Category Archives: Assessment

Read, apply, learn

Read, apply, learn
`2017 T³™ International Conference
Saturday, March 11, 8:30 – 10 a.m.
Columbus H, East Tower, Ballroom Level
Jennifer Wilson
Jill Gough

How might we take action on current best practices and research in learning and assessment? What if we make sense of new ideas and learn how to apply them in our own practice? Let’s learn together; deepen our understanding of formative assessment; make our thinking visible; push ourselves to be more flexible; and more. We will explore some of the actions taken while tinkering with ideas from Tim Kanold, Dylan Wiliam, Jo Boaler and others, and we will discuss and share their impact on learning.

[Cross posted at Easing The Hurry Syndrome]

Deep practice: building conceptual understanding in the middle grades

Deep practice:
building conceptual understanding in the middle grades
2017 T³™ International Conference
Friday, March 10, 10:00 – 11:30 a.m.
Dusable, West Tower, Third Floor
Jill Gough
Jennifer Wilson

How might we attend to comprehension, accuracy, flexibility and then efficiency? What if we leverage technology to enhance our learners’ visual literacy and make connections between words, pictures and numbers? We will look at new ways of using technology to help learners visualize, think about, connect and discuss mathematics. Let’s explore how we might help young learners productively struggle instead of thrashing around blindly.

[Cross posted at Easing The Hurry Syndrome]

Leadership Challenge in Implementing Units of Study in Writing #TCRWP

Marsha Harris and I attended Lucy Calkin’s Leadership Challenge in Implementing Units of Study in Writing.  This conference is designed to help school leaders support best practices in the teaching of writing. Rally learners to invest heart and soul in raising the level of work in writing.

Below are my notes from the day-long conference:

I love the ideas in the above sketch:

  • It takes a lot of slow to grow.
  • Teach students to learn.
  • Develop confidence in advance of victory.

How might we narrow the tasks to deepening understanding? What if we set an essential-to-learn to be I can develop my concept of self through my writing?

Session three focused on feedback, building capacity, and conferring.  Do we realize with each moment of feedback we are contributing to the authoring of a learner’s identity?

Teaming: Deepen Understanding to Strengthen Academic Foundation part 2

How might we learn and grow together? How do we connect ideas and engage in productive, purposeful  learning experiences (aka professional development) around common mission, vision, and goals? What if we model what we want to see and experience in our classrooms?

Continuing to work on our common goal, Maryellen BerryRhonda MitchellMarsha Harris, and I facilitated a half day learning session for base classroom teachers.

In August, we introduced our goal for teacher-learners and began our work and learning with the faculty.
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Throughout the semester, we have been working with teacher-teams in many ways. We hope our faculty notice how we are modeling be together, not the same  taught during Pre-Planning. We have worked and learned with teams to design and implement common assessments and analyze the results to understand what students know in reading, writing, and mathematics.

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Based on our observations and conferring with teams and individual teachers, we know that we are ready to move to the next level of our work.  Here is a copy of our plan:

Goal:

We can design and implement a differentiated action plan across our grade to meet all learners where they are.

9:00 Intro to Purpose:  Instructional Core: Relationship between content, teacher, student

  • Brightspot observed Instructional Core teamwork
9:30 Movement to Grade Level Teams and spaces
9:35

15 min

40 min

45 min

Analyze Student Work Together (a la Norming Meeting)

  • Use PAST assessment (Pre-K), Founts & Pinnell winter running records (K-6th) as common assessment.
  • Sort student records (1-4) using TCRWP Benchmark Reading Levels and Marking Periods and identify at least one teaching point for each learner (on a Post-it on the folder)
  • Partner up to do a deep dive into one of the levels
  • Using the Continuum of Literacy, note and note the following
  • Develop a plan for this level of reading and the necessary strategy groups
11:25 Q&A and transition
11:30 Closure: Planning, Reflection, Next Steps

Here’s what it looked like:

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As we learn more about our learners, we are better equipped to help them as they learn and grow.

Based on outcomes from today, Maryellen, Marsha, Rhonda, and I will adjust our pacing guide and plans to find more time for teachers to do this important learning.

We can design and implement a differentiated action plan across our grade divisions to meet all learners where they are.

Using representations and contexts to enhance sense making in K-16 with @MikeFlynn #MtHolyokeMath

I’m taking X.MTHED-404: Effective Practices for Advancing the Teaching and Learning of Mathematics (K-12).

From the website:

This primarily synchronous online course is designed to connect educators from across the country and around world to learn from some of the educational leaders in the Math/Twitter/Blogosphere (#MTBoS). Each class session will feature a different lead instructor who will guide us in exploring an effective practice for advancing the teaching and learning of mathematics. During these sessions participants will work collaboratively on mathematical tasks, analyze student thinking, explore instructional methodologies, and prepare to apply their new learning within their own practice.

Here are my notes from Session 1, Using representations and contexts to enhance sense making in K-16, with Mike Flynn.

We explored how the use of representations and contexts can give us insight into the conceptual understanding of ourselves, our students, and our colleagues. We also considered how these tools can help us uncover underlying structures in mathematics (MP7).

#GISAConference 2016: notes and quick reflection

2016 GISA Annual Conference
Monday, November 7, 2016

Wendy Mogel (@DrWendyMogel) encourages us to raise wildflowers instead of bonsai trees.  She challenges our community to help our children through the journey to independence instead of hoping to skip over the struggles that come with the journey.

gisa2016-wendymogel

Justin Cahill (@justybubPE), Brian Balocki (@BrianBalocki), and John Turner were serious about Keeping Kids in Motion. While originally scheduled into a traditional classroom, they encouraged everyone to check in and join them outside of experiential lessons to implement in PE and in base classrooms.  They taught the why, the how, and the what of keeping kids (of any age) in motion. Best GISA session EVER!

gisa2016-cahillbalocki

Mary Cantwell (@scitechyEDU) facilitated a conversation around design, STEM, STEAM, and Design Thinking.  My big, lingering take-aways are the following questions.

How might we impact our learners and their approach to solving problems every day?

and

If the users of our assessments are our learners, how might we design with them in mind and design using an empathetic lens?

gisa2016-cantwell

Rich Wormeli (@RickWormeli2) sent the message that students will only be creative, courageous, and persistent if they have teachers willing to be creative, courageous, and persistent. Sense-making is a worthy goal, but don’t stop there; strive for meaning-making. Relationships first.  Use assessment to reveal the story of learning.gisa2016-wormeli

#ObserveMe – the other side – invitation and purpose

Observation by invitation and with purpose.

For context, stop and read Robert Kaplinsky’s
(@robertkaplinsky) #ObserveMe challenge if you haven’t.

How might we serve one another? What if we have questions about our practice? In a community of confident, competent risk-takers, it is safe to declare what we’d like to learn, our goals, and hoped for feedback.

Today, I served as observer-learner for two such teacher-learners.

Julia Kuipers (@J_kuipers3) 6th Grade Spanish:

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Since Julia was seeking feedback on how much time they spoke in the target language, I tried to incorporate a timestamp in my sketch.

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I could share my sketch in real-time prior to leaving the classroom for immediate feedback.  Later in the day, I could reflect on Julia’s class and use my sketch, I could offer additional feedback in her feedback collection form.

Her feedback form:

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I liked that I could write about what I noticed and what I wonder.  I made sure that I commented on what I saw that could be used as evidence of time in the target language, students empowered to level up and stretch themselves, and students serving as resources for each other.  I wondered about extending formative assessment to include performance as well as efficacy.


Megan Hayes-Golding (@mgolding) Physics:

First, it is important to note that we are not at the same school, though this is still observation by invitation and with purpose.

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While my sketch chronicled my observation, I noticed and noted when Megan provided levels of challenge within an activity and when students were set up for success when working independently.

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Since it was at the end of the day, I had the opportunity to debrief and offer direct feedback in conversation with Megan.


I am thankful for the learning experiences today.  I am grateful for the invitations. I appreciate knowing what to observe so that I can learn and serve.

Observation by invitation and with purpose.

Everyone learns.

Wow!


Addendum: Megan’s reflection of this #ObserveMe experience