SPU Institute- Day 2 July 21, 2009
Feb 22, 2016
SPU Institute- Day 2
July 21, 2009
Session Overview
• Team Project• Essential Conditions• Thinking about
implementation– Structures– Norms
• Formative Assessment• Team Project
Connecting to Prior LearningTurn to a neighbor and share one thing you recall from our last session…
Concerns from last time…
• Reluctant staff• Finding time/resources• Role of leadership• Topics for PLC
Stages of concern
Awareness - I am not concerned.
Management - I’m spending all my time preparing.
Information Seeking - I’d like to know more.
Personal - How will using it affect me?
Consequence - Is this making a difference?
Collaboration - How are others doing this?Refocusing - I have ideas to make this better.
Adapted from National Staff Development Council - “Tools
For Schools” February/March 2003
Norms for the Day
• Review Team Norms:
6
1. Review team norms worksheet2. Discuss norms within your group3. Identify 3-5 norms you agree on for today
Team Projects
1. Who are you?2. What is your school/school system’s “really
big deal”?3. How do PLCs fit in?4. What actions steps are you suggesting?5. How do you represent your understanding?6. How did this course influence your
thinking/planning?
WWW.PLCWashington.orgTime to Explore:
Are you Ready for a PLC?
1,2,3, Shoot
1, 2, 3, Shoot
Reflective Dialogue • Faculty/staff members talk with each other about their situations
and the specific challenges they face.
Not at all Somewhat 50% To a large degree
To a great extent
1 2 3 4 5
Discussion:
1, 2, 3, Shoot
De-Privatization of Practice• Teachers share, observe, and discuss each others’
teaching methods and philosophies.
Not at all Somewhat 50% To a large degree
To a great extent
1 2 3 4 5
Discussion:
Finish “Shooting” 15 - 20 Minutes
PLC Survey
What barriers exist in your school?
• Based upon your discussion or your experience…– What barriers exist for
PLCs in your school?– What are your highest
priority concerns?– How will you engage
others in this conversation?
Initial Thoughts
Time for Learning & CollaborationRemoving Barriers
Establishing Group Procedures
Working as a team/Teacher IsolationResources
Facilitation
Physical Proximity
Entry Points
Entry Points1. Identify your priority
areas of concern2. Select guiding questions
that best match your priority concerns:
– Select Facilitator, timekeeper and scribe
– Discuss and record responses to questions
– Summarize your action plans
Ah…Grades…That’s what he’s talking about…
Why do we do what we do?
A Brief History of Time…
• Prior to mid 1700’s students did not get grades, they received written narrative feedback
• 1780- Yale University quantified feedback on a 4 point scale (4.0 system)
• 1877- Harvard created “Divisions”– Division 1: 90 to 100– Division 2: 75 to 90– Division 3: 60 to 74– Division 4: 50 to 59– Division 5: 40 to 49– Division 6: below 40
Why Change the Current Grading System?
1. We Consider Factors Other Than Academic Achievement when Assigning Grades
2. We Weight Assessments Differently3. We Misrepresent Single Scores on Classroom
Assessments4. We compare students against each other instead of
what they need to learn (standards)
(Source: Transforming Classroom Gradingby Robert Marzano)
Student 1 Same Teacher Student 2
Same Course
Same Homework Scores
Same Tests Scores
Same Quiz Scores
Same Project Scores
Same Presentation Scores
Factors Other Than Academic Achievement
Grade “A” Grade “B-”
Percentage of Teachers Reporting Use of Effort, Behavior, Cooperation, and Attendance in Determining Grades
Grade Level Effort Behavior Cooperation Attendance
K 31% 7% 4% 8%
1-3 29% 8% 4% 8%
4-6 30% 8% 8% 10%
7-0 36% 10% 8% 18%
10-12 36% 14% 9% 24%
Factors Other Than Academic Achievement
Teachers Weight Assessments Differently
Teacher 1 Teacher 2
Team Teaching Same Class
Same Students
Same Homework Scores
Same Quiz Scores
Same Test Scores
Grading Based on Achievement Factors (No effort, behavior, etc)
Exactly the same Assessment Information to Construct Grades
Agreement 57.7% of the Time
Misrepresentation of Single Scores
Student 1 Student 2 Student 3
All 3 students do the same class assignment
Assignment has two parts
Part I – Multiplication
Part II – Deductive Reasoning, Problem solving, Communicating Mathematically
Each part is worth 10 points
Part 1 Directions: Fill in the answer for each multiplication problem.1. 7 x 6 = 2. 12 x 11 =
3. 9 x 7 = 4. 7 x 32 =
5. 6 x 6 = 6. 13 x 5 =
7. 42 x 7 = 8. 5 x 5 =
9. 14 x 3 = 10. 6 x 9 =
Part II
Directions: Write your answer and show all your work on a separate piece of paper.
Treena won a seven-day scholarship worth $1,000 to the Pro Shot Basketball Camp. Round-trip travel expenses to the camp are $335 by air or $125 by train. At the camp she must choose between a week of individual instruction at $60 per day or a week of group instruction at $40 per day. Treena’s food and other expenses are fixed at $45 per day. If she does not plan to spend any money other than the scholarship, what are all the choices of travel and instruction plans that she could afford to make? Explain your reasoning.
Mathematics Assignment
Misinterpretation of Single Scores
Student 1 Student 2 Student 3
All 3 students do the same class assignment
All 3 students receive the same percent score
All 3 students receive the same grade
All 3 students have demonstrated different understandings
Misrepresentation of Single Score – Single Score represents a wide array of Skills
and Abilities
Students Computation Problem Solving Score
Karen 10 4 14
Mike 4 10 14
Sue 7 7 14
Think Time
• What do you think about the four problems with grading?
• Are there other issues related to grading practices that concern you?
You can’t rely on the 100-point scale.
C. Item 15–16
Two items that asks for application in novel situations that go beyond what was explicitly taught
Total for section =
Total for section =
Total for section =
A. Items 1–10
Ten items that require recall of important but simpler content that was explicitly taught
B. Items 11–14
Four items that ask for application of complex content that was explicitly taught AND in situations similar to what was taught.
Total /100
Total /100
Total for section=
Total for section=
Total for section=
/40
/20
/40
A. Items 1–10
Ten items that require recall of important but simpler content that was explicitly taught
B. Items 11–14
Four items that ask for application of complex content that was explicitly taught AND in situations similar to what was taught.
C. Item 15–16
Two items that asks for application in novel situations that go beyond what was explicitly taught
+
+
Total for section =
Total for section =
Total for section =
All correct
Two correct
None correct
A. Items 1–10
Ten items that require recall of important but simpler content that was explicitly taught
B. Items 11–14
Four items that ask for application of complex content that was explicitly taught AND in situations similar to what was taught.
C. Item 15–16
Two items that asks for application in novel situations that go beyond what was explicitly taught
Total /100
/40
/20
/40
Total
+
+
Total for section =
Total for section =
Total for section =
40/40
20/40
0/20
All correct
Two correct
None correct
A. Items 1–10
Ten items that require recall of important but simpler content that was explicitly taught
B. Items 11–14
Four items that ask for application of complex content that was explicitly taught AND in situations similar to what was taught.
C. Item 15–16
Two items that asks for application in novel situations that go beyond what was explicitly taught
Another Jigsaw
• Formative Assessment Article
• Use the “Save the last word for me” protocol
• What are the big ideas in formative assessment?
• How do they apply to your school setting?
Preparing for Next Steps (Exit Task)
Please complete the Exit Task sheet• What did you take away from today’s session?• What support do you feel you need?• What questions are still rolling around in your
head?
Team Time• Prepare for Wednesday’s
Presentation---• Who are you?• What is your really big
deal?• How do PLCs fit in?• What are your next steps?• How do you represent
your understanding?