Alton C. Crews MS
Gwin Oaks ES
Craig ES
Five Forks MS
Brookwood HS
R.D. Head ES
Brookwood ES
Prepared Especially for the Professional Learning Network of the
BROOKWOOD CLUSTER
by Dan Mulligan, Ed. D.
August 2011
Premise of the Session
As the United States continues to compete
in a global economy that demands
innovation, the U.S. education system
must equip students with the four Cs:
1.
Critical thinking and problem
solving,
3.
Communication,
Collaboration, and
4.
Creativity and innovation.
2.
epals.com
The value of teacher teams analyzing student
achievement data to improve TEACHING and
LEARNING is dependent on the VALIDITY and
RELIABILITY of the assessment used to
generate the achievement data.
Mulligan, 2011
Find a new friend in the room. Introduce
yourself and share what you ‘do’. Find 2
comfortable seats and relax.
Grade 2
Academic Knowledge and Skills
a. The number of cavities the
sixth graders have?
b. The number of people in the
sixth graders’ families?
c. The ages of the sixth
graders’ mothers?
d. The heights of the sixth
graders in inches?
MOVING from ETCH-a SKETCH Learning
Don’t let the
‘what’
overshadow
the ‘how!’
to Each STUDENT UNDERSTANDING
The
Power
of
Our
Questions
QUESTIONS TO EXTEND THINKING
page
5–7
There are three parts to
any research-based
lesson:
•Beginning – ‘check for’ and ‘build’
background knowledge of each
student; (BL)
•During – teach and actively engage
each student in new content –
making connections to prior
knowledge; (DL)
•End – check for understanding -
provide each student with an
opportunity to summarize (in their
own way) and practice the essential
knowledge and skills conveyed in the
lesson. (EL)
SAMPLE
Pre-assessment
that includes
differentiation
“If you don’t know where you are and you don’t know
where you are going, anything you do will get you there”
HUNT for SOLUTIONS
Record your response to each question…
At the Brookwood Cluster:
1.
The % of Non-Poverty students scoring EXCEEDS on the Grade 3 CRCT
Reading test in 2010.
62
2.
The % of Poverty students scoring EXCEEDS on the Grade 3 CRCT
Reading test in 2010.
44
3.
The % of Non-Poverty students scoring EXCEEDS on the Grade 6 CRCT
Reading/ELA test in 2010.
67
4.
The % of Poverty students scoring EXCEEDS on the Grade 6 CRCT
Reading/ELA test in 2010.
44
5.
According to the Silent Epidemic, the percent of U.S. dropouts who
would have stayed in school if learning was more interesting and
real-world.
80
6.
According to the Silent Epidemic, the % of U.S. dropouts who felt they
were ‘too far behind’ by the end of elementary school.
51
7.
The % of ALL students scoring Graduating On-Time in Class of 2010.
94
8.
The % of ELL(LEP) students Graduating On-Time in the Class of 2010.
46
SOLUTIONS:
44,
44,
46,
51,
62,
67,
80,
94
Self Reliance
There are three types of
baseball players--those who
teachers/administrators
make it happen, those who
watch it happen, and
those who wonder
what happened.
Tommy Lasorda
Minority Student Achievement in Suburban Schools
~Toward Excellence with Equity, Ronald Ferguson, Kennedy School of Government at Harvard University, 2007
• Survey of all students in 15 middle & upper income districts in 10 states;
• Examined family characteristics, opinions about quality of instruction,
Whenmotivation,
I work hard, itcourse-taking,
is because my teacher
me I can do well. GPA and
achievement
effort,tells
comprehension,
(“Yes,” instead of “Maybe” or “No”)
other factors;
80
72
66
70
60
72 74
57
53 53
48
50
Advantaged
Disadvantaged
40
30
20
10
0
Asian
Black
Hispanic
White
Mission Statement
The mission of Gwinnett County
Public Schools is to pursue
excellence in academic knowledge,
skills, and behavior for each
student resulting in measured
improvement against local,
national, and world-class
standards.
HIGH-YIELD STRATEGIES
Category
Ave. Effect
Size (ES)
Percentile
Gain
Identify similarities & differences
1.61
45
Summarizing & note taking
1.00
34
Reinforcing effort & providing recognition
.80
29
Homework & practice
.77
28
Nonlinguistic representations
.75
27
Cooperative learning
.73
27
*Setting objectives & providing feedback*
.61
23
Generating & testing hypotheses
.61
23
Questions, cues, & advance organizers
.59
22
Identifying
Similarities and Differences
21
What processes can students engage in to identify
similarities and differences?
Comparing
The process of identifying and articulating similarities and
differences among items.
Classifying
The process of grouping things into definable categories on
the basis of their attributes.
Creating
Metaphors
The process of identifying and articulating the underlying
theme or general pattern in information.
Creating
Analogies
The process of identifying relationships between pairs of
concepts (e.g., relationships between relationships).
Similarities and Differences
Analogies
putter is to a set of golf clubs
as
2 is to the set of primes
2, 3, 5, 7, 11, 13, …
What is the common
relationship?
putter
Conceptual Knowledge
Research has solidly established the importance of conceptual
understanding in becoming proficient in a subject. When students
understand concepts that frame a subject, they are able to use their
knowledge flexibly. They combine factual knowledge, procedural
knowledge, and conceptual knowledge in powerful ways.
Standards in Classroom Practice, McREL, 2002
Students demonstrate conceptual understanding when they:
•
•
•
•
•
Recognize, label, and general examples and non-examples of concepts;
Use and interrelate models, diagrams, manipulatives, and so on;
Know and apply facts and definitions;
Compare, contrast, and integrate concepts and principles;
Recognize, interpret, and apply signs, symbols,
and terms; and
• Interpret assumptions and relationships in a variety of settings.
Hey…
This looks
familiar… Which
of the high yield
instructional
strategies do
you see in this
structure?
page
8
WHY ACADEMIC VOCABULARY?
 Find a 4-second partner
 Tell them who you are and one summer joy;
 Find 2 seats.
 Briefly share what you know about
photosynthesis.
 Tell a chain story about the process of
photosynthesis…
 …without using words that begin with:
P,
L,
T,
S
Research on Imagery as Elaboration
Students who used imagery to learn
vocabulary, on average, performed
# of
studies
6
37 percentile pts. higher
than…
…students who kept
repeating definitions.
4
21 percentile pts. higher
than…
…students who were
using the terms in a
sentence.
Category
Ave. Effect
Size (ES)
Percentile
Gain
Identify similarities & differences
1.61
45
Summarizing & note taking
1.00
34
Reinforcing effort & providing recognition
.80
29
Homework & practice
.77
28
Nonlinguistic representations
.75
27
Cooperative learning
.73
27
*Setting objectives & providing feedback*
.61
23
Generating & testing hypotheses
.61
23
Questions, cues, & advance organizers
.59
22
The average student talks 35 seconds a day.
The student who is talking is growing dendrites.
Organizing Theme:
FAMOUS
WOMEN OF
2011 EDITION
Things someone
would say…
The Queen of England
200 POINTS
Hillary
Lady
Clinton
Gaga
100 POINTS
100 POINTS
Sara Palin
U.S. Women’s
Michelle Obama
Soccer Team
50 POINTS
50 POINTS
50 POINTS
Science
Energy
200 POINTS
Hypothesis
100 POINTS
Atmosphere
50 POINTS
Electron
100 POINTS
Experiment
50 POINTS
Dissolve
50 POINTS
Health/PE
Body
Mass
200 POINTS
Equipment
Nutrition
100 POINTS
Movement
50 POINTS
100 POINTS
Wellness
50 POINTS
Endurance
50 POINTS
Grade 4
Math
page
9
Things
that are
parallel
200 POINTS
area
perimeter
100 POINTS
100 POINTS
Types of graphs
Ways to make .25
50 POINTS
50 POINTS
Types of angles
50 POINTS
Great Sites for Images
http://etc.usf.edu/clipart/index.htm
HIGH-Yield Instructional Strategies
Category
Ave. Effect
Size (ES)
Percentile
Gain
Identify similarities & differences
1.61
45
Summarizing & note taking
1.00
34
Reinforcing effort & providing
recognition
.80
29
Homework & practice
.77
28
Nonlinguistic representations
.75
27
Cooperative learning
.73
27
Setting objectives & providing feedback
.61
23
Generating & testing hypotheses
.61
23
Questions, cues, & advance organizers
.59
22
Self-Assessment Tool
page
11
Kinds of Evidence – Continuum of Evidence
Informal Check for Understanding
Name a noun.
Form a sentence.
Name a verb.
Name an adjective.
page
10
“A pupil from whom nothing is
ever demanded which he
cannot do, never does all he
can.”
John Stuart Mill
“No one Rises to Low Expectations.”
Carl Boyd
HIGH-Yield Instructional Strategies
Category
Ave. Effect
Size (ES)
Percentile
Gain
Identify similarities & differences
1.61
45
Summarizing & note taking
1.00
34
Reinforcing effort & providing
recognition
.80
29
Homework & practice
.77
28
Nonlinguistic representations
.75
27
Cooperative learning
.73
27
Setting objectives & providing feedback
.61
23
Generating & testing hypotheses
.61
23
Questions, cues, & advance organizers
.59
22
Georgia Performance Standards Verbs

PROBLEM SOLVING
Analyze
Predict

Discover
Survey
Evaluate
Verify
Explore
Investigate
Compare
Explain
Hypothesize
Validate
Contrast
Generalize
Predict
Summarize
Differentiate
Interpret
Infer
REASONING
Categorize
Describe
Justify
Prioritize

Derive
Solve
Classify
Estimate
Order
Rank
COMMUNICATION
Clarify
Correspond
Describe
Discuss
Demonstrate
Exhibit
Restate
Explain
Show
Express
Speak
Persuade
State
Portray
Write
http://visualblooms.wikispaces.com
CUBING
page
12
1.Remember it.
2010
(Describe its colors, shapes, and sizes. What
does it look like?)
2.Understand it.
3.Apply it.
(What does it make you think of?)
(What can you do with it? How is it used?)
4.Analyze it.
(How is it made or what is it composed of?)
5.Evaluate it.
6.Create it.
(Take a stand and list reasons for supporting it.)
(Generate a new version of it. How is it an
improvement from the original?)
Category
Ave. Effect
Size (ES)
Percentile
Gain
Identify similarities & differences
1.61
45
Summarizing & note taking
1.00
34
Reinforcing effort & providing
recognition
.80
29
Homework & practice
.77
28
Nonlinguistic representations
.75
27
Cooperative learning
.73
27
Setting objectives & providing
feedback
.61
23
Generating & testing hypotheses
.61
23
Questions, cues, & advance organizers
.59
22
Summarizing and Note Taking
• Generalizations form the research:
– Verbatim note-taking is, perhaps, the least
effective technique.
– Notes should be considered a work in progress.
– Notes should be used as a study guide for tests.
– The more notes that are taken, the better.
C
O
V
E
R
Allow students to
personalize their notebook
with a cover collage.
Preserve with packing tape.
MIND Notebook Rubric
KEY QUESTION: Why are common
assessments so important?
WHY do we ASSESS:
1. INFORM INSTRUCTIONAL
DECISIONS
2.
ENCOURAGE STUDENTS TO TRY
“You can enhance or destroy students’ desire to succeed in
school more quickly and permanently through your use of
assessment than with any other tools you have at your
disposal.”
Rick Stiggins, Assessment Trainers Institute
Talk to Me…
page
15 – 16
Follow-up Debriefing
• Each pair should share with your other team members the
method you used to graph the figure.
• Discuss with your team:
– Which method appeals to you?
– Is there another method that you would prefer?
• Prepare for a “pairs choice of method” with a new graph.
Key Question
Did your performance on the second
attempt to complete the grid exercise
improve after having an opportunity to
self-assess your initial strategy?
Formative Assessment
• Formative assessment is the process used by
teachers and students during instruction that
provides feedback to adjust teaching and
learning for the purpose of improving student
learning.
Council of Chief State School Officers, October 2006
Notes:
Process rather than a particular test….
It is not the nature of the test itself that makes it formative or summative…it is the use to which
those results will be put.
MOTOR MOUTH
MOTOR MOUTH
Things
fiction
Thingsassociated
associatedwith
withtriangles
matter
school
Acute
Character
Books
Solid
Hypotenuse
Plot
Report
Mixture
Cards
Obtuse
Setting
Solutions
Teachers
SidesBus
Foreshadowing
School
Atoms
Equilateral
Dialogue
Molecules
Cafeteria
Right
Metaphor
Pencils
Liquid
Angles
Theme
Erasers
Gas
Reflection (summarizing)
What is structure or
concept from today’s
session that will assist
you with your
students this year?
Thank you for all you do,
for all the children!
~Dan