Standards and Objectives Cluster 5 The TAP TM System Training Portal.
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Transcript of Standards and Objectives Cluster 5 The TAP TM System Training Portal.
Objectives Cluster members will examine the key words and their significance of the indicators in Standards and Objectives and how they connect to student learning.
Cluster members will identify important components of research and develop a plan for formative assessments to improve student achievement.
Cluster members will evaluate a lesson using the Instructional Rubric for Standards and Objectives and Learning Environment.
Agenda 1. Talking Chips!
2. It Says…It Means rubric activity
3. Research
4. Prezi
5. Classroom Model
6. Development
7. Action Steps (Reflection)
Talking Chips (Review Learning
Environment)
• Your Turn! Tell two things you implemented from the learning environment rubric
• Whole Group Debrief: POW-WOW(decide on something powerful)
(Connect to Last Week’s Cluster Meeting)
Review and Reflect
• Take a moment to review the descriptors under the indicator of Standards and Objectives. Highlight the differences between the scores of 5, 3, and 1
• Think about which descriptors are challenging for the teachers at your school and why.
Key Points from the Research
• Instructional goals must be clear and stated in terms of student learning rather than student activity.
• Instructional goals should be capable of assessment.
• Instructional goals should be stated in clear language. Verbs that define instructional goals should be unambiguous and suggest assessment techniques.
• Setting objectives should be a thoughtful exercise with a student focus. The objectives should be clearly communicated to students.
Standards & Objectives IndicatorWhat the descriptor says: What the descriptor means:
Most learning objectives and state standards are communicated.
Note: Learning objectives must be narrow in focus, measurable and clear. Communicated (not simply stated)Making connections throughout the lesson to provide purpose for the lesson…
Standards & Objectives IndicatorWhat the descriptor says: What the descriptor means:Most learning objectives and state standards are communicated.
**Sub-objectives are mostly aligned to the lesson’s major objective.
Pre-requisite: what students need to know or be able to do to succeed and accomplish the objective of the lesson.
Learning objectives are connected to what students have previously learned.
The objectives are sequenced appropriately and build on prior learning.
Expectations for student performance are clear.
Teacher communicates how students will show mastery of the lesson objective.
State standards are displayed. Teacher displays state standards to students – giving them the BIG Picture.
**There is evidence that most students demonstrate mastery of the objective.
Student responses (oral and/or written) provide evidence that most students mastered the objective.
Assessments Indicator (Tie-in for future)
What the descriptor says: What the descriptor means:**Are aligned with state content standards. The process for gathering information (use
of assessments) to measure student progress which matches the state’s expectations (criterion)
Have measurement criteria. Levels of student proficiency are defined and quantifiable (proficiency levels)
**Measure student performance in more than two ways (e.g., in the form of a project, experiment, presentation, essay, short answer, or multiple choice test.)
Formative Assessments are used throughout the lesson – oral and/or written … formal or informal –in 2 or more ways…
Require written tasks. Writing shows “thinking” – some written tasks (as appropriate) should be used to assess student progress/understanding
Include performance checks throughout the school year.
Evidence of scaffolding and spiraling assessments to continuously check progress toward mastery of instructional goals.
Handout 3
There is evidence that most students demonstrate mastery of the objective. "Major reviews of research on the effects of formative assessment indicate that it might be one of the more powerful weapons in a teacher's arsenal. The research reported here shows conclusively that formative assessment does improve learning. The gains in achievement appear to be quite considerable, and as noted earlier, amongst the largest ever reported for educational interventions." -Robert J. Marzano's The Art and Science of Teaching
What about Assessment? Key Points from the Research
• Teachers should use assessment data to guide and inform instruction. (Hello….)
• The use of formative assessment increases student achievement.
http://prezi.com/z-74pgrvxxdh/copy-of-formative-assessment-classroom-techniques-factstitle/
• Teacher designed assessment must be aligned to state standards. (We do this with STI)
Guiding Questions:
Create student friendly objectives
Design assessments that show most students demonstrate mastery of the object
Measure student performance in more than two ways
(e.g. project, experiment, presentation, essay, short answer, or multiple choice test.
Strategies for Formative Assessments• FIST
• Muddy Waters
• Chalk Talk
• Think-Pair-Share
• One-minute paper http://youtu.be/GPR6hEsg-uo
• Talking Chips
• Application Cards http://youtu.be/vZJucrGW8pg
• Lots of Ideashttp://loticonnection.cachefly.net/iste_2010/Informal_Assessment_Strategies.pdf
Sample Assessment PlanCheckpoint Assessment “Look For's” Next Steps
Questioning for Real-life examples and associations
Prior learning and connections Provide visuals and scenarios to create the associations for them (Reassess through questioning)
Word Problem Scenario Sort Ability to differentiate between perimeter and area scenarios
Rally Coach to specifically identify words that are being associated with perimeter and area concepts
Dry erase board activity Individual assessment of ability to differentiate between perimeter and area scenarios
Individual writing of perimeter and area word problems
Exit Ticket Ability to differentiate between perimeter and area in visuals, words, and in writing scenarios
Assessment of student work will determine next steps
Write/Pair/Share• 1) Individually: What is your biggest challenge (s) in
assessing students?.
• 2) Shoulder Partners: share your ideas.
• 3) Work together to brainstorm some formative assessments you could use in your discipline
• 4) Share
TAKE 3List 3 pieces of new learning you will take
away from today’s session.Describe 2 actions you will take in the next
week as a result of today’s cluster.Write 1 way in which Tap has already
improved your teaching.