CHERRY PICKING KIDS

WHAT IF YOU COULD PICK THE KIDS IN YOUR CLASS AND THE KIDS WHO CAN'T COME IN?  WHERE WOULD THEY GO?

Even though I didn't go, I needed someone to cheer for me and want me

ie golf team

1. understand task and intent
task- engagement, engages kids
intent - what we want to learn

2. what will it look like when we are finished?
- share task and intent with kids
- help students develop senes of owndership
    - you have to:
   - you may:

3. HOW lesson
 - how the lesson will help studnets be successful in achieving the intent

Notes found in binder:

How can I have students look at their work more critically

Compare work against models

Adjust their work so they can be more successful?

Have students identify the next steps

Provide opportunity for second attempts

WHY -> raising achievment

Assessment for learning - any assessment where first priorty is to promote learning.  It does not equal ranking or for accountability.

I want to explore assessemtn for learning by having students identify the next step and provide opportunity for second attempts to reach goal

Why - to promote pupils learning - not accountibility

Need: minmial time between attemts, comparison between TIC or exemplar, ruberics, and decide what will be learned/do

Challenges: students dont' want to, sacrifice time of other things

"what dtudents do with that imformation rarely meets the student needs"
How: can I use assessemnt to meet the students needs.

Screens are just snap shots...
They are not always true (ie - screens showed average results, the JJ's results where 1%ile

K code, genetic

No assessement happends without a referral question.  What questions would you have before yo uwoul consider before testing?

Homework: read testing appendix E

Reflection...bias...

FS - the purpose of assessment is to further learning....after each assessment, group assessments (ie 3 groups), and tailor instruction/goals for next lesson based on that.  Maybe not every lesson - maybe mini unit?

Assessment is the process of gathering information for....making a decsion. JL

What decision am I trying to make?

FS - Show me the evidence!

Assessment depends on the ability of the assessor - Julie Lane...

Self-Assessment and Literacy Learning

In a recent article in Reading Today (Nov./Dec. 2014), Peter Afflerbach reminds us of the value of students assessing their own reading and thinking. He says that teachers usually associate self-assessment with comprehension monitoring, but that is “only part of the self-assessment repertoire that accomplished readers use.” Specifically, it is the middle part. Readers also self-assess before reading to plan and set goals and after reading to reflect on accomplishments and challenges. As accomplished readers, we teachers can model and explain how to use these strategies.  He also provides a list of questions that could be used for student self-assessment.

Refelction questions...

Evidence  - How does my learning show in my practice...

I used to write the letter M on the top of a page that meant meeting.  After my exploration this term, that M seems near meaninless. Moving towards the more meaningful, I realize the importance of descriptive feedback.

Peer descriptive feedback can be helpful, but it is also a skill that must be taught.  When a learner fully understands the topic, idea, assessment, explars, steps, they are able to give themselves meanful descriptive feedback.

Also, I now really see the important of follow up activities to apply the feedback.

I use various forms of assessment now...use these as articfacts

Conenction to learning theory...

Who are the thinkers...

Still Moore/UDL - I am a lot more conscious of this now.  One computer for 1 student, I argued to get another for the class so support was available.  Word wall for a few lower writers, but all children use it (most)...

Assessment should include descriptive feedback, and then the learning should be given opportunities to apply that feedback and extend their learning.

What about end of unit/term tests/assignments?  Should these be evaluated if there is not going to be an opportunity to apply feedback and extend learning?  Perhaps end of term/unit assignments should be opportunities just to showcase learning - to celebrate learning - and not be judged upon?

Applying the idea of self assessment I have created this rubric for tomorrow's writing.  It also brings in Peer Assessment to help answer the question, "how do I know I am correct?"  However, this rubric causes the assessment to be quite evaluative and judgmental.  It should include areas for descriptive feedback from self and peer.

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How does the student know that they have learning something? 

- peer assessment/feedback
- comparison of their assessment to mine
- comparison of their work to a set of exemplars
 

Show me the evidence!!

Thinking Routines

Routines exist in all classrooms; they are the patterns by which we operate and go about the job of learning and working together in a classroom environment. A routine can be thought of as any procedure, process, or pattern of action that is used repeatedly to manage and facilitate the accomplishment of specific goals or tasks. Classrooms have routines that serve to manage student behavior and interactions, to organizing the work of learning, and to establish rules for communication and discourse. Classrooms also have routines that structure the way students go about the process of learning. These learning routines can be simple structures, such as reading from a text and answering the questions at the end of the chapter, or they may be designed to promote students' thinking, such as asking students what they know, what they want to know, and what they have learned as part of a unit of study.

http://www.visiblethinkingpz.org/VisibleThinking_html_files/03_ThinkingRoutines/03a_ThinkingRoutines.html

Introduction to Thinking Routines 

Visible Thinking makes extensive use of learning routines that are thinking rich. These routines are simple structures, for example a set of questions or a short sequence of steps, that can be used across various grade levels and content. What makes them routines, versus merely strategies, is that they get used over and over again in the classroom so that they become part of the fabric of classroom' culture. The routines become the ways in which students go about the process of learning. 
Thinking routines form the core of the Visible Thinking program. What makes these routines work to promote the development of a students thinking and the classroom culture are that each routine:

• Is goal oriented in that it targets specific types of thinking
• Gets used over and over again in the classroom
• Consists of only a few steps
• Is easy to learn and teach
• Is easy to support when students are engaged in the routine
• Can be used across a variety of context
• Can be used by the group or by the individual

Routines are really just patterns of action that can be integrated and used in a variety of contexts. You might even use more than one routine in teaching a single lesson. Thus, you shouldn't think about the routine as taking time away from anything else you are doing, they should actually enhance what you are trying to do in the classroom.

Focus on Integration with Existing Content

Because the module consists mostly of routines, it is necessary for the teacher to bring appropriate content to the routine. Because of their simple nature, the routines do not need to be taught but can simply be used as a means of investigating and working with existing subject matter. Nonetheless, when teachers first introduce a routine he or she may choose to do so with one of the suggested topics or a topic that may not be a regular part of students' study. For example, the "What makes you say that?" routine might be introduced with an engaging picture or photograph, though later a teacher might want to use it with a poem, artifact, or scientific experiment. With all of the routines, teachers will need to think about what topics are most appropriate for their introduction and continued use.

What about tasks I'm not motivated to do? How would that process go?

Student Self-Assessment Practices That Work

By Starr Sackstein on May 26, 2016 5:00 AM

Understanding how we learn best is one of the keys to growth as human beings. This essential metacognitive skill is not innate and must be modeled and taught in school starting as early as possible.


The way it looks for different age groups will be different, obviously as younger students are not always cognitively ready to do this kind of thinking. However with the right scaffolds in place, reflection and self-assessment can be a rich way to extend the depth of independent learning and also aid in informing the teacher about valuable data around growth and understanding.
As we put more and more of the control into student hands, it's not enough to just tell them to reflect or self-assess; it is imperative that we give them tools to do these practices well and then offer many opportunities to practice and get better at it.
Here are some ways teachers can start to implement meaningful self-assessment  into classes:

• At the beginning of a unit, consider having students set goals for themselves based on projected outcomes and objectives. These goals will drive reflection and tracking of progress throughout each student's journey.
• Scaffold the process by starting off with a google form with a list of questions that walk them through the process of thinking about their learning like:
  • What do you think this assignment was about? or What was your understanding of the assignment?
  • What did you have to do?
  • What steps did you take to complete the assignment?
  • What kinds of challenges did you face? How did you overcome these challenges?
  • What did you do well in this assignment? How do you know?
  • Did you meet the success criteria? How do you know?
  • Wording for these questions will likely be adjusted for the age of the students you are working with.
• It's a good idea to have students reflecting throughout the process. Not just at the end. So consider allowing them to think about each day's learning as an exit ticket or something they keep in their notebooks for daily summary. In their own words they can think about what they learned in class that day and how it connects to something they learned before or how it could connect to other skills or subject areas.
• Once students get a handle on these kinds of questions on a sheet or form, ask students to start sharing their learning in other formats, more narrative. Some will prefer to write, others may prefer to use multimedia options like Voxer or Screencast-o-matic.
•  At the end of major assignments, students should be asked to reflect on their learning and self-assess what they've learned based on exemplars and standards. As they are working through assignments, standards should be transparently connected to the learning outcomes and while they are learning specific skills, the teacher should help with the connections to the standards. It makes sense for younger students to rewrite the standards in "kid-friendly" language or if students are too young, the teacher can simplify the standards so they understand, keeping each part simple.
• Self-assessments based on standards should be written like an argument paper (also aligning with the Common Core). When they say they are approaching, meeting or exceeding the standards, the student should show in their work support for this assessment. Where in their own work is there evidence of the skill at work? Showing students examples of what this looks like and providing them feedback early in the year to develop these skills is also extremely helpful. For example when I read student self-assessments and reflections, I comment on the quality of each paragraph in the narrative. If they did a good job explaining what was expected on the assignment, I write "good understanding of the task" while highlighting part of the work. If there standards aren't evident, I might say, "Good evidence of process, but need to tie evidence of learning to the standards. Make sure to review the assignment sheet where standards are listed." Sometimes I even share student examples if I notice a child isn't getting it.

Over all, self-assessment is a valuable tool as it gives students the ability to really consider their learning and equally as importantly, share that understanding with the teacher. Once we understand what students know and can do, both demonstrated in the work and their ideas about the work, we can adjust instruction and/or class pacing as needed. The more adept students become with this tool, the better tailored class time and assessments can be.
How do you teach students to self-assess? What is the greatest lesson you've learned for teaching them to do so? Please share

This has got me thinking about questioning, and the questions needed for self reflection.  This connected to Pro-D I went to about thinking profiles.

How to ruberic

More ruberics

http://www.sd5.bc.ca/staff/literacy/writing/assessment/writingchecklists/Pages/default.aspx

Ruberics

http://www.sd85.bc.ca/?page_id=1487

good resources on types of thinking

https://www.amazon.ca/Making-Thinking-Visible-Understanding-Independence/dp/047091551X

article that ties in Kohn and instrinsic motivation

http://www.paulepstein.us/s/why-telling-children-good-job-breeds-bad-job-paul-epstein-5-2015.pdf