hastings and prince edward district school board— aim, achievement in motion for student success...

Hastings and Prince Edward District School Board—AiM, Achievement in Motion for Student Success

Hastings and Prince EdwardDistrict School Board

Assessment Informing Practice SIM NetworkDecember 1, 2010

What’s SIM all about?


SIM Network AgendaSIM Network Agenda9:00 Opening Messages

9:10 Assessment for and as learning

9:50 Collaborative Inquiry – What is it?

10:30 Break

10:45 Developing the Inquiry Question

12:00 Lunch

12:45 Co-Teaching Models - Setting the Conditions

2:00 School Team Inquiry Planning

3:00 Sharing of Planning and Closing Messages

3:30 Administrator’s Meeting

Professional Learning for all Staff

Networks

Success for Each StudentSuccess for Each Student


School Effectiveness School Effectiveness Framework IndicatorsFramework Indicators1.1 Students and teachers share a common

understanding of the learning goals and related success criteria.

1.2 During learning, students receive ongoing, descriptive feedback based on the success criteria from the teacher and from peers.

2.1 Collaborative instructional leadership builds capacity to strengthen and enhance teaching and learning.

2.4 Job-embedded and inquiry-based professional learning builds capacity, informs instructional practice and contributes to a culture of learning.

4.3 Teaching and learning incorporates 21st Century content, global perspectives, learning skills, resources and technologies.

4.4 Learning is deepened through authentic , relevant and meaningful student inquiry, (at the school inquiry based teaching and strategies support student inquiry).

School Effectiveness School Effectiveness FrameworkFramework

SEF 1.1 Students and teachers share a common understanding of the learning goals and related success criteria.SEF 1.2 During learning, students receive ongoing, descriptive feedback based on the success criteria from the teacher and from peers.

Assessment Embedded in Assessment Embedded in InquiryInquiryAs teachers we continually adjust

and modify instruction based on student need. We gather this information continuously, through a variety of assessment practices. We need to always be keeping in mind where and how we embed opportunities for students to self-monitor, and self-assess

Assessment Assessment for for and and as as LearningLearning

“Learning is easier when learners understand what goal they are trying to achieve, the purpose of achieving the goal, and the specific attributes of success.”

Chappuis, 2002

“When we invest time up front to build the vision [of what students are to learn], we gain it back later in increased student motivation and the resulting higher quality work.”

Chappuis 2009

http://www.edugains.ca

Assessment Assessment for for and and as as LearningLearning

Learning TasksLearning Tasks•Think/Pair/Share: Define assessment for, as, of, learning.

•Activity 1: Read the descriptions of classroom activities (on the hand-out) and decide whether the descriptions reflect assessment for learning, as learning, or of learning.

•View: Rethinking Classroom Assessment with Purpose in Mind

•Discuss: The ‘Pyramid of Assessment’.

•Identify: The practices that teachers use to improve student learning.

•Discuss: How are teachers empowering students to

monitor and direct their own learning?


Assessment PyramidAssessment Pyramid


SEF 2.4 Job-embedded and inquiry-based professional learning builds capacity, informs instructional practice and contributes to a culture of learning.

Collaborative Teacher Collaborative Teacher InquiryInquiry

Learning TaskLearning Task• Number off 1-7 at your table• Move to corresponding table number• All read p. 1 & 2 of the Seven Principles of Teacher Inquiry

and your corresponding ‘Principle’• Discuss the characteristics of the principle to develop a

common understanding • Generate and chart If…then… statements to share your

common understanding of the principle.

If collaborative teacher inquiry is reasoned, then participants will analyze data to understand the evidence collected.



SEF 2.4 Job-embedded and inquiry-based professional learning builds capacity, informs instructional practice and contributes to a culture of learning.

Drafting an inquiry question / Drafting an inquiry question / statementstatementWhat is the impact of _____________________

(teacher practice based on evidence-informed instructional

approaches) on ___________________ ?

(student learning linked

to curriculum expectations)

---------------------------------------------------------------

If ______________________________________ (teacher practice based on evidence-informed instructional

approaches)

then ____________________________________.(student learning linked to curriculum expectations)

Developing InquiriesDeveloping InquiriesPurpose: Narrowing our focus: developing the

inquiry question / statementHow does it align with school needs as

recognized through SIPSA planning and SEF self-assessment?

How does it meet the needs of your students?Is it subject-specific?Is it strategy-focused (i.e., student learning

through collaborative group work)?How does our inquiry facilitate student

learning?How is assessment embedded (success criteria

and feedback)?How might you measure impact?


Talk TimeTalk TimeHalf of table talk to each other

about questions posed on the template

Other half of the table listen and record what is heard

Switch rolesUse information gathered to help

develop inquiry question / statement


Talk Time OrganizerTalk Time Organizer


SharingSharingSchool teams to share thoughts,

reflections, process, etc…

School Effectiveness Framework School Effectiveness Framework IndicatorIndicator

SEF 2.1 Collaborative instructional leadership builds capacity to strengthen and enhance teaching and learning.


Co-Teaching, Co-Learning Co-Teaching, Co-Learning ModelsModels

Video clip from SEF web casts – available on Ministry site and SEF DVD.

Models for Co-teachingModels for Co-teaching

There are multiple models that work for the co-planning, co-teaching, and co-reflecting component of your inquiry.

Sample ModelSample Model

•Host teacher shares current curriculum focus area•Team reviews student samples and based on student needs, deconstructs the expectation to narrow the focus for lesson, learning goal is precise and specific – planning links back to the teacher inquiry •Plan the lesson including a small group collaborative task which aligns with learning goal and elicits thinking •Develop observation sheet which focuses on what students are thinking/saying/doing •Determine roles, lead teacher, observers

•In each phase of the lesson Before/During/After observers capture what they see and hear•Observers do not evaluate, judge or interpret what they are seeing and hearing

•Analyze and interpret observations, focus on student thinking, what was seen and heard •Develop possible next steps for whole group as well as strategies for specific groups and individuals•Determine next steps and monitor progress

Co-plan

Half day

Co-teach

2 days later

Debrief after

lesson

LNS Model Primary Inquiry

Collaborative Inquiry in Learning Collaborative Inquiry in Learning Mathematics ModelMathematics Model


Co-teaching: Planning for Co-teaching: Planning for SuccessSuccessBrainstorm at your table what

factors are required to set the conditions for a successful co-teaching day.

Record your ideas on a flip chart under the headings student, teacher, classroom.


SEF 4.3 Teaching and learning incorporates 21st Century content, global perspectives, learning skills, resources and technologies.SEF 4.4 Learning is deepened through authentic , relevant and meaningful student inquiry, (at the school inquiry based teaching and strategies support student inquiry).


Planning a Task for Co-Planning a Task for Co-teachingteaching

Planning for the task requires careful consideration.

Things to think about:◦ Connections to curriculum◦ Determining a learning goal◦ Student engagement through authentic thinking tasks◦ Embedding assessment◦ Multiple entry points (based on student need/ readiness)◦ Connection to inquiry question / statement◦ Time factors

Once a team has decided on their learning goal, their task, and methods of assessment (all related to their inquiry), they need to decide on the opportunities for student observation.

A Possible Planning TemplateA Possible Planning Template

Observing StudentsObserving StudentsWho’s observing?What will observation look like? Focus on 2 questions:

What are students saying?What are students doing?

Recording what we see not what we don’t see.Analysis takes place at the debrief.Be precise in descriptions, not general:

◦ i.e., students worked on a sophisticated math problem (general)

◦ i.e., Task: Find different ways to create a total of 31.

Student 1 wrote in math workbook: 5+5+5+5+5+5+1= 31, student 2 wrote: 41-10=31, 2+3x3+16=31 (specific).

Simcoe County DSBSimcoe County DSBhttp://www.edugains.ca/resources/Lea

dingChange/InnovationsbyBoards/AP_Co_Plan_Teach_Debrief/

Co-teaching: Action (student observation activity)

Use the observation framework to record student thinking.

http://www.edugains.ca/resources/LeadingChange/InnovationsbyBoards/AP_Co_Plan_Teach_Debrief/



Collaborative Inquiry Collaborative Inquiry PosterPoster

School Team Inquiry Planning School Team Inquiry Planning – Discussion Items– Discussion Items

Refine or re-assess inquiry question – is it a cross-curricular focus or subject-specific? (use SIPSA, SEF self-assessment, analytic discourse, etc…)

Decide on roles for the co-teaching part of inquiryDecide on modelDecide on student observation piece If time, begin to look at related curriculum

expectations

Reflections:How might we use our reflections moving forward?How does it impact what we do?How do we keep our inquiry alive after a cycle of

co-teaching?


School Team Inquiry Planning - School Team Inquiry Planning -

Sustaining Classroom Sustaining Classroom LearningLearning


Collaborative Inquiry Session Collaborative Inquiry Session FeedbackFeedback

Please take the time to give us some feedback.

On the back of the page you can record your questions and comments.

This feedback will help us when preparing for future sessions.

Next Steps…Next Steps…Please communicate dates to

Jennifer Birt via e-mail: [email protected]

mailto:[email protected]