust
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Web Siteshttp://www.essentialschools.org/pubs/horace/13/v13n02.html
Looking Collaboratively at Student Work: An Essential Toolkit
http://www.catalyst-chicago.org/12-99/129toc.htm
CATALYST: Voices of Chicago School Reform
www.middleweb.com/Hooverpromo.html“Hoover Middle School Teachers Examine
Student Work”
www.cesnorthwest.orgCoalition of Essential Schools
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Let’s RegroupLet’s RegroupLet’s RegroupLet’s Regroup
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Tuning Protocol• Introduce the protocol (5 mins)
• Present the work (15 mins) The presenter provides context and the materials for
the discussion. The presenter poses specific questions for exploration.
• Clarifying questions (5 mins) Participants ask non-judgmental, focused questions
in order to clarify.
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Tuning Protocol• Individual writing (5 mins)
Participants write about the presentation, responding to the presenters questions for themselves.
• Participant discussion (15 mins) Presenter silently takes notes while the
participants discuss the issues raised.
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Tuning Protocol• Presenter reflection (15 mins)
The presenter reflect aloud on the discussion while the participants remain silent.
• Debriefing (5 mins) The group discusses how the process went
and highlights each person’s new learning.
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Other Protocols to Consider
• Action Reflection Protocol (Education Development Center)
• Art Shack (Riverdale Grade School, Portland OR)
• ATLAS Learning from Student Work (ATLAS Communities)
• California Protocol (CA Center for School Restructuring)
• Case Story (CES)• The Charrette
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Other Protocols to Consider
• Chalk Talk (CES)• Collaborative Analysis of Student Learning
(CAStle) ASCD• Constructivist Protocol (Daniel Baron at
Harmony School, IN)• Consultancy (CES/Annenberg Institute
National School Reform Faculty)• Critical Incidents Protocol (See Costa &
Killick’s model as well as David Tripp’s work)
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Other Protocols to Consider
• Final Word Protocol (Coalition for Essential Schools)
• Learning Record Assessment System (Mary Barr, Center for Language in Learning)(formerly CA)
• Lesson Study (Japan)• Primary Language Record (Centre for Language
in Primary Education, London)• Slice (Joseph McDonald)• Sticky Issues (CES)• Text-Based Seminar (CES)
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So What’s Next?• With your group create a plan to
apply what you learned Select a protocol to try Determine a time to practice and
reflect
• For CEUs…