StudentDriven Alignment Ben Geiger New Hire Orientation 2015

Student-Driven Alignment Ben Geiger New Hire Orientation 2015

Outcome s Teachers will plan for and implement strategies for utilizing instructional outcomes (enduring understandings, essential questions, and objectives) as a means to engage students in the learning process, differentiate learning, and increase student accountability. Teachers will engage students in action planning and self-assessment to achieve mastery of instructional outcomes. Understandings Essential Questions • Involving students in action planning to master instructional outcomes is essential • How do effective teachers engage students and move their students toward for setting students up for success. mastery of learning? • Engaging students in action planning fosters an environment for students to • What is the potential impact on learning take ownership of their learning and when students are involved in action embeds differentiation of methods to planning for mastery versus exclusively mastery. communicating the outcome(s)? • When students know the instructional outcomes and are involved in action • How do effective teachers motivate their planning for mastery, they are more likely students to be involved in their learning? to be engaged with the content. • Reflection fosters thinking which leads to action

Name Site Why You Became a Teacher Hobby

Summative Assessme nt Formative Assessme nt Learning Goals Assessment s FOR Learning Cycle Pre. Assessme nt Set Goals Formative Assessme nt Set New Goals Feedback John Hattie 2012

Learning Goals

Moss and Brookhart 2012

“Absent a learning target, students will believe that the goal is to complete the activity. ” Chappuis 2012

Moss and Brookhart 2012

Studentfriendly languag e Learning Targets Students need a clear vision of the intended “Where learning. am I going? ” Instructional activities need to align directly with the intended learning, and students need to see the connection between the learning and what they are doing. Assignments and assessments are set up so that students can interpret the results as indicators of what they have or have not yet# of learned. goals manag e-able Chappuis 2012

Making Learning Targets ‘Kid-friendly’ Standard “I Can” Statement Describe the role of the trans. Saharan caravan trade in the changing religious and cultural characteristics of West Africa and the influence of Islamic beliefs, ethics, and law. I can describe how the Saharan trade influenced the lives of people living in Western Africa. This means I can detail three specific examples of how the caravan trade led to changes in the cultures, religions, and laws of this region. Example from Bill Ferriter, Digitally Speaking

Making Learning Targets ‘Kid-friendly’ Learning Target I can understand the principle of supply and demand. Criteria for Success I will know I understand supply and demand when: I can explain supply and demand in my own words. I can give examples of the principle of supply and demand in operation and examples of when the principle of supply and demand is not operating in our current economy. I can use the concept of supply and demand to make predictions about prices in the future. Moss and Brookhart,

Criteria for Success Aligned Authentic Allow for Mastery

Aligned, Authentic, Allows for Mastery or Not? Make a poster for each math formula in the chapter. Analyze the relative success of five different peer responses to problems. Example from Ken O’Connor 2009

Aligned, Authentic, Allows for Mastery or Not? Explain how chromatography paper separates colors into their component colors, and identify one use of chromatography in a profession of your choosing. Make an acrostic poem about chromatography using each of its letters. Example from Ken O’Connor 2009

Aligned, Authentic, Allows for Mastery or Not? Define the terms “manifest destiny” and “imperialism, ” and use them properly in a sentence. Identify one similarity and one difference between the concepts of “manifest destiny” and “imperialism, ” then explain to what extent these two concepts are alive and well in the modern world. Example from Ken O’Connor 2009

Brainstorm of Assessments 1. Identify a content standard in one of the first two units. 2. Create a formative assessment that is aligned, authentic and allows for mastery. Write at least one “Ican statement” for students 3. Considerations: - What do students need to know? - How will students demonstrate their understanding? - How does it relate to the students?

Summative Assessme nt Formative Assessme nt Learning Goals Assessment s FOR Learning Cycle Pre. Assessme nt Set Goals Formative Assessme nt Set New Goals Feedback John Hattie 2012

Set Goals

Differentiation Content Process Product

Moss and Brookhart 2012

Tools and Reflection Example template from Bill Ferriter, Digitally Speaking

References Alber, Rebeca. “Why Formative Assessments Matter. ” Edutopia, Feb 2011. Brookhart, Susan M. “Preventing Feedback Fizzle. ” Educational Leadership, Sept 2012. Brookhart, Susan. How to Create and Use Rubrics. ASCD, 2013. Brookhart, Susan and Nitko, Anthony. Assessments and Grading in Classrooms. Pearson Education, 2007. Chappuis, Jan. “How Am I Doing. ” Educational Leadership, Sept 2012. Ferriter, Bill. “Writing I Can Statements. ” Digitally Speaking Blog, Oct 2009. Fisher, Douglas and Frey, Nancy. “Making Time for Feedback. ” Educational Leadership, Sept 2012. Hattie, John. “Know Thy Impact. ” Educational Leadership, Sept 2012.

References Johnston, Peter. “Guiding the Budding Writer. ” Educational Leadership, Sept 2012. Marzano, Robert. Formative Assessment & Standards-Based Grading. Bloomington: Marzano Research Library, 2010. Mc. Tighe, Jay and O’Connor, Ken. “ 7 Practices for Effective Learning. ” Educational Leadership, Nov 2005. Moss, Connie M. and Susan M. Brookhart. Learning Targets. ASCD, 2012. O’Connor, Ken. How To Grade For Learning. Thousand Oaks: Corwin Press, 2002. Wiggins, Grant. “ 7 Keys to Effective Feedback. ” Educational Leadership, Sept 2012. Wiliam, Dylan. “Feedback Part of a System. ” Educational Leadership, Sept 2012. Wormeli, Rick. “Formative and Summative Assessment. ” Stenhousepublishers, Nov 2010.