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Data-Driven Planning and Assessment: Supporting Project-Based Learning and Flexible Grouping
- 2. Data Driven Planning and Assessment: Supporting PBL and Flexible Grouping – Distinguished Academy Series – Strand: Academy Development • “There is a weekly common planning time or other formal collaboration time for the academy team of more than three staff members, so that integrated learning, student supports, and individualized student assessment can occur across disciplines and grade levels”: 1.2.c”
- 3. #nafnext Introductions The Apex High School Academy of Information Technology, Wake County Public Schools, NC: • Mr. Matthew Wight, Principal • Jeffrey Derda, 9th Grade Science Teacher • Kimberly MacDonald, Academy Director • Kenneth Nagel, 10th Grade Science Teacher • Susan Szep, 12th Grade Information Technology Teacher • Ashley Windsor White, 10th Grade Social Studies Teacher NewLeef LLC - Dr. Karlene McCormick-Lee
- 4. #nafnext Overview and Barriers Different experiences with different outcomes. • Large groups • Small groups • Teams • Partners • Individuals • Classroom • Field Trips • Internships • Virtual • Project Based
- 5. #nafnext Overview and Barriers • Activities • Materials • Delivery • Student Work • Reporting • Assessment • Performance • Abilities • Needs • Approach • Formation • Dissolution Grouping Students ContentOutcomes
- 6. #nafnext Overview and Barriers • Standardized Tests • Classroom Assessments • Teacher Observation • Student Work • Academy Courses • Special Education • ELL Designation • Values • Beliefs • Attitudes • Observations • Enrollment, • Attendance, • Drop-out rate, • Grade level Demographics Perceptions Student Learning Processes and Programs
- 7. #nafnext Overview and Barriers Brainstorm and share-out about flexible grouping • Two-column notes – Describe 1 barrier AND – List 2 informative pieces of data – Samples Barrier or Data Sample Identify barrier or data List examples
- 8. #nafnext Overview and Barriers Time Scheduling Collaborative Planning Resources Student Data Teacher Skills Support Administrative Teamwork
- 9. #nafnext Principal Perspective •Mr. Matthew Wight, Principal Overcoming Barriers Involving Stakeholders Strategic Planning Building Capacity Implementation Positive Results
- 11. #nafnext A School Perspective- Flexible Grouping Projects- 9th Grade
- 12. #nafnext A School Perspective- Flexible Grouping Projects- 10th Grade
- 14. #nafnext Rubric
- 15. #nafnext
- 16. #nafnext Peer & Self Assessment
- 18. #nafnext A School Perspective- Flexible Grouping Projects- 12th Grade
- 19. #nafnext A School Perspective- Flexible Grouping Projects- 12th Grade • Work Sample • Flexible Group
- 20. #nafnext A School Perspective- Building Continuity Going Forward
- 21. #nafnext Challenges To Solutions • Small Group Work (Pairs) • Review and select one idea or thought • Describe why THAT idea or thought • Identify strategies for implementation • Define Next Steps • Share out – Large post its
- 22. #nafnext Challenges To Solutions ONE Great Idea! Why THAT Idea Implementation Next Steps
Notes de l'éditeur
- Overview and Barriers – 10 minutes KarleneRadencich and McKay (1995) remind us that when teachers plan for flexible grouping, they consider the strengths and weaknesses of each grouping approach and then put them together to allow the teacher to best meet the needs of the classroom. The groups are formed and dissolved as needs change to allow for maximum flexibility, avoiding the static nature of the grouping patterns of the past. Flexible grouping emerged as a practice to address these concerns. It acknowledges that all grouping patterns—large groups, small groups, teams, partners, and individuals—have value because they all offer the reader slightly different experiences with different outcomes. What Is Flexible Grouping?Flexible grouping is not a new concept in American education. It has its roots in the original one-room rural schoolhouse where students of varying ages, backgrounds, and abilities were grouped and regrouped to meet instructional needs. As towns and cities grew and universal education became a national goal, ways of grouping students changed. The assumption that students of the same age learned at about the same rate caused most schools to group students in classes by their ages, a practice that continues today. Whole-class instruction was a natural outgrowth of that decision.Observing that same-age children learned to read at widely varying rates, teachers began to divide students into subgroups based on perceived ability. Math subgroups soon followed. But change is happening. Today, classrooms are filled with children from an increasing variety of cultural and economic backgrounds. As part of a national push for citizens who can think, solve problems, work with others, and learn on the job, educators are taking a close look at the implications of using whole-group and ability-group instruction exclusively. Teachers are discovering that informally grouping and regrouping students in a variety of ways throughout the school day can make a teacher's job easier and students more productive. This teaching strategy is called flexible grouping.Teachers who use flexible grouping strategies often employ several organizational patterns for instruction. Students are grouped and regrouped according to specific goals, activities, and individual needs. When making grouping decisions, the dynamics and advantages inherent in each type of group must be considered. Both teacher-led and student-led groups can contribute to learning.
- Radencich and McKay (1995) remind us that when teachers plan for flexible grouping, they consider the strengths and weaknesses of each grouping approach and then put them together to allow the teacher to best meet the needs of the classroom. The groups are formed and dissolved as needs change to allow for maximum flexibility, avoiding the static nature of the grouping patterns of the past. Flexible grouping emerged as a practice to address these concerns. It acknowledges that all grouping patterns—large groups, small groups, teams, partners, and individuals—have value because they all offer the reader slightly different experiences with different outcomes. What Is Flexible Grouping?Flexible grouping is not a new concept in American education. It has its roots in the original one-room rural schoolhouse where students of varying ages, backgrounds, and abilities were grouped and regrouped to meet instructional needs. As towns and cities grew and universal education became a national goal, ways of grouping students changed. The assumption that students of the same age learned at about the same rate caused most schools to group students in classes by their ages, a practice that continues today. Whole-class instruction was a natural outgrowth of that decision.Observing that same-age children learned to read at widely varying rates, teachers began to divide students into subgroups based on perceived ability. Math subgroups soon followed. But change is happening. Today, classrooms are filled with children from an increasing variety of cultural and economic backgrounds. As part of a national push for citizens who can think, solve problems, work with others, and learn on the job, educators are taking a close look at the implications of using whole-group and ability-group instruction exclusively. Teachers are discovering that informally grouping and regrouping students in a variety of ways throughout the school day can make a teacher's job easier and students more productive. This teaching strategy is called flexible grouping.Teachers who use flexible grouping strategies often employ several organizational patterns for instruction. Students are grouped and regrouped according to specific goals, activities, and individual needs. When making grouping decisions, the dynamics and advantages inherent in each type of group must be considered. Both teacher-led and student-led groups can contribute to learning.
- Overview and Barriers – 10 minutes Karlene
- 5 minutes
- schedule requirements, planning time, required data, teacher skill, administration support;Kim then transition to the Barriers of the AOIT and the first step in place in helping to overcome these barriers being the cohorting of the students and teachers to overcome the “Time” barriers
- 2 Minutes- Kim to transition from Barriers to structure of the academy that facilitates cohorting of teachers and students to help overcome time, resource and support barriers.
- 10 Minutes- Jeff Derda: talk about Travel and Tourism Project (fall) and Ocean Project (spring) design and flexible grouping for each project.
- – 10 minutes: Talk about the Linville and Natural Disaster Projects- Ashley and Ken- and talk about how flexible grouping is used.
- – 10 minutes- 12th grade English Project- Susan Szep- talk about the English video project, show examples, talk about the planning of the groups and talk about the difficulties that stemmed from not having a cohorted group and how you overcame that by differentiating the groups.
- 3 Minutes- Kim- talk about our next steps in planning a common assessment rubric for expectations of the flexible groups to facilitate vertical and horizontal scaffolding. Use discussion to transition to the challenges other groups face in overcoming the barriers.Anchor- talk more about the detail of common assessment rubric for group work.
- Discussion and Sharing Out – 20 minutes – Karlene and KimAll teachers spread out to discuss these items with the tables.
- Discussion and Sharing Out – 20 minutes – Karlene and KimAll teachers spread out to discuss these items with the tables.
- Question and Answer – 5 Minutes - Karlene