Beyond the Data Retreat Julie Popham Barb Rowenhorst.

Beyond the Data Retreat

Julie PophamBarb Rowenhorst

Oh, the places we’ll go

Write something about a land form/object from a place you were this summer and how that compares to assessment.

Transition

Transition

Assessment is like a beach ball because… it keeps you focused on student learning rather than bouncing around with your instruction.

Transition

Synectics – Greek word meaning:

– Bringing together of diverse elements.

– Metaphorical problem-solving process that promotes creative thinking.

Norms

Listen with Engagement – Be Fully

Engaged

Honor Each Other’s Thinking

Honor Private Think Time

Everyone has a Voice

Be Respectful of all Comments

Limit Side Conversation

Take Care of Your Needs

Cell Phones Off/Vibrate

Agenda

LiveBinder Materials

http://bit.ly/1q8hOqp

Access Code

DOE



SD DOE Aspirations OUTCOME #1: Students enter 4th grade proficient or advanced in reading.

http://doe.sd.gov/outcomes/documents/4thReadin.pdf

SD DOE Aspirations OUTCOME #2: Students enter 9th grade proficient or advanced in math.

http://doe.sd.gov/outcomes/documents/9thMathfs.pdf

SD DOE Aspirations OUTCOME #3: Increase the academic success of Native American students.

http://doe.sd.gov/outcomes/documents/NAsuccess.pdf

SD DOE Aspirations OUTCOME #4: Students graduate high school ready for postsecondary and the workforce.

http://doe.sd.gov/outcomes/documents/CCRgoalfs.pdf

http://doe.sd.gov/outcomes/documents/CCRgoalfs.pdf

DOE Menu Option

Outcomes

• Recognize why data needs to be analyzed at the student level.

• Focus on individual student data when using a data-driven cycle.

• Implement a data-driven cycle of assessment, analysis, and action to inform instruction.

• Plan for instruction based on information gathered during the data-driven cycle.

Assignments – Day 1

• Prior to this training (Day 2), participants were given the following assignment:

Assessment for Learning

• “In reviewing 250 studies from around the world, published between 1987 and 1998, we found that a focus by teachers on assessment for learning, as opposed to assessment of learning, produced a substantial increase in students’ achievement.”

Paul Black & Dylan Wiliam, (1998)Assessment and Classroom Learning,

Assessment in Education: Principle, Policy, and Practice, 5 (1),pp. 7-73.

Dylan Wiliam Richard Stiggins Jan Chappuis

James PophamThomas Guskey

Douglas FisherNancy FreyDoug Reeves

Robert Marzano Connie Moss

21

• a window into student’s thinking and learning and “…a significant model of school improvement from within.”

Harvard Project Zero

• a way to “build the capacity of school faculties to improve the quality of instruction…through a critical review of student work.”

Academy for Educational Development

It IS….

I don’t hear him whistling.

It is assessment that helps us know the difference between teaching and

learning.

I said I taught him; I didn’t say he learned it.

I taught my dog Spothow to whistle.

It Isn’t….


“You are just asking kids to keep you informed regarding how well they understand something.”

James Popham


Everything students might….»say»do »create

has the potential to be formative because it can provide information about how much

they understand and helps the teacher plan the next steps of instruction.


“The greatest value in formative assessment lies in teachers and students making use of results to improve real-time teaching and learning at every turn.”

Chappuis & Chappuis, 2007The Best Value in Formative Assessment

Video

Assessment for learning can take many different forms in the classroom. It consists of anything teachers do to help students answer three questions…

• Atkin, Black, & Coffey, 2001


Assessment for learning, supports learning in two ways: – Teachers can adapt instruction on the basis of

evidence, making changes and improvements that will yield immediate benefits to student learning.

– Students can use evidence of their current progress to actively manage and adjust their own learning.• Stiggins, Arter, Chappuis, & Chappuis, 2006


“The goal of assessment for learning is not to eliminate failure, but rather to keep failure from

becoming chronic and thus inevitable in the mind of the learner.”

Rick Stiggins, 2007Assessment Through the Stdent’s Eyes


• Assessment for learning begins when teachers– Share achievement targets with students– Present those expectations in student-friendly

language accompanied by examples of exemplary student work

– Give frequent student self-assessments with continual access to descriptive feedback in appropriate, manageable amounts

– Have students chart their trajectory toward the “transparent achievement” targets their teachers have established.

The student’s emotional reaction will determine what that student does in response.

“I understand, I’m OK, and I choose to keep trying.”

“I see, I can’t do this and I will give up.”

The target needs to be in reach…

“You can enhance or destroy students’ desire to succeed in school more quickly andpermanently through your use of

assessment than with any other tools you have at your disposal.”

Do you agree or disagree with this statement? Include evidence from the article to support your thinking.

Assessment Connections

I always did well on essay tests. Just put everything you know on there, maybe you'll hit it. And then you get the paper back from the teacher and she's written just one word across the entire page, "vague." I thought vague was kind of vague. I'd write underneath it "unclear," and send it back. She'd return it to me, "ambiguous." I'd send it back to her, "cloudy." We're still corresponding to this day...hazy...muddy...

Jerry SeinfeldSeinLanguage

Past Focus

• Big Picture• Accountability• How are we doing?–District?–School?

Determinations...

• Based on– Proficiency Levels– Benchmarks– Standards

• Create a plan• Raise group performance• Meet accountability standards

Consider this...

• We cannot help children academically until we know why they are struggling.

• We cannot turn around failure until we know why students have fallen behind.

• We cannot appropriately change instruction to the benefit of students until we know what they know and what they don't know.

• We have to know why their data looks like it does and the why involves considerably more that numbers.

An illustration...

Are skills improving?

How far has he come?

Reasons for improvement

• A teacher who understands– How to scaffold learning for the child– That foundational skills need to be mastered for

higher level skills to be learned– Research based instructional strategies– Student motivation is fueled by academic success– How to study data and apply it to daily instruction– That data is more than numbers

A secondary example

Consider a secondary student who is doing poorly in...

American History Accounting Physics

Where do we look for the solution?

Common response

• Special Education• Accommodations– Extended time– Modified grades– Alternative classes– Reduce the content– Reduce expectations

• Mission? Destination?• Graduate and earn a diploma

What's the next step?

ChemistryWe've analyzed student skills and determined:• The student can read and comprehend• The student possesses necessary skills

in mathematics• Does well on short answer exams and

quizzes• Exhibits difficulty with extended

response and lab write ups

Let's get ready...

• Let's focus on instruction and planning• Let's think about student engagement and

motivation as a teaching responsibility• Let's get in the right mindset and get ready to

examine how students respond to what we do with students every day

Data Analysis

• Data are useless without a good analysis.

• A step-by-step method for understanding data can inform planning, teaching, and learning.

• The results of the analysis can be used to improve student learning.

“How to Survive Data Overload,” Principal Leadership, October 2006

Using Results

• Let’s get a clear picture of students’ understanding and application of knowledge and skills

• Let’s compare student performance to expectations and provide feedback

• Let’s evaluate the effectiveness of teaching strategies

• Let’s recognize challenge areas and adjust instruction accordingly

• Let’s celebrate and learn from success!

Using Results

• Let’s frequently monitor progress in order to:

– Adjust instruction as necessary to meet student needs

– Assist students in knowing their current status and next steps towards achieving a higher level of success.

Using Results

• Teachers use and respond to assessment results, students are the key users of the results.

– Where am I now?

– Where do I need to be?

– How can I get there?

– What help do I need?Intentional Instruction

Aligned Assessment

Formative Assessment Process

Adapted from the Webinar by Eileen Depka, PhDDirector of Continuous Improvement and Assessment

Handout 1

Step 1

1. Clarify the Learning Target

Once we determine our learning targets and define how we should assess them,

then we can plan clear instruction and experiences and can best combine them to prepare students to know what

they need to know and demonstrate their learning.

Larry Ainsworth

2. Determine the format & purpose.

• What is it that we want to assess?

• How will the assessment help us to evaluate what the student knows and can do?

1. Look at the standard(s) and determine what will be assessed.– Disaggregated standards http://sdccteachers.k12.sd.us/ – Unpacked standards for those that aren’t CCSS

2. Decide on what format will best work.

3. Create or identify the assessment.

Step 2

http://sdccteachers.k12.sd.us/

http://sdccteachers.k12.sd.us/

Step 2

• Test items need to be well written

• Test samples appropriately– Appropriate number of items related to a skill in

order to say whether a student does/doesn’t have this skill(s)

• Items have to match important learning outcomes

2. Determine the format & purposeLook at the standard(s) and determine what will be assessed..

61

Step 2

Selected Respons

Multiple Choice

True/False

Labeling

Matching

Fill-in-the-blank/Short answer

Extended Written Response

Constructed Response

Essay

Performance

Application of knowledge and skills

Products/Projects

Demonstrations

Oral Communication

Conferences

Interviews

2. Determine the format & purposeDecide on what format/assessment method will best work.

Step 3

3. Administer the assessment

4. Organize the data

• Collect and organize the data.

• What is it that we want the student(s) to be able to know and do?

• How will you organize the data to make it easier to analyze the strengths and areas of need?

Step 4

5. Evaluate data to determine strengths and areas of need.

• Because the assessment was based on specific components of the standards, compare the result with the expected result.

• The results will indicate areas of strength and challenge.

Step 5

Step 5

Rich, complex work samples show us how students are thinking, the fullness of their factual knowledge, the connections they are making.

Talking about them together in an accountable way helps us to learn how to adjust instruction to meet the needs of our students.

Looking at Student Work Website

5. Evaluate data to determine strengths and areas of need.

Step 66. Create and implement plans to close the gap.

6. Create and implement plans to close the gap.

1. Close the gap between expectation and performance by employing different instructional approaches and materials, based on what we have learned about our students.

2. Next steps in responding to the data would include determining the best way to teach follow-up lessons in order to close the gaps in understanding.

– How the concepts will be taught and practiced.

–What resources will be used to re-teach.

– How you will know that this was successful?

Step 6

Letter Names

Example – Reading

STEP 1

1. Clarify the target

STEP 2

2. Determine the format and purpose

STEP 3

STEP 4

Letter Naming Fluency

Stimulus Letter

Student Response

Didn’t Know

SelfCorrected

Upper Case

Lower Case


STEP 5


Stimulus Letter

Student Response

Didn’t Know

SelfCorrected

Upper Case

Lower Case

j f ✔x 3 ✔z s ✔g j ✔i e ✔

w DK ✔ ✔u DK ✔ ✔L e ✔P f ✔n m

H a ✔

5. Examine strengths and areas of need based on data.

STEP 6


What really counts is what happens after the assessments.” “…what mattes most with formative assessments is how students and teachers use the results.”

Thomas R. Guskey

Based on error patterns and working one-on-one or in a small group of children with the same letter naming deficits– Begin with instruction of letter names concentrating on letters

that will be seen frequently in early reading• Vowels, b, c, t, etc.

– Take care not to present visually or phonologically similar letters together

Step 6 cont.– Teach the letter name followed by a variety of

practice activities• Present students with the target letter in various

forms and say the name of each letter• Repeatedly trace the target letter • Repeatedly write the letter while saying the name

of the letter– Use a variety of mediums

• Using three dimensional letters have students draw them from a container and identify them by name with eyes closed• Search for target letter in printed materials

Step 6 cont.– Assess progress weekly to determine effectiveness and

if instruction is effective:• Continue to add additional letters as letters are mastered• As new letters are added for instruction continue to include

those that have been previously mastered• As letters are mastered add letter sound instruction for those

that are visually and phonologically similar

– If instruction is ineffective:• Check to ensure that content is appropriate• make sure there are no missing pre-requisite skills that must

be mastered before this instruction can be learned• slow the pace of instruction• place child in a smaller group• add additional sessions,

STEP 5


Stimulus Letter

Student Response

Didn’t Know

SelfCorrected

Upper Case

Lower Case

b d ✔d p ✔p b ✔g j ✔m n ✔a o ✔d b ✔p d ✔

5. Examine strengths and areas of need based on data.

STEP 6


Since the student is familiar with names of letters, instruction will focus on discrimination of visually similar letters• Instructional activities will be the same or similar to the

instruction used with the previous student but with a focus on discrimination• Begin with two letters that are visually similar• Move through the instruction and practice activities at an

appropriate pace• Add a third letter that is visually similar and teach in conjunction

with letters that have been mastered

Let’s evaluate…

The Seductive Allure of DataW. James Popham

1 According to Popham what are the five attributes of an instructionally useful test?

2 Define each attribute.

1) Significance• Measures students’ attainment of a worthwhile aim

2) Teachability• Measures something teachable• If a teacher delivers reasonably effective instruction aimed at the test’s

assessment targets, students should be able to master what the test measures.

3) Describability• Directly based on clear descriptions of the skills and knowledge it measures.

4) Reportability• Results are reported at a specific enough level to inform teachers about he

effectiveness of the instruction they provide

5) Nonintrusiveness• Shouldn’t take too long to administer

Your turn…

• Think of specific skills you teach.• How do you assess those skills?• How might you re-teach or provide additional

instructional support to those students who have not yet mastered the skills that are required for content mastery?

• How will you know the skills have been mastered?

Single-Digit Addition Within 20

Example – Math

Step 11. Clarify the learning target

Step 22. Determine the format and purpose

Step 3• This is a pretest of addition

within 20• Say to the student, “I want to

know how many of these problems you know. By “know,” I mean you know them right away. If you have to count on your fingers, you do not know it and you would skip that problem. Do only the problems you know. Skip those that you don’t know. You will have 3 minutes to do this.”


When the child is done, have him/her circle all those s/he didn’t know.

Step 44. Organize the data (Student)• By student

Step 5

0

0

X

5. Evaluate the data to determine strengths and areas of need

Step 55. Evaluate the data to determine strengths and areas of need

Step 5

• Insert Ma/Pa Kettle video

5. Evaluate the data to determine strengths and areas of need

Step 6

• Looking at the student’s chart/data…– What prerequisite skill is needed in order to master the

standard (chart)?– What does s/he know that you can build upon to move

the student to the next step in his/her learning?– Which errors are simple mistakes and which show an

area of need with the concept/skill? – Why might they have made that error?– Is there a pattern of errors?– Are other students exhibiting the same type of errors?

If so, would small group instruction work best?


Step 6

Sample Cognitive Guided Instruction (CGI) Questions

1. You know the double 7 + 7. I wonder how you can use 7 + 7 to help you solve 8 + 7? (Near doubles)

2. You know your 10 plus strategy in 10 + 7. How can you use 10 + 7 to help you solve 9 + 7? (Plus 9)


Step 6

• Validate if necessary. Using the error patterns, a 1:1 interview with the combinations cards could be done to validate any error patterns.

• Do a 1:1 interview with the lowest combination card set.

• Begin with addition in that set, then subtraction in that same set before advancing to the next combination set.

• Observational notes during 1:1 interview, small group instruction, and while student is playing the games.

• Small group instruction with students exhibiting the same areas of need.


Step 6

• Manipulatives to demonstrate thinking• Math fact folders• Math fluency games• Students explaining mental strategies• Apply facts to word problems• Provide challenges and extra support to meet

students’ needs. • Timed tests (3 min.)


Step 6• Progress monitor on a regular basis to determine the

effectiveness of instruction– Use the 1:1 interview with the combination cards for

combination knowledge – Use a the same or similar timed math handout to check for

fluency. – Use observational notes to track how the problem is solved

(using fingers, know, count on, or making 10).

• If instruction is ineffective:– Check to ensure that the foundational knowledge of the skill

prior to the skill being worked on is mastered. (Too high of an entry point?)

– More time? More support (1:1)? Smaller group?


Step 6

• By class…organize and analyze data to determine small groups

• What are some ways you could display the class data based on the sample assessment?

• What would be the headings at the top?


Step 6

Student NamesSet 1

+ 1, +2 combo to 10

Set 2Doubles

Set 3Near Doubles

Set 4Plus 10

Set 5Plus 9/Other

Combo.

FluencyTime Test

Or Combo Cards

Student 1

Student 2

Student 3

Student 4

Student 5

Student 6

Student 7

Student 8

Student 9

Student 10

Color coding data make them easy to read and interpret.Assessment for Learning

www.edweb.net/assessment

• By class 6. Create and implement plans to close the gap.

http://www.edweb.net/assessment

http://www.edweb.net/assessment

Ancient Civilizations

ExampleSocial Studies

Steps 1 & 2

A more comprehensive approach:

Let’s look at a pre-test given at the beginning of the year to determine which strands will need to be examined most closely with the whole class.

This pre-test will also be used to determine which students may need differentiated instruction or additional supports within the classroom.

Step 3

3. Administer the exam Handout 2LiveBinder

Step 3

• Using the answer sheet provided, respond to questions 1-26.

• You will have 15 minutes to complete the exam.• Work alone and answer each question to the best of your

ability.• After you have answered question 26 STOP. Do not

proceed any further.• Remember, this is a pre-test. It is designed to measure

your content knowledge before instruction has taken place.• Does anyone have any questions?• Begin.

Current South Dakota Middle School Social Studies Strands

• U. S. History• World History• Geography• Civics (Government)• Economics

Strands Identified in the 6th Grade Social Studies Exam

• History• Geography and

Environmental Literacy• Civics and Government• Economics• Culture

Step 44. Organize the data

Step 4

4. Organize the data Handout 3

Step 4

• Using the key at the end of the exam (pages 1 and 2) correct your exam.

Step 5

5. Evaluate the data to determine strengths and areas of need.

Using the Social Studies Data Worksheet, place a check mark in each corresponding cell to indicate both the number and primary strand for each incorrect answer.

✔

✔

Step 5

• Assemble into groups of five.• Working with your partners, use your completed

worksheets to analyze your test results.1. Assuming your 5 person team is a class, identify your

strengths and weaknesses as a class.2. Identify strengths and weaknesses of each team member.

Are there individual students who will need differentiated instruction?

3. In which strands will individual students require differentiated instruction?

4. Are there multiple students in your class with the same area(s) of need?

5. Evaluate the data to determine strengths and areas of need.

Step 5

In what other ways might you

organize the data?

History• Time Period• LocationGeography• Agriculture• Travel

Culture• ?Civics and Government• ?Economics• ?

Step 6


• How will you plan for instruction?• What are the implications for whole class

instruction?• What additional supports might be needed for

some students?• What will you do to ensure growth for students

who have already mastered portions of the curriculum?

Instructionally Useful?1) Significance

• Measures students’ attainment of a worthwhile aim

2) Teachability• Measures something teachable• If a teacher delivers reasonably effective instruction aimed at the test’s

assessment targets, students should be able to master what the test measures.

3) Describability• Directly based on clear descriptions of the skills and knowledge it measures.

4) Reportability• Results are reported at a specific enough level to inform teachers about he

effectiveness of the instruction they provide

5) Nonintrusiveness• Shouldn’t take too long to administer

Speaking/Listening – Oral Presentation Presentation of Knowledge and Skills

Example – ELA

Step 1

• Brainstorm what makes a good oral presentation.

• Do a shout-out

• I’ll record on chart paper

1. Clarify the Learning Target

Step 1Grade 6 Grade 7 Grade 8

Grade 9-10 Grade 11-12

Step 1 & 2

Seven Strategies of Assessment for Learning

By Richard Stiggins

# 5 – Design lessons to focus on one learning target or aspect of quality at a time.

1. Clarify the learning target.2. Determine the format and purpose.

Handout 4

Step 2

• We have always had students doing a speech, art project, dribbling basketball across the court, science labs, theater, music production.

• A rubric is an appropriate assessment method for many of the learning targets in the CCSS.

2. Determine the format and purpose

Step 1 & 21. Clarify the learning target.

2. Determine the format and purpose.

Handout 5

Step 3

• What makes a good oral presentation?• Watch the videos• Score each student using only the “Delivery”

rubric.


Step 3

• Clip 1 http://vimeo.com/45083980 1.1• Clip 2 http://vimeo.com/45083979 1.7• Clip 3 http://vimeo.com/45084245 .59• Clip 4 http://vimeo.com/45084244 .36

Hawaii DOE: Facilitation Gide and Materials for College and Career Readiness: Protocol #1 http://standardstoolkit.k12.hi.us/wp-content/uploads/2013/01/CCR.Ele_.Protocol_1.Facilitators-Guide.pdf


http://vimeo.com/45083980












http://standardstoolkit.k12.hi.us/wp-content/uploads/2013/01/CCR.Ele_.Protocol_1.Facilitators-Guide.pdf


Step 4 & 5

What rating did you give speech #1?

4. Organize the data5. Evaluate the data to determine strengths and areas of need

1 2 3 4

Clip 1 http://vimeo.com/45083980


Step 4 & 5

• In pairs or groups of three, compare you rubric ratings.

• How difficult was it to focus on only one aspect or quality at a time?


Step 4 & 5

1 2 3 4

What rating did you give speech #2?


Clip 2 http://vimeo.com/45083979


Step 4 & 5

• Clip 3 http://vimeo.com/45084245 .59

• Clip 4 http://vimeo.com/45084244 .36

Hawaii DOE: Facilitation Gide and Materials for College and Career Readiness: Protocol #1 http://standardstoolkit.k12.hi.us/wp-content/uploads/2013/01/CCR.Ele_.Protocol_1.Facilitators-Guide.pdf










Step 6

• Determine where to go next if this data (4 kids) were your class.– Brainstorm strategies that will help move the student, small group

or class forward. (whole group, small group, 1:1 instruction needs)

• With the lowest achieving student, determine where to go next in moving him/her to the next step toward mastery. – Brainstorm strategies that will help him/her develop the skills

s/he needs.

• How might you involve students in determining their next steps?


• Recognize that children can express what they know and can do in many different ways.

• Evaluate progress as well as performance.

• Involve children in the process of assessing their own growth.

• Contribute to meaningful curriculum planning and the design of appropriate interventions.

• Give parents specific, direct, and understandable information about their child.

Performance Assessment

Assessment Tools

• Artwork• Book• Cartoons• Charts• Computerized tools• Conversation• Demonstration• Debates• Every person responds techniques• Exit slips• Jigsaw• Lab experiments

• Models• Murals• Newspapers• Partner share• Patterns• Posters• Powerpoint• Projects• Puzzles• Reports• Speeches• Story Telling• Whiteboards

Performance Assessment

• Think about areas in your content/grade level that a performance assessment might be used?

• Which ONE aspect of quality would you choose to focus on first?

• YouTube• Boy Gives Terrible Speech (ands – unprepared)• http://www.youtube.com/watch?v=bTKuyk5A7wQ&featur

e=related

• My Oral Presentation – A day in my life – Clara (Ums)• https://exchange.tie.net/exchweb/bin/redir.asp?URL=http

://www.youtube.com/watch?v=jVfG3a46VY0

• Oral Presentation Part 1 – looking at notes (practicing)• http://www.youtube.com/watch?v=tgJJle3--q0&feature=r

elated

• Bad Presentation - Two Boys (reading notes

http://www.youtube.com/watch?v=bTKuyk5A7wQ&feature=related

http://www.youtube.com/watch?v=bTKuyk5A7wQ&feature=related

https://exchange.tie.net/exchweb/bin/redir.asp?URL=http://www.youtube.com/watch?v=jVfG3a46VY0

https://exchange.tie.net/exchweb/bin/redir.asp?URL=http://www.youtube.com/watch?v=jVfG3a46VY0

http://www.youtube.com/watch?v=tgJJle3--q0&feature=related

http://www.youtube.com/watch?v=tgJJle3--q0&feature=related

Vocabulary - Affixes

Your Turn!(Train the Trainer)

You Do

Handout 6

You Do

• Using the Vocabulary – Affixes assessment provided, follow the six steps of the formative assessment cycle to:– Analyze and organize the data– Determine strengths and areas of need– Plan for support

• Be prepared to share– How you organized the data– Your plans to close any gaps that indicate a lack of mastery by students

1. Clarify the

target

2. Determine the format

and purpose

3. Administer

the assessment


5. Evaluate the data to determine

strengths and areas of need

6. Create and implement

plans to close the gap.

Your Classroom Assessment

Your Turn!

YourClassroom

Assessment

You Do

You Do

Handout 7

You Do

• Utilizing an assessment you use to measure learning in your classroom, follow all six steps of the formative assessment cycle to:– Evaluate and organize the data– Determine strengths and areas of need– Plan for support 1. Clarify

the target

2. Determine the format

and purpose

3. Administer

the assessment


5. Evaluate the data to

determine strengths and areas of need

6. Create and implement

plans to close the gap.

Lessons Learned

What really counts is what happens after the assessments.” “…what

matters most with formative assessments is how students and

teachers use the results.”Thomas R. Guskey

The Rest of the Story…

Students need a structured classroom process to help them use formative assessment results to improve their mastery of concepts and skills.

Essential Characteristics

• Present the concepts differently– The initial instruction was unsuccessful– Doing the same thing a second time is not likely to yield

different results• Engage students differently in learning– Consider different modalities or learning styles – Students should be engaged in qualitatively different

activities/methods from those that took place during initial instruction

• Provide students with successful learning experiences– If the instruction does not result in increased achievement for

the student, move on to something else

Types of Corrective activities

• Can be divided into three groups– Those done with the teacher– Those done with a peer– Those done by oneself

• Number from 1 – 11• Partner with the person(s) having the same

number as you• Be prepared to explain the rule in detail to the

entire group– Include an original scenario of how the activity

might look within a particular content area

• Read and study the corrective activity that corresponds to your number

1) Reteaching2) Individual tutoring3) Peer tutoring4) Cooperative teams5) Textbooks6) Alternative textbooks7) Alternative materials, workbooks, or study guides8) Academic games9) Learning kits10) Learning centers and laboratories11) Computer activities

• Be prepared to explain the rule in detail to the entire group– Include an original scenario of how the activity

might look within a particular content area– Be sure your example reflects best practice– Be creative

What Do You Do?

• Some students know the material before you present it.• Formative assessments give you

the data to verify the learning.• So what will you do with these

students?

Don’t be…

My teachers could easily have ridden with Jesse James for all the time they stole from me.

Richard Brautigan

What these students need

• Provide these students with meaningful enrichment experiences.

• Make sure these experiences are challenging, of high interest to the student, and involve choice.

• Problem solving • Higher level thinking skills• Activities requiring automatic responses• Logic and reasoning activities• Games

147

“As we pull out of these young people the best of their thinking, the best of their courage, as we develop their confidence. . . Then we will have

people with a passion for learning.”Andrew Young

Our job is to help kids believe they are capable learners

A Proper Belief

• Thank you

• Evaluation

• Credit/CEU

Beyond the Data Retreat Julie Popham Barb Rowenhorst.

Documents

Transcript of Beyond the Data Retreat Julie Popham Barb Rowenhorst.