3. Group Activity
Find someone from another team and share:
1. Something you are proud you
accomplished yesterday
2. Something you hope to accomplish today
3. Something you have a question on from
yesterday
As you listen to your partner…
1. Congratulate them on their
accomplishment
2. Answer their question (if you are able)
4. Day 1 Reflections/Feedback
Chocolate Not enough feedback given
The opening session helped get everyone Limited examples were provided
on the same page
Facilitators Some confusion with Big Ideas
Groups were well motivated and fun to Unwilling to kill the “Sacred Cow” –
work with coming with pre-conceived documents
Well organized Wanting to do a diary plan
CRW Team
Positive attitudes of participants
Time to work together
Good discussions in our groups
5. 3-2-1 Reveals (Day 1)
Expectations Surprises Clarifications
Donuts The amount of work it takes What needs to be done by
to write a quality guide the end of the week?
Confusion No fights/hurt Can we work with other
feelings/arguments groups?
Long and laborious day Snacks Identifying Big Ideas
Anxiety about the process Laughter Essential Vocabulary
More training on the It got easier as the day # of Essential Questions
curriculum went on needed
The Sacred Cow Daily targets
It ‘s doable & not How often will they be
impossible updated next year?
Flexibility on the approach Will it be friendly to BTs?
Addressing Gaps
6. Norms for the Week
• Start & end punctually
• Dress appropriately
• Listen actively
• Disagree respectfully
• Participate enthusiastically
• Focus completely (monitor your
technology)
• Have Fun
8. Schedule: Day 2
• 8:00-8:30 – Opening Session
• 8:30-12:00 – Work Session
• 12:00-1:00 – Lunch (on your own)
• 1:00-4:15 – Working on the Work
• 4:15-4:30 – Listening/Debrief Session
9. Direction for Today
1. Review Yesterday’s Work
2. Understand how Assessment fits in
with the District Curriculum Guides
3. Map Essential Questions and
learning targets for first ½ of
year/course
4. Establish pacing for mid-marking
period benchmarks
10. Deliverables for Today
1. Draft essential questions for at least the first
½ of the course/year
2. Establish pacing for mid-marking
benchmarks & marking period benchmarks
3. Draft learning targets & criteria for success
for at least the first ½ of the course/year
12. Success: Assessing
• You really understand when you can…
• Explain, connect, systematize, or predict
• Demonstrate meaning and importance
• Apply or adapt information to novel situations
• Recognize information/skill is one plausible
perspective among others and question its
assumptions
• View it as its author/speaker saw it
• Avoid and point out common misconceptions,
biases, or simplistic views
13. Success: Assessing
• Varied types, over time:
• authentic tasks and projects
• academic exam questions, prompts, and
problems
• quizzes and test items
• informal checks for understanding
• student self-assessments
14. Group Activity
As a table-group….
Compare formative and summative assessment
Contrast formative and summative assessment
Record your thoughts in a meaningful way for
you to remember them.
15. Assessments: Formative & Summative
Formative Summative
Used by teachers and students during Used at the end of a unit, class, semester
instruction
Purpose is to inform instruction Purpose is to measure learning retention
On-Going Assessment Time-bound, One-time Assessment
Not graded for a accountability (student Graded for accountability (student and/or
or teacher) teacher)
Descriptive in nature Evaluative in nature
One is NOT better than the other; they both have
their place and are essential to learning
16. Assessments: Our Responsibility
• Marking-period benchmark assessments will
be developed at the district level
• Mid-marking period common assessments will
be developed by each PLC
• CRW participants are NOT CREATING
assessments
• CRW teams ARE developing the criteria by
which students will be measured
17. Group Work
For each content area/grade your group is
responsible for:
1. Create Essential Questions for the first ½ of
the year/course
2. Identify where end of marking period and
mid-marking period pacing should fall (so
assessments can be created by PLCs)
3. Create Learning Targets and Criteria for
Success for the first ½ of the year/course
4. Identify Assessment Ideas
5. Align learning targets and criteria success to
the standards
18. 3-2-1 Reflection Activity
• List 3 things you were expecting
when you arrived today
• List 2 pleasant surprises
• Write 1 question you need
clarification on for tomorrow
Notes de l'éditeur
Sandra
Tom
These are examples of types of assessment and ways to assess
More types of assessing
Emphasize what is at the bottom – one is not better than the other. PLCs will be creating Formative Assessments
Criteria for Success should be Student Focused. Use of “I can” statements is appropriate here.
