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Assessment Literacy
4 Part eSeminar - On Demand from Measured Progress
Key activities within this program include:
- Understanding the importance of a balanced classroom assessment system via a variety of assessment strategies
- Recognizing the strengths and weaknesses of each type of assessment
- Engaging students in the assessment process
- Applying basic design configurations for multiple choice, short-answer, and constructed-response items, as well as performance activities
- Creating and using Scoring Rubrics
Brain Based Classrooms
Part One - The Link Between Poverty and the Latest Brain-Based Research
The human brain is both highly receptive to positive factors as well as vulnerable to negative factors. This remarkable and practical program reveals the startling links between poverty and the latest brain/mind research.
- How experience changes the brain
- Genes or environment-what matters most now?
- The four types of poverty
- How poverty changes the brain
- Which factors are reversible, and which are not?
- What does the research tell us about poverty?
- The single greatest problem (and opportunity)
- The 5 most likely brain disorders are...(do you know?)
- What to expect from kids from poverty
Part Two - Enriching the Brain: The 5-Part Success Plan
Poverty may never change, but the brain can change. Here we explore what principles and strategies have shown remarkable success over the years. We focus on what matters most and what you can do for little or no money. This is the practical follow-up to Part One. It also works well for those students not from poverty.
- What are the 5 essential ingredients for success?
- How much does hope matter?
- What does the research tell us about succeeding?
- What are instructional secrets for brains of poverty?
- What is the role of relationships?
- Environmental conditions that matter most
- Influencing the environment
- Putting it all together
- Building your school plan
Differentiated Instruction in Mixed Ability Classrooms
4 Part eSeminar
Web Cast #1: Introduction to Differentiation of Instruction
Participants will:
Know... What differentiation is - and is not,
Key vocabulary of differentiation,
Principles of high quality differentiation
Understand... Differentiation is a way of thinking about teaching and learning, For differentiation to work well, teachers need to begin with good curriculum practice ongoing assessment, design respectful differentiated activities, and practice flexible grouping
Be Able To Do... Use key vocabulary to describe the principles of high quality differentiation, Describe what good differentiated lessons look like
Web Cast #2: Focus on readiness
Participants will:
Know... Multiple aspects of readiness, Rationale for readiness differentiation, What tiered lessons look like
Understand... Tiered lessons respond to differences in student readiness; For students to grow as fast and as much as possible, activities need to be neither too easy nor too difficult
Be Able To Do... Describe the role of tiered lessons in the differentiation model, Analyze and critique existing tiered lessons
Web Cast #3: Focus on learning profile
Participants will:
Know...
Aspects of a student’s learning profile, Rationale for learning profile differentiation, Strategies for learning profile differentiation
Understand... When we allow students to work in modalities that are comfortable for them, we maximize the efficiency of their learning; Students need opportunities to work in preferred modalities as well as judicious opportunities to stretch their comfort with less preferred modalities
Be Able To Do...Explain the role of learning profile in the differentiation model, Describe a variety of ways that activities can be differentiated for learning profile, Analyze and critique existing lessons that are differentiated for learning profile
Web Cast #4: Focus on interest
Participants will:
Know...
Rationale for interest differentiation, Ways to incorporate student interests into unit plans
Understand... When we are able to weave students’ interests into lesson content, process, and product, we maximize their motivation to learn. Students need opportunities to explore their current interests and discover new interests as well
Be Able To Do...Explain how interest differentiation impacts student learning, Describe a variety of ways that activities can be differentiated for interest, Analyze and critique existing lessons that are differentiated for interest
Formative Assessment
Key activities within this competency include:
Clarifying learning goals and establishing criteria for success.
Creating and fostering effective classroom discussions, questions, and learning tasks that uncover evidence of learning.
Providing descriptive feedback to help move students forward in their learning.
Helping students take ownership of their own learning.
Empowering students to act as instructional resources for one another
Maximizing the Achievement of English Language Learners
Session 1: Cutting-edge sheltering
The fundamental systems, practices, and strategies necessary to ensure that ELLs achieve and thrive in a classroom environment.
Session 2: It’s more than just good teaching
Effective differentiation for ELLs requires that teachers understand the developmental trajectory of language learning, and that those understandings guide lesson modifications in the general education classroom. This session provides a wealth of realistic, low-prep ways to effectively meet the needs of ELL students across proficiency levels.
Session 3: Supporting literacy for the long haul
How to ensure ELLs are constructing meaning from the first word read and every word thereafter. This session also includes important understandings and strategies for vocabulary development.
Session 4: Developing academic language and thinking skills with English language learners
ELLs cannot move to true grade-level proficiency without support with the complexities of academic English. Beginning in kindergarten and continuing throughout the grades, teachers must be aware of the components of academic English and be able to directly support ELL learners in its acquisition. This session will show you how to do so.
Reading in the Content Areas
Session 1 - to Learn: Building-Wide Strategies to Ensure Student Success This session focuses upon best practices and how to determine and choose what students must read in order to learn content area concepts and skills. It also discusses how to make appropriate adaptations to the materials read in order to ensure student success.
Session 2 - Students with Before, During, and After Reading Strategies What should students and teachers do before, during, and after reading in order to enhance comprehension of reading material? This session provides a roadmap to the content area teacher to use with all reading material.
Session 3 - Vocabulary: The Building Blocks for Understanding what is Read If students do not understand the vocabulary of a particular selection, they will also fail to understand the key concepts. This session helps teachers with the three kinds of vocabulary and how to specifically teach to them.
Session 4 - Reading as Meaning-Making: Comprehension Strategies Reading is a meaning-making process. Helping students to be capable readers requires time, attention, and instruction in comprehension. The typical use of questions from text in content areas generally does not assist in students’ comprehension of enduring understandings. This session focuses upon comprehension strategies that work across content areas.
Time Management For Educators
Session 1: Organization & Planning
Begin by learning how to use a complete system to organize, plan and schedule events in your life and retrieve vital information. Participants will understand the principles of time management, its challenges, and specific skills and strategies to improve personal organization and productivity.
What You Will Learn:
- The three essential principles of time management and their effect and influence on your time.
- Five conditions of events and how to manage them.
- How to enhance congruity in your life by appropriately controlling and adapting to events.
- A system for prioritizing to make better choices.
- Six focus questions to ask when planning your day.
- How to accomplish more in less time.
- A system to plan, organize, and schedule events in your life and retrieve vital information.
- How to deal with priority conflicts and urgencies.
Session 2: Linking Daily Actions and Long Range Strategies
The program builds upon the three overarching principles of time management – control, congruity and concentration of power. It involves a method for achieving continuity in both your business and personal life. Discover specific strategies to align your personal and professional life with your goals. The focus of this module ensures that you will understand how to allocate your time in order to accomplish both business and personal life goals.
Our model is used to prompt the effectiveness of writing unifying principles, goals, and the specific steps necessary for participants to achieve goals. A key concept of this module is the method of linking daily actions to long range strategies.
What You Will Learn:
- An increased awareness of the value of more effectively managing your time.
- How to build a solid foundation for decision making and planning.
- The difference between long range, intermediate and immediate goals and how to write them.
- How to make the connection between long range planning and daily actions.
- A sure fire formula for achieving both business goals and personal life goals.
- How to write and have in writing your own time management goals.
- How to increase your ability to focus upon and accomplish your most vital priorities.
Session 3: Dealing with Interruptions, Powerful Meetings & Effective Delegation
This module provides methods for controlling and eliminating unnecessary interruptions. The process begins with a personal inventory of your most common daily interruptions that impact you the most. You will identify the two types of interruptions, system imposed and self imposed and how to deal with them.
Interruptions caused by telephone calls, drop-in visits, and personal organization problems account for most of the time lost to unnecessary interruptions. A tool kit is provided for each of these challenging areas.
You will learn strategies to put in place in advance to minimize interruptions. You will also learn techniques to shorten interruptions when they do occur and how to say no. The inability to say no is the first cousin to overwhelm.
Two additional areas of time wasting are ineffective meetings and improper delegation. You will learn six keys to running successful meetings and five keys to successful delegation.
What You Will Learn:
- Skills and strategies to handle the most common interruptions.
- Sixteen techniques to shorten overlong telephone calls and drop-in visits.
- Fifteen ideas on how to improve personal organization and overcome procrastination.
- Actions to take in advance to minimize interruptions.
- Five productive responses to interruptions after they have occurred.
- A four step process to control interruptions.
Using Rubrics to Enhance Student Performance
Session 1
- Brief theory of assessment as a moment of learning, and as ongoing assessment.
- Brief overview of recent research on the value of formative assessment.
The basics of rubrics.
- What is a rubric? What is not a rubric?
- Why rubrics?
- Examples of good rubrics and what makes them good.
- Introduction to how to create and use rubrics with students
Session 2
- Creating and using rubrics with students
- Co-creating a rubric
- Practice step 1: Criteria for a good online presentations and pack/unpack it.
- Step 2, list criteria: generate criteria. Reminders to include thinking-centered criteria.
- Step 3, articulating gradations of quality: critique bad rubric, introduce Yes/Yes but technique. Try it.
- Demo of Rubric Machine.
- Work on rubrics, preparing to share them at the RM site.
Session 3
- Using rubrics to provide formative assessment: the pyramid.
- Common misconceptions about self- and peer assessment.
- Student self-assessment.
- Peer assessment.
- Grading with rubrics.
- Issues of validity and reliability: Why they are important, and what teachers can do about them.
- Rubric rubric, and the Rubric Machine.
- Assignment: Use the Ladder of Feedback and my rubric rubric to give feedback on the RM. Revise rubrics on Rubric Machine.
Working with Our Most Difficult and Challenging Students
Session 1
Powerful approaches for dealing with the most challenging and disruptive students
Strategies for dealing with students who display Oppositional Defiant Disorder, Attention Deficit Hyperactive Disorder, anger management issues, and get into power struggles;
How to respond effectively to noncompliant students;
Session 2
How to prevent most discipline problems before they occur;
How to utilize the four critical components of classroom discipline;
How to deal with non-cooperative and angry parents;
Session 3
How to deescalate student anger in an immediate and dignity saving manner;
Strategies for helping students who are the victims of bullies and who bully others;
Session 4
How to use verbal and nonverbal interventions with students who are disruptive or noncompliant and;
How to work with witnesses and use effective fact finding procedures
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