feedback and the. © ascd 2014 | common core state standards bill and melinda gates/ascd grant:...

Feedback and the

© ASCD 2014 | Common Core State Standards

Bill and Melinda Gates/ASCD Grant: Virtual Learning Networks: Social Studies

Webinar 4: Feedback and the Common Core

Teacher Networks: Building Capacity for

Powerful Instruction

May 2014


Social Studies Webinar 4 Agenda• WELCOME!• Introduction of ASCD Faculty Member and

attendees• Reminder of VLN Goals• ASCD EDge • Today’s Problem of Practice • The Core Six & Strategies• Look ahead to 2014-2015 school year

ASCD/Gates Grant: Virtual Learning Networks


Role Reversal (ASCD, 2013) The 5-Minute Teacher (ASCD, 2013)ASCD FacultyLearnitin5.com creator International presenter@markbarnes19 on [email protected]

Mark Barnes

Poll 1:

What is your position? A: K-3 teacherB: 4-6 teacher C: 7-9 teacher D: 10-12 teacher E: building administratorF: academic coach/district admin

Social Studies VLN

© ASCD 2014. | Common Core State Standards

ASCD/Gates Grant: Virtual Learning

Networks


Today’s Agenda• WELCOME!• Introduction of ASCD Faculty Member and

attendees• Reminder of VLN Goals• Today’s Problem of Practice

• Core 6 Essential Strategies– Write to Learn– Vocabulary’s CODE

• Looking ahead to 2014-15 school year


Networks• Two Years

• Five Webinars per year• Content specific• Hosted by ASCD faculty member• Synchronous• Recorded and archived on EduCore®


Goals:

1. Cultivate “Constructivist Community” 2. Help understand and

facilitate the implementation of the CCSS

3. Develop a virtual team to support each other

4. Exchange resources


Networks


Mark Barnes


Networks


Today’s Agenda• WELCOME!• Introduction of ASCD Faculty Member and

attendees• Reminder of VLN Goals

• ASCD EDge• Today’s Problem of Practice


• Looking ahead to 2014-15


2. Log in

3. Join

1. Go here ASCD EDge VLN Social Studies

Continue the conversation on the ASCD EDge VLN site

http://buff.ly/1f6bTxZ





NetworksToday’s Agenda

• WELCOME!• Introduction of ASCD Faculty Member and

attendees• Reminder of VLN Goals• Today’s Problem of Practice




Problem of Practice

How do I evaluate writing and vocabulary effectively while integrating the Common Core?


Poll 2:

How often are your SS students writing?

A: 1-2 pieces weeklyB: 3-4 pieces weeklyC: More than 4 times weekly

Social Studies VLN

Poll 3:

Which of the following best describes how you believe writing should be assessed?

A: Use a rubric to evaluate content, style and mechanicsB: Assign a point value based on guidelinesC: Conference with the student D: Supply detailed written feedback

Social Studies VLN




NetworksToday’s Agenda

• WELCOME!• Introduction of ASCD Faculty Member and

attendees• Reminder of VLN Goals• ASCD EDge• Today’s Problem of Practice




Let’s make this close reading thing easy

Silver, H.F., Dewing, R.T., & Perini, M.J. (2012). The Core Six: Essential Strategies for Achieving Excellence with the Common Core. Arlington, VA.: ASCD.


Tips for Introducing and Using Strategies

1. Explain the strategy’s purpose and students’ roles in the strategy.

2. Teach the thinking embedded in the strategy.

3. Use discussion and questioning techniques to extend student thinking.

4. Ask students to synthesize and transfer their learning.

5. Leave time for reflection.



Write to Learn & Vocabulary’s CODE



There is nothing to writing. All you do is sit down at a typewriter and bleed.

Ernest Hemingway


Establishing Purpose

• Why?– Focuses attention– Alerts learner to key ideas– Prevents side trips and maximizes learning time– Can be used in formative assessment

• Types– Content goal (based on the standards)– Language goal (vocabulary, language structure, and

language function)– Social goal (classroom needs or school priorities)


What is a content purpose?

• An analysis of the content standard• Focuses on what can be accomplished

toward the grade-level standard TODAY (in other words, it’s not the standard)

• It is a learning goal, not an activity (can be written as a goal or objective)


What is a language purpose?

• An analysis of the language demands of the task• An understanding of the way students

demonstrate their thinking through spoken or written language


Educore.ascd.org


Poll 4: Which strategy best helps students write to learn?

A: Quick write – 2-4 minutes: clarify, summarize, extendB: Pivot – Partner and ID the main ideasC: 4-2-1 – 4 big ideas, partner and cut to 2, then cut to 1D: None of these is best

Social Studies VLN


THE CORE SIX SAYS. . .

“Writing is as flexible and inexhaustible as language

itself, meaning that no single classroom technique or set

of implementation steps can effectively capture its

dynamic power.”



TEACHER RESPONSIBILITY

STUDENT RESPONSIBILITY

Focus Lesson

Guided Instruction

“I do it”

“We do it”

“You do it together”

Collaborative

Independent “You do it alone”

A Structure for Instruction that Works

© ASCD 2014 | Common Core State Standards Photo credit: Photopin Creative commons

“How do I evaluate all of this writing?”


Formative Assessment

• Feed up - establishing purpose• Feed back - providing students with information

about their success and needs• Feed forward - using student performance for

“next steps” instruction and feeding this into an instructional model


Checking for Understanding Through Writing

• A tool for thinking• An opportunity to get a glimpse of student

understanding• Provides a different dimension than multiple-

choice items


Using Questions to Check for

Understanding


Effective Questioning Processes

Stage 1: Prepare the Question• Identify instructional purpose• Determine content focus• Select cognitive level• Consider wording and syntax

Stage 2: Present the Question• Indicate response format• Ask the question• Select Respondent

Source: Walsh, J. A., & Sattes, B. D. (2005). Quality questioning: Research-based practice to engage every learner. Thousand Oaks, CA: Corwin Press.

Stage 3: Prompt Student Responses• Pause after asking question• Assist non-respondent• Pause following student response

Stage 4: Process Student Responses• Provide appropriate feedback• Expand and use correct responses• Elicit student reactions and questions

Stage 5: Reflect on Questioning Practice• Analyze questions• Map respondent selection• Evaluate student response patterns• Examine teacher and student reactions


Ask the right questions

T: What caused the greatest environmental disaster in our history?

S: A BP oil rig exploded. T: Right. (Note this on a roster or online grade book). Name

one major impact of the oil spill on the environment? S: Sea animals are dying.

Writing doesn’t always have to be collected. This Q & A approach indicates comprehension.


Promoting Oral Language

Accountable talk• Press for clarification and explanation: Could you describe what

you mean?• Require justification of proposals and challenges: Where did you

find that information?• Recognize and challenge misconception: I don’t agree because ... • Demand evidence for claims and arguments: Can you give me an

example?• Interpret and use each other’s statements: David suggested …

Institute for Learning, University of Pittsburgh


How will students improve if I don’t comment on their writing?

Photo credit: Marco Arment: Photopin Creative commons


Write your opinion in the question box

How will students improve if I don’t comment on their writing?

© ASCD 2014 | Common Core State Standards Photo credit: Photopin: CMIT Academy, Creative commons

Share good models, collaborate with ELA teachers and allow students to practice various kinds of writing often.


Three Types of Language Purposes

• Vocabulary: (specialized, technical)• Structure: (the way the vocabulary is used in

sentences to express ideas)• Function: (the intended use of those ideas)

These language purposes build upon one another over a series of lessons.


Samples Social Studies

Identify the causes of the Revolutionary War.

Explain the meaning of “taxation without representation” to a peer and

summarize the meaning in writing.Evaluate Lincoln’s decision to free the slaves.

Do students understand the words in red?


Three Types of Language Purposes

• Vocabulary: (specialized, technical)• Structure: (the way the vocabulary is used in

sentences to express ideas)• Function: (the intended use of those ideas)


“Evaluate Lincoln’s decision to free the slaves.”

Why did you answer this way? What does it mean to “evaluate?”

Understanding vocabulary


“BP operated oil skimmers and other cleanup tools to try to remove oil from the water and Louisiana began building oil containment berms to halt the spread of oil.”

Understanding vocabulary

Define “containment.”

How did you come up with that definition?


Promoting Oral Language

Accountable talk• Press for clarification and explanation: Could you describe what

you mean?• Require justification of proposals and challenges: Where did you

find that information?• Recognize and challenge misconception: I don’t agree because ... • Demand evidence for claims and arguments: Can you give me an

example?• Interpret and use each other’s statements: David suggested …

Institute for Learning, University of Pittsburgh


Problem of Practice

How do I evaluate writing and vocabulary effectively while integrating the Common Core?


Use Formative Assessment

• Feed up - establishing purpose• Feed back - providing students with information

about their success and needs• Feed forward - using student performance for

“next steps” instruction and feeding this into an instructional model


Checking for Understanding is…

• Formative• Systematic• Planned

It is not…• Left until the end of the unit


Check for Understanding through Oral Language

• Involves speaking and listening• Classrooms are often overwhelmed by teacher

talk• Research indicates that in high-achieving

classrooms, teachers spoke 55% of the time, compared to low-achieving classrooms, where teachers spoke 80% of the time.


Retellings

• Oral to Oral listens to a selection and retells it orally• Oral to Written listens to a selection and retells it in writing (summary)• Oral to Video listens to a selection and creates an I-movie• Reading to Oral reads a selection and retells it orally• Reading to Written reads a selection and retells it in writing (summary)

• Reading to Video reads a selection and creates an I-movie• Viewing to Oral views a film and retells it orally• Viewing to Written views a film and retells it in writing (summary)• Viewing to Video views a film and creates an I-movie


Checking for Understanding Through Projects and Performances

Collaborative learning

Oralpresentations

Portfolios


Social Studies Webinar 4 Agenda• WELCOME!• Introduction of ASCD Faculty Member and

attendees• Reminder of VLN Goals• ASCD EDge • Today’s Problem of Practice • The Core Six & Strategies• Look ahead to 2014-2015 school year



Looking ahead to 2014-15

Social Studies

Virtual Learning Network


Phase Two 4 Webinars

Structured around “Problem of Practice” Challenges identified by

participants in implementing CCSS in their classrooms

Collaboration with trusted experts Helpful feedback in a timely

manner


Networks


Think about it and share your ideas on the ASCD EDge VLN.


ASCD Edge

• ASCD proprietary social networking platform

• Share comments and resources• Share video, audio, photos• Share upcoming events, updates,

alerts


Networks


Spread the word

Photo credit: Florian Seroussi: Photopin Creative commons


Thank you!

Connect with me on: Twitter @markbarnes19

ASCD EDge: VLN social studies groupEmail: [email protected]


https://twitter.com/markbarnes19

http://groups.ascd.org/groups/detail/148160/vln-social-studies/

mailto:[email protected]

feedback and the. © ascd 2014 | common core state standards bill and melinda gates/ascd grant:...

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