Graffiti Wall
• Using one post-it for each
issue, write 3 compelling
issues concerning grading
and reporting practices.
• Post your issues on the
“graffiti wall”.
Science Leadership Support
Network
April 17, 2009
Welcome!
Supported by PIMSER and Kentucky Department of Education
2008-09 Goals of SLSN
• Deepen understanding of a balanced assessment
system and its role in motivating students to higher
levels of achievement.
• Understand and incorporate skills and strategies for
transforming planning and practice in order to
ensure that all students understand key concepts
from the Earth and the Universe big idea.
• Develop and act on a personal vision of leadership
for sustainable improvement in their school or
district.
Group Norms
• Stay on schedule; be on
time
• Put cell phones on silent
• Be respectful of all
comments
• Participate actively
• Exercise the rule of “two
feet”
• Come prepared for the
meeting
• It’s OK to have FUN!
March Review
Round Table
Discussions
Conceptual
Change
Grading
and
Reporting
Deconstruction
Review
Competing
Priorities
Roadmap for Today
Measurement Topics
End of Year Survey
Competing
Priorities
Deconstruction: Final Revision
Learning Progressions
K-12
Summer Topic Survey
Grading and Reporting
• Learning Targets:
– I can translate our
standards into
measurement topics.
– I can sort elements of
measurement topics
from simple to
complex.
Goals for
Students’ Learning
Instructional
Activities
Assessment of
Students’ Learning
Issues Concerning Grading and
Reporting Practices
Different
Variation in
Grade Wts for Different
Grading
Fog
Components
Practices
Zeroes
Late
Student
Homework
Hodgepodge
Work
Motivation
Averages
Of Factors
Meaning
Absences
Teacher
Of
Assessment
Judgment
Grade
Quality
Fairness
Punishment
Advantages/Disadvantages
to Developing Measurement Topics
Advantages
Disadvantages
• Consistency
• Focuses C, I, A
• Accurate representation of what
students know
• Less subjectivity
• Ability to track student progress
• Better assessments
• Help w/ differentiation
• Better dialogue among colleagues
• Equity for students
• Student accountability
• Grades are diagnostic
• Separate achievement from life
skills
•
•
•
•
•
•
•
•
•
•
•
•
Time, time, time
Expertise of teachers?
Need guidance from “expert”
No high school examples
Buy-in?
College/tech school grading and
reporting
Overwhelming
Difficult and confusing
Parent confusion
Re-inventing the wheel, again?
Different philosophies among
colleagues
Individuality
Some Generalizations from the
Research on Learning
• Students learn in different ways.
• Students learn in different timeframes.
• Mistakes are inherent in the learning process.
• Success breeds success and influences esteem, attitude,
and motivation.
Like most things in education, classroom assessment enhances
student achievement under certain conditions only (Marzano)
The Conditions (hmm – criteria):
# 1. Feedback from classroom assessments should provide students
with a clear picture of: - their progress on learning goals, and
- how they might improve
# 2. Feedback from classroom assessment should encourage
students to improve.
# 3. Classroom assessment should be formative in nature.
# 4. Formative classroom assessments should be quite frequent.
Condition # 1
Feedback from classroom assessments should
provide students with a clear picture of:
- their progress on learning goals, and
- how they might improve
Which Assessment/Feedback works Best?
Fuchs & Fuchs 1988
# of studies
Characteristic of Feedback from
Classroom Assessment
Percentile
Gain/Loss
89
Displaying results
graphically
26
49
49
Evaluation
Evaluation by rule
[uniform way of interpreting
byofRule
results
classroom
32
32
assessments using a tight
logic)
Uniform way of interpreting results of
classroom assessments using a tight logic
Condition # 2
Feedback from classroom
assessments should
encourage students to
improve.
Failure avoidant
Feels controlled
by external
forces
Success oriented
Believes success
results from
effort.
Condition # 3
Frequent
Condition # 4
Formative
BIG IDEA
CONTENT STANDARD S
TOPIC
TOPIC
SPACE
WEATHER &
CLIMATE
8
elements
Complex elements
7
elements
Simple elements
6
elements
5
elements
4
elements
3
elements
2
elements
1
elements
K
elements
TOPIC
POS/CCA
UNITS
PROCESSES THAT
SHAPE THE EARTH
KNOWLEDGE
REASONING
SKILLS
CONTENT STANDARD S
TOPIC
8 essential elements
7 essential elements
6 essential elements
5 essential elements
4 essential elements
3 essential elements
2 essential elements
1 essential elements
K essential elements
• complex
element
• complex
element
• complex
element
• complex
element
• simple
element
• simple
element
• simple
element
• simple
element
Scale for Scoring
Assessments
4.0
3.0
2.0
1.0
0.0
Scale for Scoring Assessments
4.0
In addition to Score 3.0 performance, in-depth inferences
and applications that go beyond what was taught.
3.0
No major errors or omissions regarding any of the
information and/or processes (simple or complex) that
were explicitly taught.
2.0
No major errors or omissions regarding the simpler details
and processes but major errors or omissions regarding the
more complex ideas and processes.
1.0
With help, a partial understanding of some of the simpler
details and processes but not the more complex ideas and
processes.
0.0
Even with help, no understanding or skill demonstrated.
Standards Based Gradebook with Non-Achievement Factors
Summary
• Topics should not be too specific or too general.
• There should not be more than 15-20 topics per content
area.
• Topics should support the articulation of a guaranteed
and viable curriculum.
• Topics typically span several grade levels or courses.
• Topics are defined by “elements” which create a scope
and sequence for the topic showing what should be
taught from one grade level or course to another.
Summary
• Topics should have no more than four elements for the
simple level and no more than four elements for the
complex level of the rubric. Elements should co-vary.
• Topics may be addressed several times throughout the
year.
• Topics with elements can be translated into a rubric for
scoring and reporting student achievement. The
elements are reflected in the level 2 and level 3 or the
rubric.
• Topics should provide a framework for developing and
reporting out students’ progress using formative
assessments.
Developing Essential Elements for Processes
That Shaped the Earth’s Surface
• Working with your grade band/level group,
use your deconstruction of the targeted
standards to determine score 3.0 elements and
score 2.0 elements.
• Use the sample on pages 184-187 in Making
Standards Useful as a model.
• Draft a scoring scale for your grade band/level
for the measurement topic processes that
shaped the Earth’s surface.
Three Types of Items
• Level 2 items: Simpler details and processes that
have been explicitly taught.
• Level 3 items: Complex ideas and processes that
have been explicitly taught.
• Level 4 items: Inferences and applications that go
beyond what was taught
Example
Topic Grade 8: Atmospheric Processes & Water Cycle
3
2
An understanding of:
•How water-cycle processes affect climatic
patterns (temperature, wind, clouds)
•The effects of temperature and pressure in
different layers of the earth’s atmosphere
•Recognize and recall basic terms such as:
Climatic patterns, atmospheric layers
•Recognize or recall isolated details such as:
precipitation can cause temperature change
the troposphere is the lowest portion of the
earth’s atmosphere
Level 2.0 Items for Science Test on
Atmospheric Processes & Water Cycle
• Briefly define the following terms: climatic
pattern, atmospheric layers, stratosphere
• Identify which of the following statements
are true:
– The atmosphere is between the troposphere and
the stratosphere.
– The Earth’s atmosphere helps protect life on
Earth by absorbing ultraviolet radiation.
– The temperature of the Earth’s atmosphere
varies with altitude.
Level 3.0 Items for Science Test on
Atmospheric Processes & Water Cycle
• Explain how evaporation affects the
climatic pattern in areas around large bodies
of water, like the shoreline communities of
Lake Michigan.
• Assume that a weather balloon traveled up
into the stratosphere. Explain what would
happen as it progresses through various
layers of the atmosphere.
Example
Topic Grade 8: Atmospheric Processes & Water Cycle
4
3
2
Infer relationships regarding
atmospheric processes and the water
cycle
An understanding of:
•How water-cycle processes affect climatic patterns (temperature, wind,
clouds)
•The effects of temperature and pressure in different layers of the earth’s
atmosphere
•Recognize and recall basic terms such as:
Climatic patterns, atmospheric layers
•Recognize or recall isolated details such as:
precipitation can cause temperature change
the troposphere is the lowest portion of the
earth’s atmosphere
Level 4.0 Items for Science Test on
Atmospheric Processes & Water Cycle
• Complete the following analogy and explain
why it is accurate:
• Condensation is to evaporation as
______________ is to ______________ .
Measurement Topic: Processes
That Shape The Earth
• Working with a partner in
your grade band group, sort
the sample test items as
simple or complex.
• Justify your sort.
• Share with another pair;
discuss similarities and
differences.
Topics
Formative
Assessments
Processes That
Shape the Earth
Weather &
Climate
(2.0)
1
(3.0)
2
(3.0)
3
(4.0)
4
.5
1.5
3.0
3.5
.5
2.0
3.0
3.5
2.0
3.0
3.0
4.0
Sean
2.0
2.5
3.0
4.0
Ashli
1.5
2.0
2.5
3.0
Jessica
.5
2.0
3.0
3.5
Rory
1.5
2.5
3.0
3.5
Calene
1.0
2.0
3.0
3.5
Brandi
1.0
1.5
2.0
3.0
Students
Ben
Marion
Jamal
Space
Science
How can using measurement
topics help us…
• Develop learning targets?
• Clarify expectations for students?
• Select instructional strategies and learning
activities?
• Design better quality assessments?
• Differentiate instruction?
• Track student progress?
• More accurately report student achievement
against the standards?
Deconstruction: Final Revision
Goal
• Complete revision of grade level
deconstruction for Earth
processes.
Learning Targets
• I can deconstruct standards into k,
r, s, and p that are congruent,
clear, and decontextualized.
• I can develop effective learning
targets from deconstructed
standards that are clear to students
and provide success criteria when
needed.
Active Learning Through FA
• Take 2 minutes to review
your reading and reading
guide notes
• Ch. 7
– Open and closed learning
objectives
– Separating learning
objectives from context
• Ch. 8
– Success criteria
Carousel Brainstorming
• Each table group will use a different colored marker to
record ideas.
• Each table group will be given piece of chart paper with a
question or a prompt on it and given time during which
your group will generate and record responses to the
question/prompt.
• When the time ends, a question/prompt from another group
will be rotated to your group. Pass the marker to a new
recorder at this time.
• Read the new question, read the previous responses, and
either develop new ideas or expand on existing ideas as
quickly as possible.
• When you get your original chart, summarize the
responses.
Don’t Confuse
These Two “C” Words
• Congruent
– An exact match
• Correlated
– Has some
relationship
Congruent or Correlated?
• SC-4-EU-S-4: Students will
describe and compare the
processes, factors involved and
consequences of slow changes
to earth’s surface (e.g., erosion
and weathering)
• SC-4-EU-S-5: Students will
describe and compare
contributing factors and
consequences of fast changes
to earth’s surface (e.g.,
landslides, earthquakes,
floods)
A. I can observe changes to
the earth’s surface over
time and use evidence/data
to infer the cause of the
change.
B. I can create a model of a
volcano to show a fast
change to earth’s surface.
C. I can name 3 places on
earth where a fast change
has occurred.
Congruent or Correlated?
• SC-7-EU-S-6:
A. I can identify cloud
Students will
types from an
investigate the forces
illustration.
and processes that
B. I can find examples
change Earth’s
of erosion in my
surface or atmosphere
community.
and analyze data to
C. I can list processes
generate predictions
that change the
of their effects .
earth’s atmosphere.
Congruent or Correlated?
• SC-H-EU-S-2: Students
will research the
historical rise in
acceptance of the theory
of Plate Tectonics and
the geological/biological
consequences of plate
movement
A. I can create a model
of magnetic sea floor
striping.
B. I can explain the
difference between a
theory and a fact.
C. I can identify
weaknesses in
Wegner’s original
continental drift idea.
• “When you begin with well-defined learning
targets, you are able to plan an assessment that
reflects exactly what you will teach and what you
expect students to learn. You will also be able to
use assessments to further learning, by
disaggregating the information on any assessment,
learning target by learning target or standard by
standard, to show areas of growth and areas
needing further work.”
– Rick Stiggins, Classroom Assessment for Student
Learning, pg. 56
Review and Revise
• Examine the deconstruction from last
month’s meeting.
• Consider the following:
– Are the statements congruent?
– Are the statements clear?
– Are the statements decontextualized?
• Make any needed changes on a “master”
copy to turn in.
Time to Reflect!
Summer Topics to Consider
While on your lunch break please look over
and discuss the list of possible topics for our
work together this summer.
After lunch you will be completing an interest
survey regarding these topics.
Thank You for Your Input!
Learning Progressions
K-12
The Art and Science of Teaching
The Art & Science of Teaching involves 10 “design questions”
teachers can ask themselves as they plan a unit of instruction.
1
2
3
Instruction
4
5
6
8
9
10
Classroom
Management
Student
Engagement
Learning Goals
Feedback
7
High
Expectations
Developing
Effective Units
What Will I Do to Establish and Communicate
Learning Goals, Track Student Progress, and
Celebrate Success?
What Will I Do To Help Students Effectively
Interact with New Knowledge?
What Will I Do to Help Students Practice and
Deepen Their Understanding of New Knowledge?
What Will I Do to Help Students Generate and
Test Hypotheses about New Knowledge?
What Will I Do to Help Students Generate and
Test Hypotheses about New Knowledge?
•
Teach students about effective support.
•
Engage students in experimental inquiry tasks that require
them to generate and test hypotheses.
•
Engage students in problem solving tasks that require them
to generate and test hypotheses.
•
Engage students in decision-making tasks that require
them to generate and test hypotheses.
•
Engage students in investigation tasks that require them to
generate and test hypotheses.
•
Have students design their own tasks.
•
Consider the extent to which cooperative learning
structures will be learned.
Action Step 1: Teach students about
effective support.
Constructing Support
1. Identify whether you are stating facts
or opinions.
Students need
to
understand
the difference
between a
fact and an
opinion and
that there
can be “false”
facts.
2. If you are stating an opinion,
determine whether the situation
warrants support.
3. When the situation warrants it,
construct a supportive argument
through the use of a variety of
devices, such as facts, evidence,
examples, or appeals.
Opinion:
Appeal
Through
Personality
Appeal
Through
Tradition or
Accepted
Beliefs
Appeal
Through
Rhetoric
Appeal Through
Reason
Action Step:
and test
Engage students in tasks that
require them to generate
hypotheses.
- Experimental
Inquiry
- Problem Solving
- Decision Making
- Investigation
Action Step 2: Engage students in
experimental inquiry tasks
that require them to generate
and test hypotheses.
Action Step 3: Engage students in problemsolving tasks that require
them to generate and test
hypotheses.
Action Step 6: Have students design their
own tasks.
Action Step 7: Consider the extent to which
co-operative learning
structures will be used.
Action Steps That Cut Across All Three Instructional Questions
Effectively
Interact
Co-operative
Groups
Purposeful
Homework
Reflect on
Learning
Academic
Notebooks
Practice and
Deepen
Generate/ Test
Hypotheses
Goals for Earth Process
Activities
• Experience a learning
progression for a
particular topic P-12.
• Experience various
ways of testing and
generating hypotheses.
• Consider instructional
design implications.
January’s Learning Progression
• Primary
– Identify local changes to the earth and tell what might have
caused them.
• Intermediate
– Compare and contrast quick change versus slow change.
• Middle
– Determine the impact of destructive and constructive forces
on the Earth’s surface.
• High
– Predict the consequences of constructive and destructive
forces to the Earth’s surface.
March’s Learning Progression
• Elementary
– Compare slow versus fast changes/events and sequence the
changes/events in order to establish an understanding of
relative time.
• Middle
– Identify the forces responsible for the creation of a variety
of landforms in order to distinguish between constructive
and destructive forces.
• High
– Predict the consequences of constructive and destructive
forces to the Earth’s surface.
Today’s Learning Progression
• Elementary
• Middle
• High
– I can use predictions concerning the
consequences of constructive and
destructive forces on humans and other
living things to make informed decisions
about mitigation efforts along the
Mississippi River Delta.
Station Work
• With your partner, begin at your assigned starting
station.
• Once there, follow the directions for that station
and complete the task in the time allotted.
• When time ends, rotate to the next grade level.
• Be prepared to discuss all the stations when
complete.
Station Debrief
D
Mr. Snow
8th Grade
Social Studies
• Read a text
• Listen to a lecture
• Watch a video
• Watch a
demonstration
• Engage in a simulation
• Watch video from BBC
broadcasting on Bombing
of Nagasaki and Hiroshima
• Lecture on the major
events leading to and
people involved in World
War II
• Read current newspaper
articles on issues related to
the use of nuclear bombs
or weapons of mass
destruction
Advance Graphic Organizer for Atomic Bombs
Who was
involved
in the
war?
What effect
did the use
of the
atomic
bomb have
on the
war?
World
War ll
What
events
started the
war?
What
events
ended the
war?
Critical Input: BBC Video
At the end of watching the video segments, each student was
asked to respond to the following question:
What were you right about in terms of
your initial understanding of the
events' at Hiroshima and Nagasaki?
Their answers were recorded in their academic notebooks.
Then students were asked to share what they had written with
at least three other members of the class.
Step 1
Provide a description, explanation, or examples
of the new term.
Step 2
Ask students to restate the description,
explanation or example in their own words.
Step 3
Ask students to construct a pictures, symbol, or
graphic representation of the term.
Step 4
Engage students periodically in activities that
help them add to their knowledge of the terms
in their notebooks.
Step 5
Periodically ask students to discuss the terms
with one another.
Step 6
Involve students periodically in games that
allow them to play with terms.
disarmament
Term Or Phrase
What I already know
What I am Learning
Examples
My Picture/Image
Non-Examples
My Definition
Extending My Learning
disarmament
:
as
:
disarmament
:
as
:
disarmament
:
as
:
Critical Input: Lecture
Mr. Snow decides it is time to
provide students with a lecture on
the causes of and incidents leading
to World War II so they can better
understand why the decision was
made to drop the bombs.
Significant Events/Individuals
Teacher Notes
World War II (1939-1945)
Major Events
• Hitler violates Treaty of Versailles (March, 1935)
• Hitler invades Poland (Sept, 1939)
• Britain, France, Australia, and New Zealand declare war on
Germany (Aug, 1939)
• Germany bombs Britain (Sept-Dec, 1940)
• Germany attacks Soviet Union (June, 1941)
• Japanese bomb Pearl Harbor (Dec, 1941)
• USA and Britain declare war on Japan (Dec, 1941)
• USA drops atomic bombs on Japan (Aug, 1945)
• Japanese unconditional surrender (Sept, 1945)
• United Nations is born (Oct, 1945)
Reasons for WWII
• Germany (Hitler), Italy (Mussolini), and Japan (Tajo) were
aggressively invading other countries.
• Initially the democratic powers were passive: USA (Franklin D.
Roosevelt), France (Charles de Gaulle), Britain (Winston Churchill).
• The League of Nations failed to keep peace and bring about
disarmament
- not all countries joined
- unable to act quickly
- had no power or army
• All of the above countries were hostile to Communism (Stalin)
Summary:
My Notes
Topics
Formative
Assessments
Significant
Events/Individuals
(2.0)
1
Students
Ben
Marion
Jamal
.5
.5
2.0
Sean
2.0
Ashli
1.5
Jessica
.5
Rory
1.5
Calene
1.0
Brandi
1.0
2
3
Personal Economics
4
World Economics
What are the steps in creating a metaphor?
CREATING
METAPHORS
Is A
1. Identify the important or basic elements of
the information or situation with which you
are working.
2. Write that basic information as a more
general pattern by
- replacing words for specific things with
words for more general things;
- summarizing information whenever
possible.
3. Find new information or a situation to
which the general pattern applies.
Metaphor Task
Bombing Japan
Japan felt like the US
was taking over the
pacific.
Japan wanted to
maintain control of
the Pacific islands.
Japan decides to align
with the Axis powers.
Japan attacks Pearl
Harbor.
U.S. Declares War.
U.S. drops bombs on
Japan.
General Pattern
Someone in power
was concerned about
others taking what
was theirs.
They wanted to
maintain control and
gain more control.
They aligned with
other groups to get
control.
They attacked
someone else.
They, in turn, were
attacked.
New Information
Critical Input: Read
Newspaper Articles
You have been given a series of
articles to read that identify
countries in the world today that
have conflicting opinions about
their right to develop and/or use
atomic weapons to defend
themselves.
Using your reciprocal teaching
groups, decide who will be the
teacher and complete all of the
steps in the reciprocal teaching
process to help you process the
information you are reading.
Comparison Task
Working with a partner, complete a comparison matrix that
will help you identify how the countries in the articles are
similar and different in their beliefs about the use of the
atomic bomb in today’s world. Identify the countries you
have selected, the characteristics that you are examining,
and the similarities and differences for each characteristic.
Be prepared to share your comparisons with the class.
81
Topics
Formative
Assessments
Significant Events/Individuals
(2.0)
1
(3.0)
2
(3.0)
3
.5
1.5
3.0
.5
2.0
3.0
2.0
3.0
3.0
Sean
2.0
2.5
3.0
Ashli
1.5
2.0
2.5
Jessica
.5
2.0
3.0
Rory
1.5
2.5
3.0
Calene
1.0
2.0
3.0
Brandi
1.0
1.5
2.0
Students
Ben
Marion
Jamal
(4.0)
4
Personal Economics
World Economics
Generating and Testing Hypotheses Task
The use of the atomic bomb on Hiroshima and Nagaskai
was ultimately a value-laden decision made by a
relatively small group of individuals. What do you think
were the beliefs and values that drove this decision?
What do you think would have been the outcome of the
war if the current president of the United States would
have been the person making the decision? What do
you think would be his beliefs and values regarding the
use of atomic weapons and how would these effect his
decision as to whether or not to drop the bomb?
83
Topics
Formative
Assessments
Significant
Events/Individuals
Personal Economics
(2.0)
1
(3.0)
2
(3.0)
3
(4.0)
4
.5
1.5
3.0
3.5
.5
2.0
3.0
3.5
2.0
3.0
3.0
4.0
Sean
2.0
2.5
3.0
4.0
Ashli
1.5
2.0
2.5
3.0
Jessica
.5
2.0
3.0
3.5
Rory
1.5
2.5
3.0
3.5
Calene
1.0
2.0
3.0
3.5
Brandi
1.0
1.5
2.0
3.0
Students
Ben
Marion
Jamal
World Economics
1. Communicate Learning
Goals, Track Progress,
Celebrate Success
Action Steps
Make a distinction between
learning goals versus learning
activities or assignments
Write a rubric or scale for
each learning goal
2. Effectively Interact With New Knowledge
Critical-Input
Experiences
Identify
critical-input
experiences
-Verbal
Action Steps
Preview the content prior to
a critical-input experience
Organize students into
groups to enhance the active
processing of information
-Visual
Have students identify their
own learning goals
Assess students using a
formative approach
Have students chart their
progress on each learning goal
Recognize and celebrate
growth
-Dramatic
Present new information in
small chunks and ask for
descriptions, discussions,
and predictions
Ask questions that require
students to elaborate on
information
Have students write out their
conclusions or represent
their learning nonlinguistically
Have students reflect on
their learning
3. Practice and Deepen
Understanding
4. Generate and Test
Hypotheses
Action Steps
Action Steps
Provide students with tasks that
require them to examine
similarities and differences
(comparison, classification,
analogies, metaphors)
Help students identify errors in
thinking
Provide opportunities for
students to practice skills,
strategies, and processes
Determine the extent to which
cooperative groups will be used
Assign purposeful homework
that involves appropriate
participation from the home
Have students systematically
revise and make corrections in
their academic notebooks
Teach students about
effective support
Engage students in
tasks that require them
to generate and test
hypotheses (problem
solving, experimental
inquiry, decision
making, investigation)
Have students design
their own tasks
Consider the extent to
which cooperative
learning structures will
be learned
Active Learning Through FA
Chapter 10
“ How can we enable a
process of constant review
and improvement?”
• Take a minute to review
your reading guide.
• You might want to bring
your reading guide with you
for the next activity.
Musical Mingling
• When the music starts stand up and walk
around.
• Keep moving until the music stops.
• When the music stops, you stop and pair up
with the person closest to you.
• When the music starts again walk around
with your partner.
• When the music stops join the closest pair
and form a group of four.
Placemat Consensus
Read the directions on the handout and then
respond to the following…
Make a list of what teachers should now
know about integrating feedback in lessons.
Connecting Elephants
Time to Reflect!
Leadership: Competing Priorities
Next Steps-Homework/Reflection
1. Read the “Big Assumptions” handout.
2. Think about the Big Assumption that you uncovered through
your homework.
3. Plan a way to ‘test your assumption’ (use the steps outlined in
the article)
4. Record your findings/evidence/reflections.
Revealing a big assumption doesn’t necessarily mean it will be
exposed as false. But even if a big assumption does contain
an element of truth, an individual can often find more
effective ways to operate once he or she has had a chance to
challenge the assumption and its hold on his or her
behavior.
Case Study: Paula Winslow,
Science Specialist
Time to Reflect!
Wrap-up
and
End of Year Survey
Deconstruction &
Measurement
Topics
Processes that Shape the
Classroom
Learning Targets
Instructional Plan
Intro New Knowledge
Wildly
Successful
Students
CTS
Deepen
Understanding
Competing Priorities & Big Assumptions
Analysis & Feedback
STANDARDS
Grading
&
Reporting
Analysis & Feedback
Application
Balanced Assessment
High quality teaching and learning fosters conceptual change and increases motivation .
Roadmap for Today
Measurement Topics
End of Year Survey
Competing
Priorities
Deconstruction: Final Revision
Learning Progressions
K-12
Summer Topic Survey
For the Summer
• Our summer meeting
will be June 18-19 in
Lexington at the Four
Points Sheraton
– Breakfast at 8:30
– Session will begin at
9:00