March 6 Tammy Heflebower powerpoint

Transcription

Workshop Objectives
Improving 21st Century
Assessment & Instruction
n 
n 
n 
n 
Presented by Marzano Research Laboratory
Dr. Tammy Heflebower
Vice President
The image
cannot be
displayed.
Your
computer
may not
cutting-edge research
concrete strategies
sustainable success
The image
cannot be
displayed.
Your
computer
may not
concrete strategies
sustainable success
n 
Determine how assessment and proficiency scales
can be used to differentiate instruction.
Understand a collaborative approach to improving
assessments and instruction.
Learn how to review and revise existing assessments
for quality.
Explore ways to teach and assess 21st century skills
found in the common core state standards.
Learn ways to help engage students in their own
learning throughout each component suggested.
The image
cannot be
displayed.
Your
computer
may not
sustainable success
Important Research
Normal Distribution of Population
The image
cannot be
displayed.
Your
computer
may not
concrete strategies
Findings: Reading
Teacher School
District
Student
P50
P50
P50
P50
P= Percentile
concrete strategies
sustainable success
1
The image
cannot be
displayed.
Your
computer
may not
Findings: Reading
Teacher School
District
Student
P50
P50
P50
P50
P84
P50
P50
P60
P= Percentile
concrete strategies
sustainable success
The image
cannot be
displayed.
Your
computer
may not
Teacher School
District
Student
P50
P50
P50
P50
P84
P50
P50
P60
P98
P50
P50
P70
P= Percentile
concrete strategies
sustainable success
Unfortunately, the converse can
be devastating.
The image
cannot be
displayed.
Your
computer
may not
Findings: Reading
concrete strategies
sustainable success
“What Matters Very Much is
Which Classroom?”
“If a student is in one of the
most effective classrooms, he/
she will learn in 6 months what
those in an average classroom
will take a year to learn. And if
a student is in one of the least
effective classrooms in that
school, the same amount of
learning take 2 years.”
The image
cannot be
displayed.
Your
computer
may not
Deborah Loewenberg Ball, Dean of Education, University of Michigan
concrete strategies
sustainable success
2
Important take-away #1---
Teachers
matter
immensely!
The image
cannot be
displayed.
Your
computer
may not
concrete strategies
What about school and district
leadership?
Marzano, R. & Waters, T., 2009.
District Leadership That Works,
ASCD, Alexandria, VA.
sustainable success
The image
cannot be
displayed.
Your
computer
may not
concrete strategies
sustainable success
The image
cannot be
displayed.
Your
computer
may not
concrete strategies
sustainable success
The image
cannot be
displayed.
Your
computer
may not
concrete strategies
sustainable success
Findings: Reading
Teacher School
District
Student
P50
P50
P50
P50
P84
P50
P50
P60
P98
P50
P50
P70
P50
P84
P84
P57
The image
cannot be
displayed.
Your
computer
may not
concrete strategies
sustainable success
3
Findings: Reading
Findings: Mathematics
Teacher School
District
Student
Teacher School
District
Student
P50
P50
P50
P50
P50
P50
P50
P50
P84
P50
P50
P60
P84
P50
P50
P64
P98
P50
P50
P70
P98
P50
P50
P76
P50
P84
P84
P57
P50
P84
P84
P59
P50
P98
P98
P63
P50
P98
P98
P67
Important Take-Away #2:
School and District Leadership
not only matters, but also has
a direct correlation and
measureable effect on
student achievement!
The image
cannot be
displayed.
Your
computer
may not
concrete strategies
sustainable success
All can be approached at the
school level, but are more
powerful at the district level.
Three Critical Interventions
(Commitments)
n 
A system of clear learning goals
connected to student feedback
(assessment) and evaluation at the
classroom, school, and district levels
n 
Ensuring effective teaching in every
classroom
n 
Building background knowledge for all
students
The image
cannot be
displayed.
Your
computer
may not
concrete strategies
sustainable success
“The typical teacher may
spend from one-third to onehalf of his/her time in
assessment-related
activities.”
(Crooks, 1988)
The image
cannot be
displayed.
Your
computer
may not
concrete strategies
sustainable success
The image
cannot be
displayed.
Your
computer
may not
concrete strategies
sustainable success
4
Forms of Assessment
Obtrusive
Unobtrusive
Student-Generated
The image
cannot be
displayed.
Your
computer
may not
concrete strategies
sustainable success
The first step to student
engagement….
Consider a
variety of ways
for me to show
you what I
know.
The image
cannot be
displayed.
Your
computer
may not
concrete strategies
sustainable success
The image
cannot be
displayed.
Your
computer
may not
concrete strategies
sustainable success
History teacher quote regarding the use
of Unobtrusive Assessment
n 
Kids will study and prepare harder for a
debate with their classmates than they will
for a written quiz or test. Assessing those
debates gives me a clear view of what
they understand.
The image
cannot be
displayed.
Your
computer
may not
concrete strategies
sustainable success
The next step to student
engagement….
Be clear with
me about what
is essential to
know and do.
The image
cannot be
displayed.
Your
computer
may not
Begin by designing learning
goals
in all subject areas for all
grade levels.
concrete strategies
sustainable success
The image
cannot be
displayed.
Your
computer
may not
concrete strategies
sustainable success
5
Adapted from McTighe & Wiggins
Nice to Know
“You’ve got to think about ‘big
things’ while you’re doing
small things, so that all the
small things go in the right
direction.”
Supplemental
Essential!
!
Alvin Toffler
The image
cannot be
displayed.
Your
computer
may not
concrete strategies
The image
cannot be
displayed.
Your
computer
may not
sustainable success
Students end up with
major, and often unique
gaps when we aren’t clear
about what students
learn, and to what degree
they learn it.
The image
cannot be
displayed.
Your
computer
may not
concrete strategies
The image
cannot be
displayed.
Your
computer
may not
sustainable success
Ainsworth describes a powerful
illustration in Unwrapping the Standards,
2003
n  Two
students leaving college history class
results from essay exam about the
Asian Revolution
n  One student=recalled nothing
n  Other student =recalled the common
attributes noted in all revolutions he d learned
in high school (Enduring Understandings)
n  Comparing
The image
cannot be
displayed.
Your
computer
may not
concrete strategies
sustainable success
concrete strategies
sustainable success
concrete strategies
sustainable success
concrete strategies
sustainable success
concrete strategies
sustainable success
Why do we need to specify the essentials?
Example:
n  Larry
n 
n 
n 
n 
n 
n 
So new teachers (or teachers new to a grade level) know what
to teach.
So we have clear understanding for all teachers of what is
essential at each grade level / course.
So we don t rely on programs and supplemental materials to
tell us what to teach.
So teachers don t simply pick what they like, and students end
up with gaps in learning.
So students have the opportunity to gain deeper, connected
understandings of Essential Standards.
So we stop talking about teachers at other grade levels and
begin talking, planning, and teaching WITH them!
The image
cannot be
displayed.
Your
computer
may not
concrete strategies
sustainable success
6
How do you
determine when
students are
proficient on the
essentials?
The image
cannot be
displayed.
Your
computer
may not
concrete strategies
What helps?
The image
cannot be
displayed.
Your
computer
may not
sustainable success
concrete strategies
sustainable success
Proficiency
Scales
Creating a
proficiency scale
The image
cannot be
displayed.
Your
computer
may not
concrete strategies
The image
cannot be
displayed.
Your
computer
may not
sustainable success
In addition to exhibiting level 3 performance, in-depth inferences
and applications that go BEYOND what was taught in class
3
No major errors or omissions regarding any of the information and/
or processes (SIMPLE OR COMPLEX) that were explicitly taught
2
No major errors or omissions regarding the SIMPLER details and
processes BUT major errors or omissions regarding the more
complex ideas and processes
1
With HELP, a partial knowledge of some of the simpler and
complex details and processes
0
Even with help, no understanding or skill demonstrated
The image
cannot be
displayed.
Your
computer
may not
concrete strategies
sustainable success
concrete strategies
sustainable success
Atmospheric Processes and Water
Cycle
Scale
4
4
Infer relationships regarding atmospheric processes and
the water cycle.
3
An explanation of:
•  How the water cycle processes impact climate changes
•  The effects of temperature and pressure in different
layers of Earth’s atmosphere
2
•  Recognize
and recall basic terms such as: climatic
patterns, atmospheric layers, stratosphere, troposphere.
•  Recognize or recall isolated details such as:
•  Precipitation is one of the processes of the water
The image
cannot cycle.
be
displayed.
Your
•  The troposphere is one of the lowest portions of the
computer
may not
concrete strategies
sustainable success
Earth’s atmosphere.
7
Take a peek at some sample
scales you ll find at your tables.
The image
cannot be
displayed.
Your
computer
may not
concrete strategies
The image
cannot be
displayed.
Your
computer
may not
concrete strategies
sustainable success
sustainable success
The image
cannot be
displayed.
Your
computer
may not
concrete strategies
sustainable success
sustainable success
The image
cannot be
displayed.
Your
computer
may not
concrete strategies
sustainable success
sustainable success
Marzano Research Laboratory is
here to help!
n  Website
n  http://www.marzanoresearch.com
n  FREE
resources
n  Classroom
tools
scale bank
n  Scales for common core standards
n  Proficiency
The image
cannot be
displayed.
Your
computer
may not
concrete strategies
Searchable Site…
The image
cannot be
displayed.
Your
computer
may not
concrete strategies
8
Provides Samples to Select…
The image
cannot be
displayed.
Your
computer
may not
concrete strategies
sustainable success
Provides Sample Scales…
The image
cannot be
displayed.
Your
computer
may not
concrete strategies
sustainable success
The image
cannot be
displayed.
Your
computer
may not
concrete strategies
sustainable success
Why are proficiency
scales important?
The image
cannot be
displayed.
Your
computer
may not
concrete strategies
sustainable success
Proficiency Scale Development
Response to Intervention
n  Work
at your tables or with grade alike
teams to develop a proficiency scale.
n  Determine the standard, or the essential
learning, or the unit of study.
n  Write score 3.0 language.
n  Write score 2.0 language.
n  Move to score 4.0 language.
Intensive
Targeted
Universal
The image
cannot be
displayed.
Your
computer
may not
concrete strategies
sustainable success
The image
cannot be
displayed.
Your
computer
may not
concrete strategies
sustainable success
9
Three points of clarity…
A few aha s…
n  Extending/Advanced
is NOT the new proficient.
n  Extending/Advanced does NOT mean going
into the next year s curriculum---rather going
deeper in the thinking and problem solving
within the power standards.
n  Your achievement level criteria are a work in
progress.
The image
cannot be
displayed.
Your
computer
may not
concrete strategies
sustainable success
Consider a peer review…
n  Take
the proficiency level scale you
created and give it to someone else who
did not write it.
n  Please review one another s scales
objectively for:
n  Sometimes
you ll find that certain standards
do not have multiple levels.
n  You see that the tasks add the clarity to the
knowledge and skills.
n  You really want to consider the verbs and the
context in which the verbs are used as the way
to increase your levels.
The image
cannot be
displayed.
Your
computer
may not
concrete strategies
sustainable success
It s one thing to be clear about
expectations….another to align
instructional activities and
assessments accordingly.
n  Clarity
n  Understanding
n  Appropriateness
The image
cannot be
displayed.
Your
computer
may not
of essential content
concrete strategies
sustainable success
Common Verbs Found on
Proficiency Scales
n  Infer
Standard
with verb
n  Predict
n  Describe
n  Summarize
n  Contrast
Verb Aligned
to Activities
n  Support
n  Evaluate
n  Trace
n  Explain
concrete strategies
sustainable success
Alignment Activity
n  Formulate
n  Compare
The image
cannot be
displayed.
Your
computer
may not
The image
cannot be
displayed.
Your
computer
may not
Verb aligned to
Assessment
•  Learners will formulate solutions with relevant data
based upon information provided.
•  Students review information sources with solutions
provided.
•  Students practice creating new solutions
•  Students use a Line-up Activity to practice substantiating a
solution with relevant data sources.
•  Students are presented with information to formulate at
least two probable solutions.
•  Given a set of information, students formulate a solution that is
not listed. Student support that solution with relevant data.
Larry Bell
concrete strategies
sustainable success
10
I want you to:
• Understand the components of non-fiction.
• Compare and contrast various types of non-fiction.
The image
cannot be
displayed.
Your
computer
may not
concrete strategies
sustainable success
The image
cannot be
displayed.
Your
computer
may not
concrete strategies
sustainable success
Without clear learning targets, assessment is a hit or
miss endeavor. Dr. Rick Stiggins, 2004
A next step to engaging
students:
Don’t make me guess
what’s on the test!
The image
cannot be
displayed.
Your
computer
may not
The image
cannot be
displayed.
Your
computer
may not
concrete strategies
sustainable success
The image
cannot be
displayed.
Your
computer
may not
concrete strategies
sustainable success
How do the scales
connect to corresponding
assessments?
concrete strategies
sustainable success
The image
cannot be
displayed.
Your
computer
may not
concrete strategies
sustainable success
Used with permission.
11
Three types of assessment items to
measure the knowledge and skills defined
n  Level
2 items: Simpler details and
processes that have been explicitly taught
n  Level 3 items: Complex ideas and
processes that have been explicitly taught
n  Level 4 items: Inferences and
applications that go beyond what was
taught
The image
cannot be
displayed.
Your
computer
may not
concrete strategies
sustainable success
n 
Explain how evaporation affects the climatic
pattern in areas around large bodies of water,
such as the shoreline communities of Lake
Michigan?
A weather balloon travels up into the
stratosphere. Explain what would happen to it
as it progressed through the various layers of
the atmosphere?
The image
cannot be
displayed.
Your
computer
may not
concrete strategies
4
Infer relationships regarding atmospheric processes and
the water cycle.
3
An explanation of:
•  How the water cycle processes impact climate changes
•  The effects of temperature and pressure in different
layers of Earth’s atmosphere
2
•  Recognize
and recall basic terms such as: climatic
patterns, atmospheric layers, stratosphere, troposphere.
•  Recognize or recall isolated details such as:
•  Precipitation is one of the processes of the water
The image
cannot cycle.
be
displayed.
Your
•  The troposphere is one of the lowest portions of the
computer
may not
concrete strategies
sustainable success
Earth’s atmosphere.
Level 2.0 Items
Level 3.0 Items
Measuring Atmospheric Processes and Water Cycle
n 
Atmospheric Processes and Water
Cycle
sustainable success
n 
n 
n 
n 
n 
displayed.
Your
computer
may not
concrete strategies
sustainable success
concrete strategies
sustainable success
Response Patterns
and Corresponding Scale Score
n 
Student answers L2 items correctly, but not L3 and L4.
(2.0)
n 
Student answers L2 and L3 items correctly, but not L4.
(3.0)
n 
Student misses all items, but with help can answer
some correctly.
(1.0)
Condensation is to evaporation as _________ is to _________.
The image
cannot be
displayed.
Your
computer
may not
Identify the true statements with the letter T.
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
The image
with altitude.
cannot be
Level 4.0 Items
Why is this analogy accurate?
________________________________________
________________________________________
________________________________________
Climatic pattern
Atmospheric layers
Stratosphere
______
Complete the following analogy.
Define the following terms.
The image
cannot be
displayed.
Your
computer
may not
concrete strategies
sustainable success
12
How Much Sufficiency Is Sufficient?
n 
It depends…..
n  Low
stakes: Multiple assessments to make
decisions about groups of students
n  3
items per level = 12 total
stakes: One assessment to make
decisions (e.g., graduation, retention) about
individual students
items per level = 24–32 total
(Buros Center for Testing)
Verbs are not always used
appropriately...
o “Explain to me where you live” does not raise the
Depth of Knowledge (DOK) of a simple rote response.
o  Even if the student has to use addresses or
landmarks, the student is doing nothing more than
recalling and reciting.
Webb, Chicago, IL
concrete strategies
of students to successfully engage with
and solve a task.
content.
The image
cannot be
displayed.
Your
computer
may not
concrete strategies
sustainable success
Same Verb, Three Different
Complexity Levels
Words like explain or analyze have to be considered in
context.
The image
cannot be
displayed.
Your
computer
may not
o  The kind and level of thinking required
o  Ways in which students interact with
n  High
n  6–8
Pg. 203
Cognitive Demand
Pg. 203
sustainable success
Same Verb, Three Different
Complexity Levels
n Describe
three characteristics of metamorphic
rocks. (Requires simple recall)
n Describe the difference between metamorphic
and igneous rocks. (Requires cognitive
processing to determine the differences in the
two rock types)
The image
cannot be
displayed.
Your
computer
may not
Webb, Chicago, IL
concrete strategies
sustainable success
Mix-Pair-Discuss with your close
partners….
n  Please
n  Describe
a model that you might use to
represent the relationships that exist within
the rock cycle. (Requires deep understanding
of rock cycle and a determination of how best
to represent it)
The image
cannot be
displayed.
Your
computer
may not
concrete strategies
sustainable success
mix (mingle) around the room.
share anything you learned,
unlearned, or relearned about writing
proficiency scales.
n  Mix again when asked…
n  Please share a key learning for you about
assessment thus far.
n  Please
The image
cannot be
displayed.
Your
computer
may not
concrete strategies
sustainable success
13
Scale
In addition to exhibiting level 3 performance, in-depth inferences and
applications that go beyond what was taught in class
4
3.5 In addition to exhibiting level 3 performance, partial success at in-depth
inferences and applications that go beyond what was taught in class
The complete scale allows
for half-point scores
(3.5, 2.5, 1.5, .5).
No major errors or omissions regarding any of the information and/or
processes (SIMPLE OR COMPLEX) that were explicitly taught
3
2.5 No major errors or omissions regarding any of the simpler information and/
or processes and partial knowledge of the more complex information and
processes
No major errors or omissions regarding the simpler details and processes BUT
major errors or omissions regarding the more complex ideas and processes
2
1.5 Partial knowledge of the simpler details and processes, but major errors or
omissions regarding the more complex ideas and processes
With help, a partial knowledge of some of the simpler and complex details and
processes
1
.5 With help, a partial knowledge of some of the simpler details and processes
but not of the more complex ideas and processes
The image
cannot be
displayed.
Your
computer
may not
Even with help, no understanding or skill demonstrated
0
concrete strategies
sustainable success
What if you already have
assessments for your unit of
study?
n  Don
t throw anything out!
n  Back-map the existing assessment to your
proficiency scales to ascertain alignment
and item levels.
The image
cannot be
displayed.
Your
computer
may not
concrete strategies
sustainable success
Assessment Alignment
n  You
would read through the scales and
assessments
n  As a small team, work to align the assessment
to the proficiency scales.
n  In the margin of the assessment, simply put the
level of the item next to it. For example….test
item #1 is a level 2 item.
The image
cannot be
displayed.
Your
computer
may not
concrete strategies
sustainable success
!"#$%&'()*+,-".&'/0#&-")123'455&55#&3)'
!
67(789!! "#$%&'#(!)*++!(,+-&!.%%*#*,'!.'%!($/#0.1#*,'!20,/+&3(!$(*'4!)5,+&!'$3/&0(!#5.#!.22+6!! #,!0&.+7),0+%!(*#$.#*,'(8!
!
K!<!
:2#$%&)&')*&'.&;131)1239'
98 :!($3!*(!;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;8!
!
<8 :!%*==&0&'1&!*(!;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;8!!
!
K!<!
K!<!
<-1)&')*&'=2-.';2-#'2;'&">*'30#?&-7!
>8 ?@AB>@<9C!
!
!
<-1)&')*&'5)"3."-.';2-#';2-'&">*7'
D8 B@CCC@CCC!E!DC@CCC!E!>@CCC!E!<C!E!B!
!
!
!
K!>!
?8 A@>D<@FGD!!!!!!!!!!!!!!!A@D><@FGD!
!
!
K!>!
@-.&-')*&'5&)'2;'30#?&-5';-2#'%&"5)')2'A-&")&5)7'
A8 !!!?@>D<@B?<!!!!!!!!!!!!?@>GD@FG<@BA<!!!!!!!!!!!!?@G<?@BC9!!!!!!!!!!!!!!?@G<B@FC<@GB<!
;;;;;;;;;;;;;;;;!!!!!;;;;;;;;;;;;;;;;;;;!!!!;;;;;;;;;;;;;;;;;!!!!!;;;;;;;;;;;;;;;;;;!
!
K!>!
The image
cannot be
displayed.
Your
computer
may not
K!D!
B5)1#")13A'
B8 H,$'%!>D<@<GB@FBA!#,!#5&!'&.0&(#!3*++*,'8!!;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;!
!
G8 I(#*3.#&!#5&!($3!,=!>??@<F9!E!A<G@FC<!/6!0,$'%*'4!&.15!'$3/&0!#,!#5&!'&.0&(#!5$'%0&%!
#5,$(.'%8!
!
!
!
F8 :00.'4&!#5&!'$3/&0!1.0%(!#,!10&.#&!#5&!+.04&(#!2,((*/+&!'$3/&08!J(&!&.15!1.0%!,'&!#*3&8!
! !
!!!
2
0
5
0
7
6
8
4
7
2
!!
!
concrete strategies
sustainable success
The image
cannot be
displayed.
Your
computer
may not
concrete strategies
sustainable success
concrete strategies
sustainable success
14
For students with special
learning needs…
What about scales for special
learning situations?
Add accommodations to the existing scale
by increasing the 2.0, 2.5 levels on way to
the 3.0, showing smaller gradations of
growth.
Does the student need special support or
extensions for this measurement topic or essential
learning?
NO, the regular
scale is used.
The image
cannot be
displayed.
Your
computer
may not
4
3
Yes, there are a
couple options
Some specialized situations require a completely
different scale all together.
concrete strategies
sustainable success
Scale
No major errors or omissions regarding any of the information and/or processes
(SIMPLE OR COMPLEX) that were explicitly taught
2.5 No major errors or omissions regarding any of the simpler information and/or
processes and partial knowledge of the more complex information and processes
• 
• 
• 
2
No major errors or omissions regarding the simpler details and processes BUT major
errors or omissions regarding the more complex ideas and processes
• 
• 
• 
1.5 Partial knowledge of the simpler details and processes, but major errors or
omissions regarding the more complex ideas and processes
• 
• 
• 
1
With help, a partial knowledge of some of the simpler and complex details and
processes
Scale
4
In addition to exhibiting level 3 performance, in-depth inferences and applications
that go beyond what was taught in class
• 
• 
• 
3.5 In addition to exhibiting level 3 performance, partial success at in-depth
inferences and applications that go beyond what was taught in class
• 
• 
• 
3
2
1
If the student requires modifications,
change the expectation by shifting the
scale upwards---making the grade level
expectation the 4.0 level (possibly.)
For students needing
extensions of learning…
Add extensions to the 3.0, 3.5, and 4.0 as
more finite increments of growth should be
noted.
n  Pull in beyond grade level expectations as
needed for modification needs.
n 
The image
cannot be
displayed.
Your
computer
may not
concrete strategies
sustainable success
How are Common Core
assessments changing
what we may be
accustomed to?
No major errors or omissions regarding any of the information and/or processes
(SIMPLE OR COMPLEX) that were explicitly taught
• 
• 
• 
The image
cannot be
displayed.
Your
computer
may not
concrete strategies
sustainable success
0
15
Critical to know and understand:
A new, next generation assessment program will
accompany the Common Core State Standards. These
assessments range far beyond the usual multiple-choice
and short-answer questions. Instead, students will have to
apply their knowledge to real-world situations through
performance events. They will have to work in
interdisciplinary situations. They will have to be able to use
technology with facility. Some performance events will take
weeks to complete.
CCSS Assessments:
Assessments may be performance-based and multiple choice.
One assessment task may test multiple related standards.
Assessments may require technology skills to respond to questions.
Assessments may require critical thinking: for example, claim-evidence
-counter-claim approach; compare and contrast tasks; cause and
effect relationships.
Assessments may require writing in response to text.
Assessments may be timed.
The image
cannot be
displayed.
Your
computer
may not
Transitioning to the Common Core State Standards and Next
Generation Assessments
Willard R. Daggett ▪ Susan A. Gendron ▪ Daniel A. Heller
concrete strategies
CONCLUSION: A different approach to instruction may be required.
The image
cannot be
displayed.
Your
computer
may not
sustainable success
concrete strategies
Elementary Literacy:
Elementary Literacy:
Drag-and-Drop Example: Students would read a passage that
provides information about different characteristics of African and
Asian elephants. Students would be asked to think about the
similarities and differences between the two elephants. Instructions
to students: Using your mouse, click on two sentences from the
paragraphs you have read in the text, that illustrate how the two
elephants differ, and drag each sentence into the Difference box.
Then, click and drag two sentences from the paragraphs that show
how the two elephants are similar, and place them in the Similar
box.
sian
t
nd Ae larges
an a
Afric ts are thnimals.
n
a
a
h
d
elep f all lan
o
Similarities
The image
cannot be
displayed.
Your
computer
may not
concrete strategies
Highlighting Text Example: Read the passage below and
answer the two items that follow.
1.Highlight one sentence in the passage the author uses to
suggest the boy had a happy life.
2.Highlight one word in the passage that should be
hyphenated.
concrete strategies
The image
cannot be
displayed.
Your
computer
may not
sustainable success
Another Literacy Example:
The image
cannot be
displayed.
Your
computer
may not
sustainable success
sustainable success
Differences
concrete strategies
sustainable success
concrete strategies
sustainable success
A Mathematics Example:
The picture shows the flowerpots in
which Kevin will plant flower seeds. He
needs 3 seeds for each pot. Which of the
following number sentences shows how
many seeds Kevin will need for all of the
pots?
A)
B)
C)
D)
5x4x3=
(5 x 4) + 3 =
(5 + 4 ) x 3 =
5+4+3=
The image
cannot be
displayed.
Your
computer
may not
Explain why you chose the
number sentence.
concrete strategies
sustainable success
16
The image
cannot be
displayed.
Your
computer
may not
concrete strategies
sustainable success
The image
cannot be
displayed.
Your
computer
may not
concrete strategies
sustainable success
Critical to know and understand:
For teachers, this new form of evaluation means
developing a full understanding of performance
events, how to construct them, and how to
evaluate student work. In order to prepare students
for such assessments, teachers will have to give
students ample practice in this style of evaluation.
In addition, the new assessments require teachers to
make substantial use of formative assessment
techniques.
The image
cannot be
displayed.
Your
computer
may not
concrete strategies
sustainable success
Key Steps to Successful Common Core Implementation
Scale development based on
essential outcomes (Common
Core Standards)
The image
cannot be
displayed.
Your
computer
may not
Transitioning to the Common Core State
Standards and Next Generation Assessments
Willard R. Daggett ▪ Susan A. Gendron ▪ Daniel A.
Heller
concrete strategies
sustainable success
So What?
n  Establish essential learnings and prioritize
common core standards.
n  Create proficiency scales for the essential
learnings or key CCSS.
Identification of appropriate
instructional tasks
n  Align instruction to the essentials and the
assessment expectations.
Assessment development
based on the scales
n  Create quality assessments to measure
essential learnings.
The image
cannot be
displayed.
Your
computer
may not
Heflebower, Marzano Research
Laboratoryconcrete
research
concrete strategies
strategies
cutting-edge
sustainable success
success
sustainable
The image
cannot be
displayed.
Your
computer
may not
concrete strategies
sustainable success
17
So what?
Conversion to %
n  Be good consumers of assessments.
Revise quality assessments as needed.
n  Use assessment information to design
instructional practices that support student
growth and increase engagement.
n  Enhance how you communicate about
proficiency.
The image
cannot be
displayed.
Your
computer
may not
concrete strategies
The image
cannot be
displayed.
Your
computer
may not
sustainable success
What about Gemma & Eliana?
n 
n 
n 
Fast Company, April 2010. Used with permission.
concrete strategies
=
=
=
=
=
=
=
=
100%
95%
90%
80%
70%
65%
60%
50%
concrete strategies
sustainable success
Gemma & Eliana
n 
The image
cannot be
displayed.
Your
computer
may not
4.0
3.5
3.0
2.5
2.0
1.5
1.0
Below 1.0
Prefer cell phones to
other toys.
Sing along with Old
MacDonald “app”.
Use a 21st Century
version of finger painting
called photo-editing
software.
Have never known a
world without handheld
and networked
technology.
sustainable success
Fast Company, April 2010
With your elbow partners, please
reflect and discuss…
n  Three
items and three corresponding
experiences students of today have no concept
about because of their generation alone.
n  Three
items and corresponding experiences that
you and I may have no concept about because
of our generations.
The image
cannot be
displayed.
Your
computer
may not
concrete strategies
sustainable success
The image
cannot be
displayed.
Your
computer
may not
concrete strategies
sustainable success
18
Gemma & Eliana Will
Need Additional
Skills…
21st Century Skills
“GTG,” “BRB,”
“BTW,” “ROTFLOL”
The image
cannot be
displayed.
Your
computer
may not
concrete strategies
sustainable success
Explore a few questions
together….
n Why
21st Century Skills?
n What are two categories of skills
and the research behind them?
n How might we teach and assess
such skills?
n How might we begin
implementation?
The image
cannot be
displayed.
Your
computer
may not
concrete strategies
sustainable success
Why 21st Century Skills?
“Schools may once have done an
adequate job of equipping and
sifting young people to take their
various places in the prevailing
society, but that world is gone.”
(Wells & Croxton, pg.1)
The image
cannot be
displayed.
Your
computer
may not
concrete strategies
sustainable success
Why 21st Century Skills?
1. 
2. 
3. 
The world is changing and will continue to
change dramatically throughout the 21st
century.
Schools are not keeping up with many of these
changes.
Mastery of the basic skills of reading, writing,
and math is no longer enough.
The image
cannot be
displayed.
Your
computer
may not
(Kay, 2010,Gardner, 2010; Darling-Hammond, 2010; Dede, 2010; Johnson &
Johnson, 2010; Lemke, 2010; Hargreaves, 2010).
concrete strategies
sustainable success
Increasing Rigor does not mean
students learn on their own or get
loaded down with more
homework.
The image
cannot be
displayed.
Your
computer
may not
concrete strategies
sustainable success
19
Increasing rigor is not about
forcing students to take more
classes and eliminating Fine
Arts or P.E.
The image
cannot be
displayed.
Your
computer
may not
concrete strategies
sustainable success
Why Consider 21st Century
Skills?
n  Almost
any job that pays more than
minimum wage—both blue and white
collar—now calls for employees who
know how to solve a range of
intellectual and technical problems.
(p. xxii)
The image
cannot be
displayed.
Your
computer
may not
concrete strategies
sustainable success
21st Century Skills Help Students
With the Changing World
(1) 
n 
Increasing the cognitive demand and depth of
learning that occurs.
n 
Challenging students to reach for greater levels of
understanding and be able to apply the knowledge
they have learned.
The image
cannot be
displayed.
Your
computer
may not
concrete strategies
sustainable success
Why 21st Century (Intangibles)?
n  “On
that assessment [PISA] of forty
countries, the United States ranked thirtyfifth in mathematics and thirty-first in
science.”
n  “…in each disciplinary area tested, U.S.
students scored lowest on the problemsolving items”
(Darling-Hammond, 2010, p. 35).
Tony Wagner (2008)
Increasing Rigor Refers To:
The image
cannot be
displayed.
Your
computer
may not
concrete strategies
sustainable success
drop-out rate,
“For every 10 students who enter eighth grade,
only seven graduate high school on time,
and only three complete a postsecondary
degree by age 26” (p. 2).
(2) lack of student engagement, and
n  Drop-out
rates and student engagement
are inextricably linked.
Jobs for the Future (2005)
The image
cannot be
displayed.
Your
computer
may not
concrete strategies
sustainable success
The image
cannot be
displayed.
Your
computer
may not
concrete strategies
sustainable success
20
Our Four Questions for
Engagement
(3) Achievement gaps.
How Do I Feel?
Students’ current lack of engagement can be
attributed to a “new set of desires and
expectations” that 21st century students have
developed as a result of their “lifelong
immersion in all things digital” (p. 29).
Am I Interested?
Is This Important?
The image
cannot be
displayed.
Your
computer
may not
Can I Do This?
concrete strategies
The image
cannot be
displayed.
Your
computer
may not
sustainable success
together….
n Why
such skills?
implementation?
Cognitive Skills
Trilling and Fadel (2009)
concrete strategies
sustainable success
How do we prepare students?
n  Five
categories of 21st century skills
(intangibles), divided into two sets:
1. 
Cognitive skills
2. 
Conative skills
The image
cannot be
displayed.
Your
computer
may not
concrete strategies
sustainable success
Conative Skills
n  Mental
capabilities like logic, reasoning,
thinking and attention to detail
n  Teaching
of cognitive skills is not unique to
the 21st century.
is new to the 21st century is the idea
that cognitive skills should take a dominant
The role
image in the curriculum.
n  The
process of combining what one knows
(cognitive) with how one feels (affective)
and deciding what action to take in light of
both.
n  What
cannot be
displayed.
Your
computer
may not
concrete strategies
sustainable success
The image
cannot be
displayed.
Your
computer
may not
concrete strategies
sustainable success
21
College & Career Readiness
Anchor Standards (Reading)
Intangibles Include:
Cognitive Skills
n 
n 
n 
Analyzing and using
information
Addressing
complex problems
and issues
Creating patterns
and mental models
The image
cannot be
displayed.
Your
computer
may not
Conative Skills
and
controlling yourself
n  Interacting with
others
Language Arts/Literacy
1. 
2. 
3. 
4. 
5. 
6. 
7. 
8. 
9. 
concrete strategies
sustainable success
10. 
Read and make logical inferences; cite textual evidence to support
conclusions;
Determine central ideas and analyze development; summarize key
supporting details;
Analyze how and why ideas develop throughout text;
Interpret words and phrases as they are used in text;
Analyze the structure of texts;
Assess how point of view or purpose shapes the content and style of
text;
Integrate and evaluate content presented in diverse media and
formats;
Delineate and evaluate the argument and specific claims in a text;
Analyze how two or more texts address similar themes or topics; and
Read and comprehend complex literary and informational texts.
together….
Anchor Standards (Writing)
1. 
2. 
3. 
4. 
5. 
6. 
7. 
8. 
9. 
10. 
Write arguments to support claims, using valid reasoning;
Write to explanatory/informative texts to convey complex ideas;
Write narratives to develop real or imagined experiences;
Produce clear and coherent writing;
Develop and strengthen writing;
Use technology to produce and publish writing and to
collaborate with others;
Conduct short and sustained research projects;
Gather relevant information from multiple print and digital
sources;
Draw evidence from literary or informational texts; and
Write routinely over extended time frames.
n Why
such skills?
implementation?
Cognitive Skill—
Analyzing and Using Information
Intangibles Include:
Cognitive Skills
n 
n 
n 
Analyzing and
using information
Addressing
complex problems
and issues
Creating patterns
and mental models
The image
cannot be
displayed.
Your
computer
may not
Conative Skills
and
others
n 
Navigating digital sources:
n 
n 
n 
Identifying common logical errors:
n 
n 
n 
sustainable success
Identify and dismiss arguments that contain errors in
thinking.
Generating conclusions, and
Presenting and supporting claims.
n 
concrete strategies
Focus on what is important.
Find information that is relevant and credible.
Present claims and provide adequate support for
those claims.
The image
cannot be
displayed.
Your
computer
may not
concrete strategies
sustainable success
22
Please silently read…
n  pages
Quick Quiz
n  You
have entered the following into a
search engine: “World War I” AND
women. Which of the following would you
obtain from the search? Why?
37-38, and top of page 41 in your
book.
n  Stories
about WWI
women played in WWI
n  WWI heroes
n  How WWI began
n  Roles
The image
cannot be
displayed.
Your
computer
may not
concrete strategies
The image
cannot be
displayed.
Your
computer
may not
sustainable success
n  If
n  Quotation
marks
n  OR
5. 
6. 
concrete strategies
Prepare for and participate effectively in a range of
conversations and collaborations with diverse
partners;
Integrate and evaluate information presented in
diverse media and formats;
Evaluate a speaker’s point of view, reasoning and
use of evidence;
Present information so listeners can follow reasoning;
Make strategic use of digital media and visual
displays; and
Adapt speech to a variety of contexts and
communicative tasks.
Navigating digital sources:
Focus on what is important.
n  Find information that is relevant and credible.
Identifying Errors in Thinking
n  Faulty
Identifying common logical errors:
n 
n 
n 
Identify and dismiss arguments that contain errors in
thinking.
exceptions, evading the issue,
arguing from ignorance, generalizing
n  Attacks
n  Poisoning
the well, arguing against the person,
appealing to force
n  Weak
Generating conclusions, and
Presenting and supporting claims.
Present claims and provide adequate support for
those claims.
The image
concrete strategies
references
n  Biased
sources, sources lacking credibility,
appeals
n 
cannot be
displayed.
Your
computer
may not
logic
n  Contradictions,
n 
n 
sustainable success
sustainable success
Cognitive Skill—
Analyzing and Using Information
n 
2. 
4. 
n  NOT
The image
cannot be
displayed.
Your
computer
may not
1. 
3. 
n  AND
concrete strategies
Anchor Standards for Speaking &
Listening
Continued…
you want information about Martin
Luther, yet you know a search engine is
likely to bring up Martin Luther King Jr.,
what operator might you use?
n  Misinformation
sustainable success
n 
23
Identifying Errors in Thinking
n  Faulty
logic
n  Contradictions,
exceptions, evading the issue,
arguing from ignorance, generalizing
n  Attacks
n  Poisoning
the well, arguing against the person,
appealing to force
n  Weak
references
n  Biased
sources, sources lacking credibility,
appeals
n  Misinformation
The image
n 
cannot be
displayed.
Your
computer
may not
concrete strategies
sustainable success
21st Century Skills Include:
Cognitive Skills
n 
n 
n 
Analyzing and using
information
Addressing
complex problems
and issues
Creating patterns
and mental models
The image
cannot be
displayed.
Your
computer
may not
Conative Skills
and
others
Weak Reference Application…
n  Please
read Table 3.3 on page 48.
n  Please clear off your area, and use
classify each example of reference as to
which type it is.
n  Use the yellow sticky note to signify your
choice.
The image
cannot be
displayed.
Your
computer
may not
concrete strategies
sustainable success
Complex Problems and Issues
" Focus
•  Multi-tasking
" Divergent and convergent thinking
•  Brainstorming
•  Logically considering the brainstorming
" A strategy for addressing problems in life
concrete strategies
sustainable success
The image
cannot be
displayed.
Your
computer
may not
concrete strategies
sustainable success
Exposing the Dangers of
Multi-tasking
Focus
“An individual directing his or her attention to
a specific issue over an extended period of
time.”
" Please read pages 71-74 silently.
" Find and mark key pieces you want speak about.
" With your table family (3-4)
" First member gets one minute to make a point you
found. Other members have 30 seconds to react to
the first member’s point. When the discussion gets
back to the original comment maker, he or she has the
last word to summarize the thinking about that point.
" Repeat for each group member.
(Marzano & Heflebower, pg.71)
The image
cannot be
displayed.
Your
computer
may not
concrete strategies
sustainable success
24
Test your brain…multi-tasking
Multi-tasking Activity
" http://www.nytimes.com/interactive/
2009/07/19/technology/20090719-drivinggame.html
" This simulates driving and texting.
The image
cannot be
displayed.
Your
computer
may not
concrete strategies
sustainable success
Complex Problems and Issues
" Focus
•  Multi-tasking
" Divergent and convergent thinking
•  Brainstorming
•  Logically considering the brainstorming
" A strategy for addressing problems in life
The image
cannot be
displayed.
Your
computer
may not
concrete strategies
sustainable success
Problem-Solving Invention Convention
n  Students
read about famous inventors and how
they got ideas…including how patents were
obtained.
n  Considered a problem they would like to solve
—used scientific method.
n  Researched if there was a market.
n  If a market, began creating a prototype.
n  Create the real thing and test it out.
n  Showcase the invention.
The image
cannot be
displayed.
Your
computer
may not
concrete strategies
sustainable success
The image
cannot be
displayed.
Your
computer
may not
concrete strategies
sustainable success
Connections to Common Core
Mathematical Practices
1.  Make sense of problems and persevere in solving them
2.  Reason abstractly and quantitatively
3.  Construct viable arguments and critique the reasoning of
others
4.  Model with mathematics
5.  Use appropriate tools strategically
6.  Attend to precision
7.  Look for and make use of structure
8.  Look for and express regularity in repeated reasoning
The image
cannot be
displayed.
Your
computer
may not
concrete strategies
sustainable success
A middle or high school example…
n  Senior
Project—culminates learning
n  Capstone experience
n  Provide students the opportunity to explore a
passion area in depth.
The image
cannot be
displayed.
Your
computer
may not
ThunderRidge High School, near Denver, CO
concrete strategies
sustainable success
25
Senior Project Overview
Parent Reflections…
"The Senior Project was one of the most
memorable experiences of my son's high
school education. I truly believe that lessons
learned from the Senior Project will remain
with him long after most of what he learned in
he classroom. In spite of all his whining at the
time, I think he would agree with me now.”
Project Requirements
§  Letter of Intent
§  Senior Research paper
§  Fieldwork Dialectical Journals
§  Mentor
The image
cannot be
displayed.
Your
computer
may not
The image
cannot be
displayed.
Your
computer
may not
ThunderRidge High School, near Denver, CO
concrete strategies
sustainable success
concrete strategies
§ 
sustainable success
firmly believe that ThunderRidge's Senior
Project fulfilled its Mission Statement and made
a great impact on my student. Honestly, it kept
him focused and on track throughout his
Senior year. As stated earlier, he was not a
great student. The Senior Project is one of the
only things he still talks about, and to me that is
a measure of its value. I'm not sure he would
have graduated without it."
concrete strategies
concrete strategies
sustainable success
Student Reflections…
n  I
sustainable success
“[My son], never the best student, really had an
opportunity to follow a topic of his own
choosing and interest. When he teamed up
with his mentor and learned what the ‘realworld’ expectations were for tackling a task, he
realized he had to step up his level of effort
on all fronts - the paper, the presentation, and
the portfolio…
The image
cannot be
displayed.
Your
computer
may not
The image
cannot be
displayed.
Your
computer
may not
concrete strategies
Parent Reflection cont.
"For my daughter's senior project she gave a
cake decorating class to a group of girls at a
home for unwed mothers. She not only
honed her baking skills but gained public
speaking skills from presenting to the class
and gained satisfaction from reaching out
to others in need."
The image
cannot be
displayed.
Your
computer
may not
sustainable success
§ 
"I loved the senior project it made me think if I really wanted to
do what my project was as a profession!!! :)”
§ 
"I'm in my 4th year in college and I cannot tell you how many
projects I've had to do that require extensive research,
reporting, and a formal presentation. So I'm happy to have had
the experience in completing such an elaborate project early
on. It has definitely made my college career a little easier.”
§ 
"I shadowed the Arapahoe County coroner's office and I am still
studying biology as a major.”
§ 
“…it wasn't very fun at times, but it was useful and I am still
showing off my portfolio and my hard work today"
The image
cannot be
displayed.
Your
computer
may not
concrete strategies
sustainable success
26
Student Reflection cont.
§ 
"The project helped me grow a lot as a person and as a
member of society.”
§ 
“It helped prepare for college interviews, presentations and job
interviews.”
§ 
"I feel that doing the Senior project helped me overcome things
and face the real world no matter how much I denied it."
§ 
"This was a hands on project which is different from learning
from the text.”
§ 
I feel that it pushes the students to do something unexpected of
themselves and in the end it made me proud of what I had
done.”
Anchor Standards for Speaking &
Listening
1. 
2. 
3. 
4. 
5. 
6. 
Prepare for and participate effectively in a range
of conversations and collaborations with diverse
partners;
Integrate and evaluate information presented in
diverse media and formats;
Evaluate a speaker’s point of view, reasoning and
use of evidence;
Present information so listeners can follow reasoning;
Make strategic use of digital media and visual
displays; and
Adapt speech to a variety of contexts and
communicative tasks.
Sometimes 21st Century Skills are
Difficult to Measure.
So what?
n  Please
share ways in which you or others
are connecting students to real world
issues.
n  How might you use one of these ideas to
jump-start or enhance this type of learning
at your site?
The image
cannot be
displayed.
Your
computer
may not
concrete strategies
together….
n Why
such skills?
n How might we being
implementation?
Types of Assessments
n  Typically
Obtrusive
n  How
Unobtrusive
they are vague and atypical in how we
measure them.
do we measure things like love,
thoughtfulness, kindness, fear, concern?
n  We know them when we see or experience them.
n  We need to re-think our teaching and assessing to
consider skills that are atypical for us.
The image
cannot be
displayed.
Your
computer
may not
concrete strategies
sustainable success
sustainable success
Student Generated
The image
cannot be
displayed.
Your
computer
may not
concrete strategies
sustainable success
27
What About Assessment for the
21st Century?
n  Consider:
Student generated assessments
How might you assess 21st
century skills?
•  Products and performances used by contemporary
professionals
• 
• 
• 
• 
• 
• 
• 
• 
The image
cannot be
displayed.
Your
computer
may not
Films
Podcasts
Quarterly reports
Interactive videoconferences
Digital music compositions
Websites
Online journals
Playlists that depict major themes of a story
concrete strategies
sustainable success
Creating a proficiency scale for such 21st
Century Skills
The image
cannot be
displayed.
Your
computer
may not
concrete strategies
sustainable success
Douglas County School District, 2003
Please review some samples on
pages 201-220…
The image
cannot be
displayed.
Your
computer
may not
concrete strategies
sustainable success
One way to assess…
very straightforward way to assign scores to
students using the scales.
n  The teacher records his or her perceptions of
students on a weekly or alternate week basis,
see page 182 .
concrete strategies
concrete strategies
sustainable success
Another Option
n  A
The image
cannot be
displayed.
Your
computer
may not
The image
cannot be
displayed.
Your
computer
may not
sustainable success
n  Design
a specific task that requires students to
use a 21st century skill that is the focus of
instruction.
n  For example, for the general skill of addressing
problems in life, a teacher might present
students with the following task:
The image
cannot be
displayed.
Your
computer
may not
concrete strategies
sustainable success
28
Teacher Designed Task:
Teacher Designed Task:
n  Select
a recurring problem you have been
having at school or at home and apply the
strategy we have been studying for addressing
problems in life. That strategy has eight steps:
The image
cannot be
displayed.
Your
computer
may not
concrete strategies
sustainable success
Yet Another…
self-analysis or student selfassessment
n  Students record self-perceptions of their
status on a particular 21st century skill.
n  Students might score themselves at the
same time the teacher scores them.
concrete strategies
sustainable success
concrete strategies
sustainable success
concrete strategies
n  The
teacher would assign scores to each
student using the Teacher Tracking Sheet
depicted in on page 182.
n  At the same time, students would score
themselves using the same scale as the
teacher and turn in their self-ratings to the
teacher.
n  The teacher would compare the students’ selfratings with his or her own.
The image
cannot be
displayed.
Your
computer
may not
n  Upgrade
& politics
issues course
concrete strategies
sustainable success
one assessment per quarter or
semester
n  Curriculum
The image
cannot be
displayed.
Your
computer
may not
The image
cannot be
displayed.
Your
computer
may not
More on Assessing 21st Century
Skills
Real-World Assessment
n  Policies
the next two weeks apply these
steps to the problem you have selected.
n  In writing, describe how you have
addressed each step and then evaluate
the overall effectiveness of the strategy in
helping you solve this problem.
Student Self-Assessment
n  Student
The image
cannot be
displayed.
Your
computer
may not
n  Over
sustainable success
The image
cannot be
displayed.
Your
computer
may not
concrete strategies
sustainable success
29
Thank you!
Dr. Tammy Heflebower
Vice President
Marzano Research Laboratory
[email protected]
The image
cannot be
displayed.
Your
computer
may not
concrete strategies
sustainable success
30

March 6 Tammy Heflebower powerpoint

Transcription

Similar documents

Communication instrument which can be used in

GranQuartz - Ameripolish

Mud Hopper™

GranQuartz

Concrete Sound Barrier Broucher

RMC

live interactive game channel

Vasco de Gama bridge, Lisbon