Developing Student Confidence
- 1. Developing Student Confidence Michael McDowell, Ed.D. @mmcdowell13, mpmcdowell@rossbears.org
- 3. It's all about focusing on a few habits.
- 10. 1.44
- 11. 1.44 Focusing our efforts on those strategies and practices that yield the greatest impact on student learning
- 14. Finding the right approaches More energy and effort Assessment Capable Learning (Confidence) Formative Assessment Feedback Professional Learning Less energy and effort Class size Curriculum Technology
- 16. AssessmentCapable Learners Understanding how people (I, we, they) learn and how to increase learning
- 17. examplesofassessment capablelearners Using Data with learners Providing clarity Developing a language of learning
- 19. WhereamIgoing?WhereamI Now?What'sNext? HowdoI Improvelearningforall? What questions do assessment capable learners ask?
- 20. Buildingagrowth Mindset Understanding what makes a strong learner and using that information in learning situations
- 22. Whywasthissuccessful? Whydidthisfail? What strategieswork(ed)well?HowdoIengagewhenI'm stuck? Whataremynextsteps? HowdoIattribute success/failure? Questions these learners have.
- 24. Creatinga Communityof Learners Understanding that peer to peer interactions are extremely powerful and using that knowledge to enhance learning
- 26. HowdoIsupportothers? Howdotheysupportme?Howdowework togethertoenhanceourlearning? Questions these learners have.
- 27. OK,SoHow…?
- 28. Enable learners to answer the four questions.
- 32. LearningIntentions&SuccessCriteria Prioritize standards Separate context Separate tasks Identifying what levels of success looks like for kids.
- 33. ● Learning Intention (1) I can tell others why plants and animals change their environment to survive ● Learning Intention (2) I can show others why plants and animals live in different environments ● Learning Intention (3) I can tell others how humans can improve the local environment in which they sometimes hurt.
- 35. - Where is the learner now?
- 38. Score Description 4 Transfer Applying Understanding 3 Deep Making Meaning 2 Surface Building Knowledge 1 Direct Support Proficiency Not Yet Proficiency
- 39. CONTEXT
- 40. Illuminate impact and intervene with challenge.
- 41. https://www.youtube.com/re sults?search_query=khan+a cademy+and+the+effectiven ess+of+science&sm=1
- 42. CHALLENGE
- 43. ● Surface Level- What instructional approaches will support students in understanding foundational knowledge (e.g. facts, vocabulary terms) related to learning outcomes? (jigsaw) ● Deep Level- What instructional approaches support students in connecting and contrasting ideas? What are generalizations and principles that can be made about these ideas? (non-linguistic representations) ● Transfer Level- What instructional approaches support students in applying the learning outcomes to project expectations? (providing Support for claims and finding errors)
- 44. Strategy Description No hands up ● A norm/agreement is established in the classroom where students are not suppose to raise their hand if they know an answer to a question. Playing Hoosier Basketball ● When teachers ask a question and receive a response from a student, the teacher “passes” the response to at least five other students before they respond. Tune and Link ● Teachers ask students to create a T-chart a piece of paper and craft what is clear and muddy in relation to a learning intention. Students share their papers in groups of 3 and develop a master list. Teachers walk around “tuning” into (listening in on what is clear and confusing for students). Next the teacher has students rearrange... White Boards ● Provide students with a small hand held white board to write down their questions, answers, or ideas. Students show their answers to each other and the teacher to identify understanding and determine next steps. Letter Cards ● Students are provided with flip cards that designate options [1,2,3, and 4 or A,B,C and D] for selecting choices on questions posed by a teacher or a student. Students show their answer and then meet in groups to discuss their options and make changes in light of peer review and feedback. Theoretical Framing ● Students are provided with a conceptual map or framework of the discipline and used as a graphic organizer. Daily Review of Key Outcomes (Rubric Review) ● Students take time to review key success and task-based criteria to identify where they are in their learning, set short term goals, and take action to meet goals.
- 45. Strategy Description Comments only assessment ● Teachers or students only provide feedback to others via comments and provide no metric level assessment that could be used to compare students to others. Comments are related to learning intentions and success criteria. Give students work to move forward (strips) ● Teachers provide a group of students assessed work and a series of comments that are on separate strips of paper. The strips of paper are not designated to the assessed work requiring the students to match the feedback to the assessed work. Two-thirds assessment ● Summative assessments are conducted two-thirds of the way through the project.
- 48. Limited Growth (0.0-0.39) Expected Growth (.40 +) Not Yet Proficient (0.0-2.25) Proficient (2.5-4.0)
- 49. Limited Growth (0.0-0.39) Expected Growth (.40 +) Not Yet Proficient (0.0- 2.25) Make A Change! • Review & Make Changes to Instructional Strategies Keep it up! • More Time • Same Instructional Program • Celebrate Success Proficient (2.5-4.0) Cruising • Review & Make Changes to Instructional Strategies Success • Capture Instructional Strategies • Celebrate Success • Continue Practices
- 50. Limited Growth (0.0-0.39) Expected Growth (.40 +) Not Yet Proficient (0.0- 2.5) Make A Change! • Review & Make Changes to Instructional Strategies Keep it up! • More Time • Same Instructional Program • Celebrate Success Proficient (2.5-4.0) Cruising • Review & Make Changes to Instructional Strategies Success • Capture Instructional Strategies • Celebrate Success • Continue Practices Capture Success/Replicate Change
- 51. Limited Gain (0.0-0.5) Expected Growth (.5 +) Not Yet Proficient (0.0- 2.25) Make A Change! • Review & Make Changes to Instructional Strategies Keep it up! • More Time • Same Instructional Program • Celebrate Success Proficient (2.5-4.0) Cruising • Review & Make Changes to Instructional Strategies Success • Capture Instructional Strategies • Celebrate Success • Continue Practices
- 55. Scenario
- 57. Be honest with where I am at on learning progressions. I definitely am honest with where I am in this class. This way of assessment has completely made me feel alright with being in the pit because I know that I am not stuck there and that I can get myself out of it. I really appreciate all that you have done to make us feel comfortable with progress.
- 58. Be open to struggling…Before this class I was not open to struggling at all, so this took me a while to get used to. Now I know that I can get myself out of the pit, so I feel comfortable being in it! I just wish it was this way in the rest of my classes. ):
- 59. My annotations and thoughts on written pieces were at about a 1 level at the beginning of the semester, but with guidance in class and a lot of practice I have grown to getting a four on the last annotation. Next semester I hope to grow further.
- 60. Learners should be able to answer the four essential questions at all times
- 64. Strategy Description Identify key strategies to meet outcomes ● Learners are tasked with reflecting on key learning strategies that they have used in the past and currently using to enable them to learn key knowledge and skills. Next, they identify the efficacy of those strategies by evaluating their progress and proficiency towards meeting specific outcomes. They share their reflections with peers and then make a decision on what strategy they will use to engage in new learning outcomes. Goal Setting and Planning ● Learners review their performance level on pre-assessments towards and establish progress and proficiency goals. Next learners craft next steps to meet stated goals, share those goals with peers, and receive feedback on their goals and action steps to support their plan for meeting personal goals. Critical Friends Process ● Learners sit in a circle and one learner shares their performance data. Other learners ask clarifying questions to ensure they understand the information. Next the presenter listens while the other learners share their thoughts on strengths, questions, and potential next steps. Assessment Tracker Inspection ● Students monitor their own learning on google sheets by writing out their learning outcomes and marking progress on success criteria.
- 66. Conditions-EnableaTight/Loosesystem 1. Develop a suggested list of priority learning intentions and success criteria for all courses across the K-12 system 2.Create a common language of learning and understanding of progress and proficiency for intervention purposes. 3.Provide the time, space, and support for faculty to review data and improve practices that appear to have a substantial impact 4.Invest in teacher and teaching quality.
- 68. Tools&Strategies Conversations with learners about learning Modeling learning- peer effects are substantial Supporting our school in learning- A narrative of learning
- 69. MakingThinkingVisible Name and Notice Thinking Develop a Growth Mindset Challenge but Don’t Rescue What Questions Did You Ask Today? What feedback did you receive today? How do you use that feedback? Focus on Learning Over the Work Encourage Connections Support Your Child in Arguing Effectively and Persuasively Provide Time to Pursue Passions (Play, Passion, and Purpose) Make Your Own Thinking Visible What Makes You Say That?
- 70. Q&A
- 71. examplesofassessment capablelearners Using Data with learners Providing clarity Developing a language of learning