1. 9-01-06 VERSION
  2. Professional Certification
  3. IN ACTION
  4. Gathering and Analyzing Quality Evidence
  5. Facilitator’s Handbook
      1. CD Featuring
      2. university, district, and candidates.
    Phrenology
      Participants will provide key points and graphic for each theory    
    • Teacher decides who learns best
    • Teacher directs learning to those who are expected to learn
    • Teacher spends little extra time with students who are struggling
    • Students who can achieve identified by external attributes
    • Most desirable students given best opportunities
    • Only desirable students are expected to achieve
    • All Students have the opportunity to describe their understanding of the learning targets and learning process.
    • All Students describe what they have learned and what they need to do better next time.
    Behaviorist
    Participants will provide key points and graphic for each theory    
    • Teacher plans all learning and the sequence
    • Teacher rewards correct responses only
    • Wrong answer given remedial practice until correct
    • Students follow learning prescribed by the teacher
    • Student responses predetermined
    • Only correct responses rewarded
    • Students describe their learning in their own words and choose the strategy that works best for them to get there.
    • Students are encouraged to explore alternative responses.
    Progressive
      Participants will provide key points and graphic for each theory  
    • Teacher provides environment for discovery learning
    • Teacher encourages student interest
    • Teacher facilitates formation of questions
    • Students learn only through discovery
    • All learning is problem based
    • Students work on projects of their own design
    • Students can describe the learning targets and what they need to do to reach them
    • Students can monitor, assess, and self-regulate their learning process to reach the targets.
    Constructivist
    Participants will provide key points and graphic for each theory      
    • Teacher enables students to articulate the learning targets
    • Teacher teaches many strategies and asks students to explain their choice and understanding
    • Teacher prepares students to monitor and assess their own learning
    • Learning is demystified and developmentally appropriate
    • Students can describe their learning and process
    • Students can self-regulate their learning process
    • Students describe their learning targets and what is the expected level of performance.
    • Students know where they are in the progression of learning and what they need to do to move on to the next level of performance.

     

     

     

     

     

     

    Play slides 16-17.
    16
    		 What is the dynamic that needs to happen in the classroom to personalize the learning?

     

    Personalized Student Learning In Action   Effective Teaching Practices plus Personalize   TEACHER knows what needs to be taught STUDENT can articulate the learning target and why it is relevant and meaningful to him or her   TEACHER makes instructional decisions based on strategies that work for the class STUDENT knows the strategies to choose from and can describe his or her learning process TEACHER measures performance against set standard for All Students STUDENT measures performance against his or her own progress TEACHER reports degree of student success or failure to students and parents STUDENT articulates what s/he did well, what s/he needs to do better, and what s/he will do differently next time
    		 What is the dynamic that needs to happen in the classroom to personalize the student learning? We are not saying that anyone needs to totally transform what they do with their students. Many of these theories have an effective role to play in the learning process. But it is important to know when it is appropriate to apply various theories and when it is not. It is also important to know what needs to happen if you are choosing theories that do not effectively engage students in high levels of intellectual development to transform the learning into personalized learning.

     

    In order to transform our teaching and learning practices, we need to be sure we understand the intended shift that needs to be made. The focus shifts from what the teacher is doing to what students need to be doing if our instruction is going to have a positive impact on student learning. What we are not saying is that the traditional teacher skills are no longer needed. Quite the contrary. It will always be important for teachers to know their content material and how to teach it effectively to their students. What is added to the practice to personalize the learning is that students need to be able to articulate their learning target and why it is relevant and meaningful to him or her.

     

    It will always be essential for teachers to make well-informed instructional decisions, choosing strategies that work the best for the class. What needs to be added to the practice to personalize the learning is that students need to know the learning strategies they can choose from and can describe his or her learning process.

     

    It will always be essential for teachers to measure student performance against set standards for All Students. What needs to be added to the practice to personalize the learning is for students to know how to measure their own performance against his or her own progress.

     

    It will always be essential for teachers to report the degree of student success or failure to students and parents. What needs to be added to the practice to personalize the learning is for students to know how and the opportunity to articulate what s/he did well, what s/he needs to do better, and what s/he will do differently next time.

     

    It is important that we understand that personalized learning opportunities is what will engage students in high level intellectual activity and increase their achievement levels.

    17
    		 Let’s personalize the student learning for each theory of intellectual development.

     

    How does this change the student’s opportunity for intellectual development?

    		 Let’s look at each theory and think about what would have to be added to personalize the students’ learning. In each instance what we will be doing is increasing the student’s engagement in their own learning process. As we transform each theory, think about how that transformation would change the students’ intellectual development.

     

     

    Facilitator Note s: Have the participants brainstorm what would have to be added to each theory in order to personalize the learning if a teacher recognizes they are mainly engaging students in each of the theories. They will notice that there is less that needs to happen for constructivist theory, as it most closely represents the kind of learning we want for state reform. Fill in the column headed “ ;Personalize” on the wall chart. This column will assist teachers when we engage them in their own metacognition following this exercise.

    Facilitator Note s: The purpose of doing metacognition at the conclusion of any new learning is to cause the learner to internalize the key concepts so it becomes the learner’s own – this is a step toward engaging the learner as an active participant and taking ownership of his/her learning process. The learner makes connections of how to apply the concepts in his or her own situation. Engaging our candidates in this process is a critical element of learning – actually key to every learner’s learning.

     

    Facilitator Instructions : Have each person do the metacognition by themselves. It is critical that they do this individually first, as this is the heart of metacognition – self reflection. When they have finished writing answers to both questions, have them turn to work in pairs and discuss their answers with a partner. Give them about 5 minutes to discuss. Then bring everyone back together as a group and discuss what came up in their paired discussions.

     

    Leave slide18 on the screen for the participants to use.

     

    Play slide 18.
    18
    		 Metacognition I
    1. What is your emerging theory of intellectual development? What theories do you combine when making your instruction and classroom management choices?
    2. What do you need to add to your practice in order to personalize student learning?
    		Before we go on, it is important for us to reflect on what we have learned so far. Metacognitive reflection is a key component to any learning experience. The purpose of doing a metacognitive reflection at the end of each section of this training is to stimulate the learner’s internalizing of the key concepts so it becomes the learner’s own – this is a step toward engaging the learner as an active participant and taking ownership of his/her own learning process.

    Reflect on these questions:

    1. What is your emerging theory of intellectual development? What theories do you combine when making your instruction and classroom management choices?
    2. What do you need to add to your practice in order to personalize student learning?

    Facilitator Instructions : You should make sure all candidates have the state IN ACTION Professional Development continuum and direct your students to it before the next slide. After viewing the next slide, take time for them to look at the chart and discuss how through their Professional Certification process they are developing their capacity to increase their positive impact on student learning.

     

    Play slide 19.
    19
    		 Continuum This is the state professional development continuum that illustrates how a teacher develops the capacity to impact student learning throughout his or her career. The process begins in pre-service, is supported during the first two years of service while participating in the Teacher Assistance Program, and is solidified while working on the Descriptions of Practice in Professional Certification. The chart also illustrates the connection between the state certification processes, career-long professional development, and the National Board certification.

     

    Facilitator Instructions: Direct the participants to look at the difference in the descriptions in each column and how the student engagement deepens as we move across the chart.

     
    20
    		 Professional Certification rubrics of Descriptions of Practice This training is focusing on the Professional Certification process and requirements. Your Professional Certification Handbook shows you the Descriptions of Practice that you will need to demonstrate are occurring in your classroom. It is important for you to read these student behaviors carefully, as the evidence you will turn in to complete the Professional Certification requirements will be demonstrating the students engaged in these specific behaviors.

     

     



    Outcome Session I:

     

    Play slide 21.
    21
    		 Outcome Session I

    Personalized Student Learning: All reform efforts must result in changes in the qualitative nature of student learning experiences.

    Consistent and Continuous : Changes in individual classroom practices must be made within changes in school-wide practices.

    		 We have seen that providing the personalized learning processes is what will help us transform student learning. Our Professional Certification process helps us develop the skills and processes to provide these personalized learning processes for all our students.

     

    As we proceed with our training, we will begin by learning how to gather quality evidence of positive impact on student learning in fulfillment of our Professional Certification requirements. We will also learn how to work in learning communities to discuss and improve the evidence. This process will help develop your capacity to work collaboratively and cooperatively with others in your building to provide the consistency and continuity needed to improve student learning.

     

     

      Discuss: Research to help us make our decisions.

    Personalized Student Learning: All reform efforts must result in changes in the qualitative nature of student learning experiences.

    Consistent and Continuous : Changes in individual classroom practices must be made within changes in school-wide practices.

     

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    Empiricists

    Empiricists

     

      Classical empiricists believed that people came into the world with a completely blank mind. They theorized that learning relied on passive experience or observation alone to obtain new learning; the learner was imprinted with information. The imprinting process was the acquisition of knowledge.

     

      A primary disciple of the classical empiricist view was Aristotle (381-322 B.C.) who would say look around you if you seek the truth. Like Socrates, Aristotle looked to the reasoning used in observation as the source of knowledge. Aristotle totally relied on observation; he did not see a link between experimenting with what you observed and gaining knowledge. Using only observation, he developed the art of order and logic to demonstrate the validity of a line of thought. His writings on biology, based strictly on observation, gave birth to the classification and hierarchy of animals. He suggested that animals represented a living chain of logic and hierarchy. It wasn’t until 2,200 years later that Darwin picked up this idea and carried it forward to the theory of evolution. Using logic, Aristotle developed volumes of ideas about mathematics, philosophy, science, and life. His genius was referred to as the absolute authority for over a thousand years.

     

      A more contemporary empiricist was a psychologist named Locke (1632-1704). Locke also believed that knowledge came through passive observation of the environment. Like Aristotle, he believed the mind had the ability to join ideas together in a logical fashion to make new ones. He viewed this as part of the biological programming we are born with. This view focuses on the child being born without anything in his or her mind except the ability to use logic. This logic required something to think about, and this we get through observation. As the child immediately begins to observe its environment through hearing, smelling, tasting, seeing, and touching, s/he processes the experiences logically and formulates simple ideas. These simple ideas are made more complex through more observation. The building of knowledge happens in a mechanical fashion. All ideas are limited to what has been passively experienced and logically deduced; the child does not deliberately do anything to obtain knowledge or to interact with what is being learned. To Locke, learning was something that happened to the child.

     

      In this theory knowledge is stable and static because the essential properties of learning are knowable and relatively unchanging. The important assumption of empiricists is that the world is structured and that structure can be transmitted to the learner. Empiricists hold that the purpose of the mind is to "mirror" that reality and its structure through imprinting that reality on the mind.

     

      Empiricists believe in the existence of a reliable body of knowledge about the world. As learners, the goal is to gain this knowledge; as educators, to transmit it. The empiricist further assumes that all learners will gain the exact same understanding and knowledge from what is presented. Learning is a process of assimilating the truths, knowledge, and skills that are established through logical observation and being exposed to reality and knowledge following logical domains of thought. There is the idea that there is a fixed world of knowledge that the student must come to know. Information is divided into parts and built into a whole concept.

     

     

    Central idea: Learning is a one-way experience – from the environment to the learner – it is something that happens to the learner. The knowledge about the world is known and collected in defined sets of knowledge. The person imparting the knowledge does all the interpreting of these predetermined knowledge sets and events for the learner. Learners are told about the world and are expected to replicate its content and structure in their logical thinking. The teacher is the one doing the majority of the talking, and textbooks are the source of the fixed knowledge and skills that are transmitted. The teacher transfers the knowledge and skills to the passive learner. There is little room for student initiated ideas or questions. There is no independent thinking occurring or encouraged. There is little need for interaction between students, as the student is a passive recipient. All students receive the same information in the same way at the same time. Successful intellectual development is viewed as the learner accurately regurgitating the facts presented by the teacher.

     

     

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    Classroom Implications

    Classroom Implications

     

    Teacher: Textbooks and teachers are the sources for all learning. Teacher maintains an authoritarian relationship with the students. Teachers are the presenters of the required learning. They organize and guide the learning process. Teacher follows lessons in textbook with little alteration. Lecture is the main mode of delivery. Typically teachers don’t collaborate regarding the information presented. Teacher goal is student conformity and uniformity of learning. Wrong answers are rarely revisited for remediation.

     

    Students: Students are passive receivers of the information. There is very little interaction between students. You would see students taking notes and asking a few questions. Students would typically be seated in rows. Students are observing the teacher and memorizing facts. Students have learned when they can give the correct predetermined answer. Student performance is judged by the teacher based on correct answers, generally on tests. Learning is rarely remembered beyond the “need to know” time frame.

     

     

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    Phrenology

    Phrenology

    Phrenology is the theory formulated on the belief that there is a correlation between external characteristics, such as skull and facial features, and a person's character, personality, and intelligence. By reading the bumps and shapes of the skull and other external features, it was thought you could determine intellectual potential, character, and specific personality traits.

    The first attempt to locate mental and psychological faculties within the head can be traced back to the philosopher Aristotle (381-322 BC) of ancient Greece . However, that thought wasn’t substantially expanded until the end of the eighteenth century when the German physician, Franz Joseph Gall (1758- 1828 ), made an observation that he thought there was a correlation between certain mental capabilities and the shapes of his classmates’ heads. For instance, prominent eyes tended to be related to the classmate having a good memory, shape of the forehead denoted specific personality characteristics, and bumps on the head correlated to different talents.

    Franz Gall is considered the founding father of phrenology. His theory of phrenology was based on these principles: moral and intellectual faculties are innate; the way moral and intellectual potential is manifested depends on brain organization; the brain has as many organs or parts as there are propensities, and these parts of the brain differ from one another in essential ways; and the shape and form of the skull or head directly reflects the internal development of those brain organs. Gall added to the hypothesis that different areas of the brain served different functions and those related to specific external characteristics. By carefully observing and evaluating someone’s head shape, you could determine his/her strengths and weaknesses and could, in fact, construct a mental profile of that person. Gall was the first to use scientific measurement to create maps of the skull and relate them to brain function. He outlined around thirty-seven powers and “organs” of the mind to be used for evaluating a person’s potentials.

    The most important collaborator of Gall was Johann Spurzheim ( 1776- 1832 ), who successfully popularized and spread both the term phrenology and the theory in England and the United States . This idea had great popularity in England where the ruling class used the theory to justify the “inferiority” of its colonial subjects. Phrenology as a theory was very popular in the United States from 1820-1850. The theory was used as evidence of the intellectual superiority of some cultural groups over others.

     

    Gall did make important contributions to brain science with his concept that brain function was localized. This part of his hypothesis was proven to be correct by Pierre-Paul Broca and others in France in the 1860s, but not as the theory of phrenology implied; localized brain functions have absolutely no correlation to external features in modern science as phrenology suggests. Modern science has demonstrated that there are different kinds of intellectual capacities, levels of talents, and skills that are correlated to brain development, but they are not related to any specific external characteristics.

     

    At the heart of phrenology, as a theory of intellectual development, is the belief that external factors correlate to brain function, which translate into learning potential and personality characteristics. There are a range of beliefs about student learning that are closely related to phrenology. These are not so carefully defined, but highly implemented. It is well documented that intellectual ability is often equated with a whole range of other external physical characteristics of height, beauty, athletic talent, etc. Many believe they can predict the intellectual potential of learners by examining external factors such as their external economic, social, and cultural environment. We know that these factors can affect performance in our traditional schools, but the reasons they affect performance are in no way related to brain capacity or useful in terms of determining intellectual potential.

     

    Central idea: Intellectual development and potential of students can be determined by observing external characteristics. The shape and size of human skulls, eyes, ears, and noses reflects differences in brain function. This theory is based on external characteristics as indicators of specific learning abilities and talents.

     

     

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    Classroom Implications

    Classroom Implications

     

    Teacher: Teachers equate external factors, such as appearance, economics, or membership within dominant social and/or cultural group, with ability. Teachers give preference to students who they deem have the most desirable or pleasing physical characteristics; more preference is given to the beautiful child over the less attractive; short people have less potential than tall; athletes are to be given favor and exception; upper class have more potential than lower class; dominant culture have more potential than minorities. Teachers direct the majority of their attention and time to the students with the most potential, in their view. Physically and mentally challenged children are often seen as having no real future, so little effort is given to helping them deal with their challenges to learn.

     

    Students: Students with specifically identified appearance or membership in specific economic or cultural groups are identified as low achieving students. These students are aware there are lower expectations for their learning. Students know which students will be chosen to answer teacher questions and to lead group work. Students know which students are the “best” students and make no effort if they are not one of them. “Best” students know they are the best and are expected to achieve.

     

     

     

     

     

     

     

     

     

     

     

     

     

     

     

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    Behaviorist

    Behaviorist

     

      In the 1870s the field of philosophy was divided into philosophy and psychology. The field of philosophy was regarded as an art, and psychology was regarded as a science. As a science, psychology required scientific proofs. As a result, the psychologists completely focused on scientific observation, hypothesis, experiment, validation, and verification through repetition.

     

      Psychology’s focus now became prediction and the ability to control human behavior. In the search for how learning occurs, the focus changed from how knowledge was acquired to a new focus on causes of observable human behavior. It shifted from looking at the complexity of thought to the complexity of behaviors. This was a fundamental shift in thinking. This learning theory was called behaviorism.

     

      Behaviorists believe that learning resides in a process called conditioning. Conditioning results as each new response is associated with a particular stimulus. Early behaviorists were strongly influenced by the publishing in 1859 of Darwin’s (a biologist) theory of evolution, the study of the continuously changing nature of living beings. The central premise was based on drives and instincts in animals and how they would respond to stimulus. The focus of the experiments was to gain the ability to predict and, therefore, condition and control the response. Behaviorists’ experiments and conclusions were based on scientific experiments that could be replicated with animals, not on empirical experiences with humans. They hypothesized that animal behavior could be correlated to human behavior.

     

      Behaviorist theory came from the research of a Russian physiologist named Evan P. Pavlov. In the early 1900s Pavlov was studying how animals learned behaviors through reactions to the environment. He discovered that whenever he fed his dogs, they would produce saliva. Pavlov then rang a bell each time he fed the dogs. Over time, he found that he could just ring the bell and the dogs would make the association and begin to salivate. He called this phenomenon “conditioning and response.”

     

      In 1898 E. L. Thorndike (1874-1949) published his idea that the more an activity or behavior is practiced, the better it will be learned. He based this on the belief that reinforced behaviors caused nerve pathways to be established in the brain. The more often the person reacted in the same way to a particular stimulus, the stronger the pathway. In addition, if the response to the stimulus had an emotionally pleasing effect, then the likelihood that the subject would repeat the response when confronted with the same stimulus was high. This aligned with and supported the behaviorists’ view and the ability to correlate animal learning to human learning.

     

      Behaviorism as a learning theory for humans was introduced by psychologist John B. Watson (1878-1958) in 1913. Watson thought that Pavlov’s idea of conditioning was the underpinning of intellectual learning in humans. He demonstrated that responses can be conditioned in humans in the same way Pavlov conditioned animals. He thought that stimulus substitutions of one kind or another took place from birth until death. Watson believed that almost any response could be produced in a child if he could control the child’s environment.

     

      In the late 1930s B. F. Skinner, a behavioral psychologist, studied how to control the environment by focusing on how conditioned behavior is related to the type of conditioning being given. He specifically studied the effects of rewards and punishments. Skinner discovered that he could predict and cause specific behavior in his laboratory animals by the way he used rewards. He found that rewards increased the probability that desired behaviors would be reproduced, and punishments discouraged replication of responses. He also discovered that behavior and response did not have to be rewarded each time to be effective. In fact, if rewarding was consistently the pattern, the behavior would not occur without the reward. What he felt was important was that the learner got messages from the environment about his/her actions or behaviors, and from that feedback, s/he learned patterns of behavior. Therefore, using rewards as reinforcement for correct or desired behavior could cause a predictable result. By not rewarding unwanted behavior, the undesirable response could be stopped. Learning, therefore, simply became the acquisition of new behaviors based upon relevant rewards or punishments.

     

    Central idea: Learning, in the behaviorist view, is an interactive process where the teacher lays out the correct responses, and then the learner carefully learns those responses by getting rewards for correct behavior and punishment for wrong behavior. The learning process is completely conditioned responses by way of rewards and punishment (oftentimes grades). The learner simply responds to rewards or punishment and, therefore, memorizes the desired behaviors or answers. Behavior is totally directed by the teacher.

     

     

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    Classroom Implications

    Classroom Implications

     

    Teacher: The teacher is the keeper of the information and gives it out in a planned, sequential manner, rewarding correct responses. The teacher leads students through acquisition of appropriate behaviors and learning. Immediate praise or rewards are given to students giving correct responses. A wrong answer receives remedial practice until the correct answer is given. Teachers often use programmed learning methods where the student is allowed to move to the next lesson when the correct answer is given.

     

    Students: Students depend on the teacher for their learning. Learning is limited by teacher’s knowledge and skills. All the students’ responses are controlled; and they are not encouraged to either use creative thinking, think of alternative strategies, or expand on the learning beyond what the teacher has decided must be learned. Student uses guesswork to figure out correct response. Student values the reward and fears the punishment. Only wants to learn if there is a reward for doing so. Learning is an isolated experience, and there is little opportunity for collaboration between students. Students are often competitive with each other.

     

     

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    Progressive Theory

    Progressive Theory

     

      The progressive movement was defined by an emphasis on the individual child, informality of classroom procedures, and encouragement of self-exploration and self-expression. The individual learner is actively involved in initiating what is to be learned. The progressive’s ideas were firmly grounded in the empiricist’s view of learning being based on observation and experience, but added to that notion the Gestalt discovery or “ah ha” experience as the underpinning of acquiring new learning.

     

      Famous progressive educators in the 1800s were Horace Mann (1796-1859), Francis Parker, and G. Stanley Hall. In the 1900s a leader of the progressive movement was John Dewey (1859-1952). He stressed that the focus needed to be on the individual child, and as such the learning should be interesting and meaningful to the child.

     

      Like all the behaviorists, Darwin’s theory of evolution had a major influence on Dewey’s thoughts. However, instead of thinking about the drives and instincts of animals and how they respond to stimulus (behaviorists), he focused on the evolving of thinking and learning in response to the species’ need for survival. In order to survive, humans have to have the ability to predict or forewarn themselves of possible dangers. Based on that, we must have the ability to hypothesize and plan. This emphasis on the practical necessity of predicting and problem solving became the underpinning of this theory of intellectual development. Learning was based on hypothesizing a problem, making plans to solve it, and the level of intelligence acquired was based on the effectiveness of those plans.

     

      It was a deliberate interacting with and acting effectively upon the environment that caused learning. Dewey theorized that one successful planning and solving experience directed and helped the learner understand the next. This continual building on experiences produced logical impulses, thoughts, and ideas. Plans of action come internally from logical ideas. The purpose of ideas is to increase the ability to solve problems.

     

    Dewey advocated that learning experiences should be active participation in the realities of the world. Those real-world activities would produce dilemmas. The learner would put forth effort to solve the dilemma by formulating ideas. Ideas are what promote the building of knowledge. Not all knowledge builds intelligence. Intelligence building is based on the degree to which ideas are effective.

     

      Dewey’s view of education, therefore, focused on the student encountering real-life problems which the learner was interested in solving. He criticized schools as setting problems that were relevant to the teacher and what the teacher wanted to teach, but not necessarily, in fact rarely, of relevance or interest to the student.

     

      Of critical importance was that the learner has interest in doing some kind of mental work. The actual individual struggle to find meaning and relevance for the new experience was the essence of the learning experience itself. Students needed to enlist their own problem solving, insights, and creative imaginings to engage high level thinking and build intelligence. The highest level of building intelligence occurred when a solution is tested in other contexts against other people’s ideas. Dewey also said that if the learner can understand the general layout of the new experience (as in a map), s/he will more readily learn the details which give depth to the intellect.

     

     

      William Kirkpatrick, a student of Dewey, felt that teachers’ concern with structured room setups, authoritarian teacher/student relationships, and a student’s ability to memorize led to passive students and conformity. He stated that such classrooms did not promote learning but engaged students in rote behaviors that did not require intellectual activity (Kirkpatrick, 1929). In this environment, students rarely remembered their “learning” beyond the “need to know” for classroom tasks.

     

     In the 1940s and 50s educators became very critical of the progressive movement, saying that students did not learn the fundamental school subjects well enough without standard progression of learning to master specific content. Progressive educators pointed to studies showing students’ long term learning occurred just as well in progressive classrooms as it did in traditional ones. However when the Russians launched Sputnik, indicating the United States was behind the Russians, educators put an end to the progressive movement in the late 1950s in favor of more structured learning.

     

    Central idea: Learning starts with an idea or problem that is perceived by the learner. Then the learner struggles to get a clear formation of the problem by checking observations and characteristics, drawing on prior knowledge and weighing the similarities and differences to better understand the situation. Once the problem is clearly understood, the learner looks for possible solutions: examining and comparing the various parts of the problem, relevance to the situation, context, and cause and effects. Then the mind begins to come up with a plan of action by beginning with a hypothesis. The hypothesis is tested and, if the problem is solved, the learning has occurred.

     

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    Classroom Implications

    Classroom Implications

     

    Teacher: Teacher promotes student explorations of areas of interest to the students. Students are guided through discovery learning. Students are encouraged to formulate questions and guided into projects to find the answers to those questions. Instructional strategies focus on individualized instruction and projects. Teacher provides multiple resources and multiple settings for students to interact with to promote learning. Teacher is simultaneously developing the physical, social, emotional, and mental abilities. There is no formal curriculum or learning standards other than encouraging high level thinking.

    Students: Every student is paying attention to and in the process of interacting with his/her environment. Students decide what they want to learn about. Students engage in projects of their own design and interest. Students interact with their environment and have direct hands-on experience from which they formulate their questions.

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    Constructivist Theory

    Constructivist Theory

     

      The constructivists believe that intelligence is developed through active interaction between the learner and feedback from his/her environment. Central to the theory is that the learner builds his/her reasoning abilities in progressing levels of reasoning complexity. The defining idea is that it is the complexity of the reasoning that a subject is able to use that is the measure of intelligence, not just correct responses. Therefore, in learning, wrong answers are as valuable to the learner as right ones because they cause mental conflict which internally stimulates the learner to reason, and that reasoning constructs higher understanding and intelligence.

      One of the strongest contributions to this theory was by a Swiss psychologist named Jean Piaget (1896-1980). His research and publications on the construction of intelligence range from 1919-1980. Jean Piaget spent much of his professional life listening to and watching children. He studied their reasoning processes and began noticing how they worked to find reasons for the things they were experiencing. His conclusion was that children do not think as adults think; they have their own unique logic and that logic develops in specific stages (sensorimotor, preoperational, concrete operational, formal operational – Pat Arlin added a fifth level called creative problem finding). Piaget was a scientist, not an educator, but his studies have affected the science of thinking about the way children learn as active constructors of their own knowledge, constantly testing and creating their own understanding about the world and the way it works.

    Piaget never thought of himself as a child psychologist nor an educator. His real interest was epistemology — the theory of knowledge — which, like physics, was considered a branch of philosophy until Piaget came along and made it a science. As educators, we all have studied Piaget’s four stages of intellectual development; however, central to his theory was the way children construct knowledge, not just the progressing levels in which that occurs. He theorized that learning occurs as the result of the internal process of a self-regulating system where the subject intrinsically programs the brain to engage in purposeful behavior. Without the subject’s intent to do mental work, no meaningful learning will occur.

     

    According to this view, all life forms are self-regulating in nature. The impulse to begin the cycle of knowledge building will begin with either an external sensory input or internal creative insight. The input of this new information is matched in two ways: 1) the desire to do mental work on the information; 2) to prior knowledge and understanding contained in the subject’s own intellectual mental structure. If the subject is intrinsically motivated to pay attention to the new information, the “ learning” activity begins. At this point the subject self-regulates the brain to continue gathering the information needed to find meaning and gain understanding about the new information.

     

    All incoming information is compared to prior knowledge. If the information is the same as what has been previously understood, no mental work is required. If the information differs from what has been previously understood, it creates a mental conflict, or disequilibrium. At this point, the learner has to self-regulate whether to engage in mental motion to resolve the conflict or to stop paying attention to like input. If they program their brain to resolve the conflict, they will either adjust their prior knowledge to incorporate the new information or change their prior knowledge to build an entirely new mental structure for the new information. It is important to note that conflict with prior knowledge can occur without resulting in the desire to resolve it. In that case, the learner self-regulates that no mental work will occur resulting in no new learning.  

     

    Being presented with “disequilibrium” and having the internal motivation to find answers and resolve the mental conflict is a critical component of constructivist learning.

     

    Vygotsky (1978) contributed to the constructivist theory the notion that what children do with the assistance of others is a high contributor to their mental development rather than just what they can do alone. What a learner first figures out with assistance of others, they are able to do independently tomorrow. This has focused attention on the role of assistance from peers and adults as a way to enhance intelligence by exposure to more complex thought, encountering more disequilibrium, and higher internal motivation from the desire to contribute to the group.

     

    Central idea: Learning is self-regulating in nature. Meaningful learning does not occur unless the learner understands the relevance of the learning for themselves and wants to engage in the mental work to learn it. Developing within the learner the ability to think and reason is central and becoming skilled at deeper and more complex thought processes constitutes learning. It is the complexity of the reasoning that a person does that builds intelligence. Each learner constructs his/her knowledge developmentally in progressing levels of complexities. There is an intentional curriculum and the student engages in the progression of learning in accordance with his/her developmental ability to understand. The opportunity for the learner to explain their thinking within their own perceptual framework is foundational; being equipped to metacognate their learning process is the cornerstone of self-regulating learning.

     

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    Classroom Implications

    Classroom Implications

     

    Teacher: The teacher guides and facilitates the learners’ self-regulation of their own learning process. There are intentional learning targets and the teacher helps the students make intentional connections to relevance of the learning and prior knowledge and experience. The teacher helps students recognize their learning strengths and how to compensate for their weaknesses. The teacher provides many opportunities for self-regulation of learning through student self-assessment and reflection, both orally and in writing. Reflection focuses on the content that is being learned, but more importantly, on the learning process itself, what worked, what didn’t, why, and what will be done differently to be more successful in learning what needs to be learned next time.

     

    Students: The learner is an active participant in the learning. The learner can articulate the intentional learning targets. Learners are able to describe the relevance and value of the learning for themselves – this provides the internal motivation to do mental work to gain their own understanding. The learner is able to describe his/her strategies and understanding. Learners are able to identify what new learning they are seeking and how they will obtain that learning. The learner actively self-regulates his/her learning through constant reflection, monitoring, and adjusting. Students take ownership and responsibility for themselves as learners.

     

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    Theories Discussion Chart

    Theories Discussion Chart

    You need to create the headings and tape them to the wall so that there is room for the participants to put up their drawings. This is also a good handout for the participants to record their own notes.

     

     

     
    Theory of Intellectual Development
    Key points of the theory
    Classroom Implications
      
    What the teacher is doing
    What the student is doing
    Personalize
        Empiricist    
    		    
          Phrenology    
    		    
          Behaviorist    
    		    
          Progressive    
    		    
          Constructivist      
    		    

     

     

     



    S ESSION II

    Objective: Learn how to gather one piece of evidence using Student Voice to demonstrate that students can articulate the learning targets.

     

    Approximate time: 3 Hours

     

    Materials needed:

    Facilitator Instructions:

    Set up:

    Play slides 22-26.
    Slide #
    Slide Script
    Narrative on slide
    22
    Session II:

    Beginning the Process



    Learning How to Gather and Present Evidence of Positive Impact on Student Learning as defined in the Professional Certification     Personalizing Student Learning = Descriptions of Practice  
    1. all reform efforts must change the qualitative nature of the student learning
    2. changes in individual classroom practice must be made within school-wide changes
    We must learn how to work collaboratively and cooperatively to ensure all student learning is personalized.
     
    The goal of these practice sessions is to help you learn how to gather and present evidence of positive impact on student learning in fulfillment of your Professional Certification requirements. You will be gathering evidence that the student behaviors illustrated in the Descriptions of Practice are occurring in your classroom.  As we begin this process, we want to remember and reflect on the research that is guiding our professional decisions about student learning. The research focused on two main points: 1) all reform efforts must change the qualitative nature of the student learning experience – these personalized learning opportunities are clearly defined for us in our Descriptions of Practice; 2) changes in individual classroom practice must be made within school-wide changes – we must learn how to work collaboratively and cooperatively in order that we can work with other members of our staff to ensure all student learning is personalized. By taking part in the learning communities we are forming within our Professional Certification process, you are developing your capacity to accomplish both of these important skills.   This process will ultimately enable you to set specific professional development goals and provide quality evidence that will demonstrate that students are now engaged in the specific learning behaviors that will improve their learning and achievement.   How will you learn how to gather, analyze, and present quality evidence demonstrating the degree to which the Descriptions of Practice are occurring in your classroom?  
    23
    What are we gathering evidence of?   You will be providing evidence of your capacity to engage your students in the Descriptions of Practice



     Credible and convincing proof that the students are engaged in the specific behaviors illustrated in the Descriptions of Practice
     
    Ultimately you will be providing evidence of your capacity to engage students in all the Descriptions of Practice. To learn how to present quality evidence, we are going to focus on just three of the Descriptions of Practice found in Criterion 1d1. By the end of these practice sessions you will be able to collect, analyze, and present evidence that is credible and convincing proof that the students are engaged in the Descriptions of Practice required for successful completion of your Professional Certification Requirements. We will be proceeding with the training on the assumption that these student behaviors are taking place to some degree within your classroom, and you are ready to learn how to gather evidence.   Evidence needs to be credible and convincing proof that students are engaged in these specific behaviors. The question is always: how do we know the evidence is good evidence, enough evidence, truthful evidence? We need quality evidence.

     

    Facilitator Instructions: Direct the participants to the Evidence Guideline handout that you have given them. The five elements discussed in the next slide are on that handout.

     
    24
    Your Evidence Guideline handout   Five Elements of Quality Evidence   CREDIBLE: 1) ALL the Student Behaviors of the specified Descriptions of Practice are included in the evidence 2) STUDENT VOICE – students describe in their own words their mastery of the specific Descriptions of Practice CONVINCING: 3) ALL STUDENTS – there needs to be proof that everyone in the class has the skills described in the Descriptions of Practice 4) MULTIPLE CONTEXTS – the specific Descriptions of Practice are applied in multiple ways 5) OVER TIME – the specific Descriptions of Practice are practiced over and over throughout the year in the normal routine of classroom learning
    There are five critical elements of credible and convincing evidence that the students have mastered the student skills and behaviors called for in the Descriptions of Practice. We will be learning and mastering how to collect credible and convincing evidence by methodically learning about each of the five elements of quality evidence throughout the year. During each of our meeting times together, we will be focusing on one of the elements.   Let’s look at them now.   First, All the student behaviors of the specified Descriptions of Practice are demonstrated in the evidence: Our evidence is not complete unless all the student behaviors listed in the intended Descriptions of Practice are demonstrated. Each of the described student behaviors is part of demonstrating your positive impact on student learning.   Student Voice: The most credible and convincing way to show whether or not the students have learned and mastered the Descriptions of Practice is for them to tell us in their own words what they have learned and how they are applying it.   All Students: It isn’t enough for one bright student to be able to accomplish the Descriptions of Practice. We need to know that all the students are engaged in the student behaviors outlined in the Descriptions of Practice.  Multiple Contexts: We are looking for mastery, not that the students applied the specific skills and behaviors in just one learning experience. We want to see that they can apply the skills during many different learning tasks. These may be in different content areas or different types of tasks within the same content area.  Over Time: We want to know that the students are practicing the specific Descriptions of Practice over and over throughout the year, not that the students did it once. We want to see that the students are able to apply the skills and behaviors as a regular part of their learning experience.   Of the five elements, the first two are the foundation of the evidence and make it credible. The other three give depth and make the evidence convincing. It is the combining of all five that make it quality evidence.
    25
    Building Your Understanding Activity #2a
    • Each participant draws a graphic that illustrates the five elements of quality evidence.
    Even though in our training we will be working on one element of quality evidence at a time and building our understanding of how to incorporate all five, to help you remember how each element fits into all five elements, draw a graphic that illustrates the five elements of quality evidence. Be as creative as you want to be – just create an illustration that will help you remember all five elements.

    Building Your Understanding Activity #2a:

     

    Facilitator Instructions : It is a great touch to have blank paper and colored markers for them to use for this activity. The purpose of this activity is to get the participants to process the information we have just given them. They can create whatever kind of graphic they want to. Don’t give them any other instruction except that they are to create a graphic illustrating the five elements of quality evidence. It is important that they remember that there are five elements of quality evidence. Each session you can have them refer back to this drawing and acknowledge the next element we are adding to their work.

     

    From a personalized standpoint, this is getting the participants to create a mental picture of their new learning. After they have completed the drawings, it is good to get them to hold them up and ask everyone to look around at how different each person pictured the information. The students each conceptualize and frame new information just as differently. This is why it is important that we continually refer back to the students’ understanding and get them to articulate how they are seeing it – they are always going to be framing what we tell them differently than we frame it. We need to find out how they picture in their minds the information we gave them and build on THEIR understanding.

     

     
    26
    Building Your Understanding Activity #2b What are we gathering evidence of? (Chart of the Descriptions of the three Descriptions of Practice)
    		 The Descriptions of Practice for Professional Certification are defined student behaviors that cause personalized student engagement in their learning. Throughout your Professional Certification process you will need to provide evidence of the degree to which the Descriptions of Practice are occurring in your classroom. This training is about learning how to gather and present quality evidence in fulfillment of your Professional Certification requirements. To learn what quality is, we will focus on Criterion 1(d) designing and/or adapting challenging curriculum that is based on the diverse needs of each student. In order to teach you how to gather evidence for this criterion, we will focus on three Descriptions of Practice: 1d1 Students can articulate the required learning targets; 1d2 Students know what is needed to move to the next level of performance; and 1d3 Students are aware of and utilize resources for assistance, remediation, acceleration, or enrichment, as appropriate.

     

    We will teach you how to gather evidence that the students are engaged in these behaviors. Then we will teach you how to engage in professional discussions, within a learning community format, with your cohort about the quality of this evidence. In your last sharing session you will identify how many of the Descriptions of Practice the evidence you bring in represents and plan the remaining evidence you will need for your Culminating Seminar.

     

     
    You are gathering evidence of these DESCRIPTIONS OF PRACTICE for Criterion 1d
    Evidence focus
    Personalizing student behaviors your evidence will demonstrate:
    1d1 Students can articulate the required learning targetsStudents describe

    (1) their learning targets

    (2) why the learning is important to them

    (3) how they will demonstrate they have reached them

    1d2 Students know what is needed to move to the next level of performance Students

    (1)articulate the progression of steps to reach the learning targets

    (2) identify, on their own, where they are in that progression

    (3) describe what they need to do to move to the next level of performance  

    1d3 Students are aware of and utilize resources for assistance, remediation, acceleration, or enrichment,

    as appropriate

    		Students are

    (1) aware of the options to get support and access appropriate help, when needed

    (2) in their daily work, consistently utilizing the resources for assistance, remediation, acceleration, or enrichment, as is appropriate

     

     

     

    Play slide 27.

     
    27
    Building Your Understanding Activity #2c A learning target is the outcome for the specific lesson you are engaging the students in. This fades out and then: Guiding questions to help you identify the learning target:
    • As the result of this lesson, what do you want the students to know and be able to do?
    • Why is it important that they achieve this new learning – what will they be able to do as a result of having acquired this learning?
    • Therefore, the most important thing for them to carry away from engaging in this particular learning experience is_____________.
    THIS IS THE LEARNING TARGET
    		 In order to fully understand these descriptions of practice, let’s look at them one at a time and discuss the specifics of what the student behaviors are.

     

    Description of Practice 1d1: Students can articulate the required learning targets

     

    What is a learning target? A learning target is the outcome for the specific lesson you are engaging the students in. It is not the EALR or GLE, but a series of learning targets will accomplish a specific GLE which is the larger learning goal. A learning target is what you want the students to have learned as a result of participating in this lesson or learning activity.

     

    Guiding questions to help you identify the learning target:

    a) As the result of this lesson, what do you want the students to know and be able to do?

    b) Why is it important that they achieve this new learning – what will they be able to do as a result of having acquired this learning?

    c) Therefore, the most important thing for them to carry away from engaging in this particular learning experience is____________________________________.

     

    THIS IS THE LEARNING TARGET
    28
    Building Your Understanding Activity #2d  
    • How does the Learning Target relate to the GLE or long term learning goals?
    • How does the Learning Target relate to the GLE or long term learning goals?

    We have our GLEs which are the big picture learning goals we have for our students. A learning target is one of pieces of learning the students need to have on their way to learning the larger GLE. We may over a period of time be gaining the skills and knowledge we need to complete our understanding and mastery of the GLE. The learning target refers to the part of those skills and knowledge we are working on today. The learning target may be the culminating lesson where we are asking students to demonstrate they can apply several past daily targets in today’s work. That application is a culminating learning target.

    29
    Building Your Understanding Activity #2e   Description of Practice 1d-2
    • What are the specific skills and knowledge the students need to learn how to do today to be successful in today’s learning target?
    • Students can describe where they are in acquiring those skills
    • Students can describe what is needed to move to the next level of performance
    		Description of Practice 1d2: Students know what is needed to move to the next level of performance
    • What are the specific skills and knowledge the students need to learn how to do today to be successful in today’s learning target?
    • Students can describe where they are in acquiring those skills
    • Students can describe what is needed to move to the next level of performance

    We want the students to be able to tell us which of today’s skills they understand and can apply and which ones they almost have but aren’t too sure about; and which ones don’t they get at all. This is a key feature to personalizing student learning. We want the students to be able to describe and explain their learning so that we know from them what they have understood and can do. Often time students can actually be successful on an assignment by carefully following the directions from the teacher without really understanding what it is they are doing. By engaging students in a process to describe what they understand and are able to do, we know the reality of what they have gained from today’s learning experience.

    30
    Building Your Understanding Activity #2f   Description of Practice 1d-3   1d3. Students are aware of and utilize resources for assistance, remediation, acceleration, or enrichment, as appropriate  
    • The most important part of this is that there are resources the students can access on their own to help them reach this learning target.
    • Students know how to determine which resources will meet what kind of need.
    • Students can articulate what their need was and how the resource they chose helped them.
    		Description of Practice 1d3: Students are aware of and utilize resources for assistance, remediation, acceleration, or enrichment, as appropriate

     

    • The most important part of this is that there are resources the students can access on their own to help them reach this learning target.
    • Students know how to determine which resources will meet what kind of need.
    • Students can articulate what their need was and how the resource they chose helped them.

    Facilitator Notes : Stop and have a discussion about the difference between a large GLE learning goal and the target for the lesson or activity the students are currently engaged in. The learning target discussion creates, for the student, the understanding of what they are supposed to get out of what you are doing with them today. This is critical to the learning process.

     

    Play slide 31.

     
    31
    Building Your Understanding Activity #2g What kind of evidence can we gather to demonstrate the five elements?   You use any combination of these two forms of evidence:  
    1. Observation
    2. Artifacts
    There are two forms of evidence that we will use this year to help with the gathering of evidence to verify that the teacher has the capacity to provide the specific Descriptions of Practice required for the evidence. Observation and artifacts are direct verification that the student behaviors we are looking for are in action in your classroom.  

     

     

     

    Building Your Understanding #2g:

     

    Facilitator Instructions : Refer to the Evidence Guidelines handout that you have given to them. The boxes at the bottom of the first page begin to show the forms of evidence and how they are illustrated in the “at standard” statements.

    Play slide 32.

     
    32
    The following video clips demonstrate the forms of observation and artifacts as evidence. ( Note any combination of these may be used as appropriate evidence.)   Watch for:
    • How the students are talking about their learning
    • The students articulating their understanding
    • The students describing how they self-regulate their learning process
     
    The following video clips demonstrate the forms of observation and artifacts as evidence. ( Note any combination of these may be used as appropriate evidence.)   Watch for: How the students are articulating their learning target. Look for students articulating their understanding. Look for the students describing how they self-regulate their learning process.

     

    Facilitator Instructions : In the clip with the teacher talking to the principal, did they notice that the teacher was saying that “we created” and “we decided” – those papers could be used as artifacts because the students created the papers and then used them. The observation of the little girl is showing her using the artifacts. Ask the participants in what way they saw the clips illustrating that the students knew their learning targets, how to describe and explain their understanding, and in what ways they saw that the students were self-regulating their own learning process. This is what personalized learning looks like.

     

     

    Play slide 33.

     
    33
    		 Gathering Evidence

     

    Think back on the video clips.

     

    What attributes of these examples made the gathering of evidence reasonable and doable, not overwhelming?

     

    • Evidence is simple, short, and clear.
    • Gathering evidence occurs during the normal flow of the classroom day.
    		It is important to notice how easily this evidence can be gathered. It is not intended that a teacher spend a great deal of time and effort compiling the evidence. This is not intended to create yet something else for the teacher to do. Evidence is gathered during the normal flow of the classroom day. It is simple, short, and clear. If the specific student behaviors for the Descriptions of Practice are occurring in the classroom, evidence should not be difficult to gather.

     

    Play slide 34.
    34
    Building Your Understanding Activity #2h Your handout will give you some possible evidences you can use to demonstrate each Descriptions of Practice we are focusing on while learning how to gather quality evidence. 
    		Your handout will give you some possible evidences you can use to demonstrate that the specific student behaviors described in each Descriptions of Practice we are focusing on while learning how to gather quality evidence.

     

     

    Building Your Understanding Activity #2h:

    Facilitator Instructions : Refer the participants to the Evidence Guidelines handout again. Look at the boxes at the bottom of the first page again. Have them spend some time looking at the suggestions of how the “at standard” statements can be demonstrated in either observation or artifacts. Discuss how the Observation and Artifacts are the keys when verifying student mastery of the Descriptions of Practice. Students themselves are talking about their learning. Students are self-regulating their learning processes. They are engaged in personalized learning processes.

     

    Play slide 35.

     
    35
    		 Building Your Understanding Activity #2i

    Each member of the team will take one of the handouts of sample evidences.

     

    Explain to your group what is going on in this piece of evidence.

    What is it demonstrating?

    		The Evidence Guidelines has a collection of sample evidences. Each sample is demonstrating a different type of artifact that you could use alone or in combination with others to demonstrate the students are engaged in the specific Descriptions of Practice we are focusing our evidence on.

     

    Take a few minutes to look at these samples so you have an idea of what you could do for your evidence. Your initial evidence will be much simpler than these end-of-the- year samples, but are these good examples of what an end-of-the-year piece of evidence could look like.

     

    You will begin the process by only focusing your evidence on: Students can articulate the required learning targets , and bringing in evidence that the students are articulating the learning targets in Student Voice. As a result the evidence you will bring into our next practice session will be much, much simpler and shorter. These are intended to be examples to stretch your understanding of quality evidence and the student behaviors that evidence needs to be demonstrating.

     

    Building Your Understanding #2i:

    Facilitator Instructions : Direct the participants to the samples of evidence in the Evidence Guidelines handout. Have each member of the team look at a different example and how it might be used as either a complete piece of evidence or to supplement other evidence. They will each present the evidence they looked at to the others on the team and tell them what was happening in the evidence. They are to note the variety of evidences and the variety of ways the Descriptions of Practice are being demonstrated in the evidence. Stress to them that their first attempts to gather evidence will be much simpler than these examples.

     

    Play slides 36-37.

     
    Slide #
    Slide Script
    Narrative on slide
    36
    Beginning the Process



    Gathering Evidence of Positive Impact on Student Learning     Take out the graphic of teacher and principal   Everyone participating in the gathering of evidence is the only way to have an effective learning community.   If everyone doesn’t bring in evidence, there isn’t anything for the group to talk about.
    • One Description of Practice
    Now we are going to proceed with the first step in gathering and analyzing evidence that the students have mastered the specific Descriptions of Practice we are practicing gathering evidence of. In the learning process it is critical that everyone in our cohort learning community learns how to do this process and participates fully as a member of the team in gathering evidence.   Everyone participating in the gathering of evidence is the only way to have an effective learning community. If everyone doesn’t bring in evidence, there isn’t anything for the group to talk about.
    37
    		 1d1 Students can articulate the required learning targets
    To begin the learning process, each group member will be gathering evidence of Description of Practice 1d1 - Students can articulate the required learning targets. Ultimately during our practice sessions everyone will show evidence that three of the Descriptions of Practice are occurring, but we will begin with just one.

     

    Before continuing on, make sure that the participants have the Evidence Planning Worksheet. The next slides will be explaining how to use this sheet.

     

    Play slide 38.
    38
    • Description of Practice 1d1
    • Student Voice
      Evidence Planning Worksheet will come up on the screen showing each section as it is discussed in the narrative.
     
    Each of you will be gathering evidence of the Description of Practice we refer to as 1d1. How will you go about planning how to gather this evidence? Let’s begin by looking at the Evidence Planning Sheet. At the top of each Evidence Planning Sheet is the assignment for the session. In this instance your assignment is to gather Description of Practice 1d1 in Student Voice. What is good evidence of Student Voice? On each Evidence Planning Sheet is a section that gives examples and non-examples of the element we are focusing on. In order to gather evidence of Student Voice, you must bring in examples where the students are in some way explaining their learning. This may be verbally, in writing, or someone observing and documenting what the students have said. Their words must be personal, showing the learning target has personal meaning to them. It will sound like the student’s own words. What they are saying will, therefore, be age appropriate language. The students will be making connections to their own understanding and experiences.   Student Voice is not the teacher telling what the students did, nor is it the teacher telling them what to say. Do not script the students so that they are just parroting back the teacher’s words. Be careful to ask open questions that elicit their own thoughts. You cannot get Student Voice when you ask the students questions that only give the answer you have set them up to say. If your questions are too closed, they illustrate that the students are being guided in their answers by the teacher. That is not Student Voice – it is teacher voice being said by the student.   First describe what Descriptions of Practice are demonstrated in your evidence. During your presentation, feel free to tell us how good you feel the evidence is or isn’t and why – this is part of your analysis. The purpose of the presentation is for you to analyze for your teammates where you are in your ability to gather the evidence and for them to understand the evidence you have brought in. In that way, they can gear their comments and tailor their suggestions to what you might not already know. These discussions are intended to help you learn – so ask for the help you feel you need so you get the suggestions you want and need.   The second section of the Evidence Worksheet asks you to describe the context of the lesson you are using for evidence collection. What is the long term learning goal? What is the learning target? Remember, the learning target is what you want the students to know and be able to do as a result of participating in today’s learning experience. The learning target may be a culminating learning target where students apply several previous targets.   The third section lists a series of questions that will both guide you in your evidence collection and help you analyze the evidence you are bringing in for your teammates. You may choose any content or lesson that you want. The fourth section asks you to think about how your evidence is using the elements of quality evidence. Remember your Evidence Guidelines examples.   OK – now you are ready to plan for the next session. Discuss a lesson that you will be doing in the near future with your teammates and help each other plan the evidence you could bring in next time. Before you leave this session, it is our intent that you tried to fill out the Evidence Worksheet so you are clear on what your evidence will look like. We suggest you work with the students multiple times between this session and next. The evidence you bring in may be different than the lesson you plan today. The purpose of working with your team today is to be sure you understand the process of planning your evidence. It is perfectly fine to change your decision if you want to. The important thing is that you know how to use the planning sheet to get the exact kind of evidence we are looking for.

     

    Facilitator Notes: The student behaviors described in the Descriptions of Practice are what the evidence should be demonstrating.

     

    1. Remind teachers that eventually they will be responsible to bring in evidence demonstrating all the Descriptions of Practice, but as we are just beginning to learn the process, this session we will focus on Description of Practice 1d1.

     

    2. It is not expected that the Description of Practice is occurring with your students to the fullest extent at this time. But it is important to begin thinking about how to make that happen. Your team members will be able to help you.

     

    Play slide 39.
    39
    Building your Understanding Activity #2j  
    1. Complete your Evidence Planning Sheet.
    2. Discuss with a partner your proposed evidence and work together so that you feel confident in what you will be gathering.
    Now is the time for you to fill out this Evidence Planning Sheet. Work with a partner to discuss what you could do to gather evidence of your Description of Practice in Student Voice for the lesson you have chosen. Before you leave this session, it is our intent that you have the Evidence Planning Sheet completed so you know exactly what and how you will be gathering evidence to bring to the next session. It is perfectly fine to change your decision if you want to. The important thing is that you know how to use the planning sheet to get the exact kind of evidence we are looking for. .

     

     

    Building Your Understanding #2j:

     

    Facilitator Instructions : You should direct everyone to first fill in their Evidence Planning Sheet alone by thinking about an upcoming lesson and projecting what they might do. When they have filled it out, they should discuss with their team members what they are planning to do with the students and what the evidence would look like. The purpose is for other members of the team to assist them with the actual lesson so that it deeply engages the students in the Descriptions of Practice. What new behaviors will they need to teach? How will they go about doing that? They will have about thirty minutes to do this. When they leave the class, they should have a pretty good idea of what they can bring in for evidence for the next session.

     

     

     

     

    Play slides 40-41.

     
    40
    		 Your Assignment is:
    • Description of Practice 1d1
    • Student Voice
     
    Your assignment for the next session is to bring in evidence of Description of Practice 1d1 in STUDENT VOICE.   This is the first time you will be bringing in evidence – we do not expect for this to be grand evidence at this time. Your ability to bring in really good evidence will build over time. All we want is for you to try. Bring in something so that your group has evidence to discuss. We actually learn more from non-examples than from an incredible piece of evidence at this time. The discussions help us understand what we need to do to gather good evidence. So just show up and bring in some attempt to gather the evidence – that will be perfect.
    41
    		Outcome Session II
    • Know Description of Practice 1d1 and “at standard” statement you will be focusing your evidence gathering on.
    • You know how to gather evidence in Student Voice.
    • You have completed your Evidence Planning Worksheet.
    Next session you will bring in evidence of Description of Practice 1d1 in Student Voice to share with your team.
    This session we have examined what the elements of quality evidence.   We have learned what it means to gather evidence of Descriptions of Practice 1d 1, 2, and 3.  You have learned how to gather evidence in Student Voice.   You have completed the Evidence Planning Worksheet.   You will come next session with your evidence of only Description of Practice 1d1 in Student Voice to share with your team. Each time we meet, we will focus on a different element and gradually you will begin to show evidence of all the Descriptions of Practice that you will need to complete your Professional Certification process successfully.   Learning collaboratively gives us the support we need – it also makes it a more enjoyable and meaningful experience.

     

    Outcome Session II:

     

    Facilitator Instructions :

    Make sure that everyone has completed the Evidence Planning Worksheet and feels confident about what their assignment is. If anyone is unsure about what they are to bring in next time, direct them to discuss this with their team members first; if they still are unclear, you will talk to them individually to make sure they feel prepared before leaving.

     

    Remind them that this will be their first attempt and no one expects the evidence to be strong evidence. We know that most all teachers are overachievers and are fearful about being asked to bring in something to share with others that isn’t just exactly right. Reassure them that this is a learning process and anything that they bring in will be exactly right. Having evidence to discuss will help us learn together how to get our evidence to be really good evidence. All we want them to do is bring in something and show up for the next session – there are no higher expectations.

     

     

     

     

    Back to top

    Evidence Guidelines:

    Evidence Guidelines:

     

    Five Elements of Quality Evidence

     

    CREDIBLE:

     

    1. ALL STUDENT BEHAVIORS OF THE SPECIFIED D ESCRIPTIONS OF P RACTICE – our evidence is not complete unless all the intended student behaviors listed in the specific Descriptions of Practice are able to be seen in the evidence.
    1. S TUDENT V OICE – students describe in their own words their mastery of the specified Descriptions of Practice

    CONVINCING:

    1. A LL S TUDENTS – there needs to be proof that THE TEACHER HAS THE CAPACITY TO ENGAGE everyone in the class in the specific behaviors listed in the specified Descriptions of Practice
    1. M ULTIPLE CONTEXT S – we want to see the students can apply the specified Descriptions of Practice during many different kinds of learning experiences. These may be in different content areas or a variety of learning experiences within the same content area
    1. OVER TIME – the specific Descriptions of Practice are practiced over and over throughout the year as a part of the normal routine of classroom learning

     

     

     

     

     

     
    You are gathering evidence of these DESCRIPTIONS OF PRACTICE for Criterion 1d
    Evidence focus
    Personalizing student behaviors your evidence will demonstrate:
    1d1 Students can articulate the required learning targetsStudents describe

    (1) their learning targets

    (2) why the learning is important to them

    (3) how they will demonstrate they have reached them

    1d2 Students know what is needed to move to the next level of performance Students

    (1)articulate the progression of steps to reach the learning targets

    (2) identify, on their own, where they are in that progression

    (3) describe what they need to do to move to the next level of performance  

    1d3 Students are aware of and utilize resources for assistance, remediation, acceleration, or enrichment,

    as appropriate

    		Students are

    (1) aware of the options to get support and access appropriate help, when needed

    (2) in their daily work, consistently utilizing the resources for assistance, remediation, acceleration, or enrichment as is appropriate

     

     

     

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    Understanding Description of Practice 1d1, 1d2, and 1d3

    Understanding Description of Practice 1d1, 1d2, and 1d3

     

    Back to top

    1d1 Students can articulate the required learning targets

    1d1 Students can articulate the required learning targets



    Guiding questions to help you identify the learning target:

    a) As the result of this lesson, what do you want the students to know and be able to do?

     

    b) Why is it important that they achieve this new learning – what will they be able to do as a result of having acquired this learning?

     

    c) Therefore, the most important thing for them to carry away from engaging in this learning experience is …

     

    …the answer to this question IS THE LEARNING TARGET

     

     

     

     

     

     

     

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    Culminating Learning Target

    Culminating Learning Target

     

     

     

     

    Examples/Suggestions – There are others, these are just suggestions. Create your own.

     

     

     

     

    Description of Practice 1d2: Students know what is needed to move to the next level of performance

     

     

    Description of Practice 1d2: Students know what is needed to move to the next level of performance

     

    One way to show students the progression of skills is Student/Teacher created rubrics
    L EARNING GOAL: I NTRO PARAGRAPH
    Depth 1
    Depth 2
    At Standard Depth 3
    Depth 4
    Introductory sentence Have a first sentence. First sentence refers to the topic I am writing about. First sentence is catchy and reader wants to continue reading. First sentence is dynamic and extra clever. Reader wants to find out more.
    Supporting sentence Have a second sentence. Sentence that refers to the idea in the intro sentence. First reason or idea that elaborates idea in intro sentence. Sentence that gives convincing reason to support intro sentence.
    Another supporting sentence Have a third sentence. A second sentence that refers to the idea in the intro sentence. Second reason or idea that elaborates idea in introductory sentence. More than two additional dynamic and convincing ideas to support intro sentence.
    Concluding sentence Have a last sentence. Ending sentence that refers to the intro sentence. Ending sentence that summarizes the supporting sentences. Clever ending sentence that summarizes supporting ideas.

     

    Remember rubrics are only one way to show progressions. We are not advocating that every lesson or learning has to have a rubric. We are advocating that students can clearly see and identify what the progression of skills and knowledge are that they need to master in order to accomplish the daily learning target. This progression may also be related to a larger learning goal (as in the rubric above) and the students see how what they are doing today fits into that larger progression.

     

    Any kind of organizational diagram or graphic that will allow students to articulate where they are in the progression to reach the learning is what we are looking for.

     

     

     

     

     

     

     

     

     

     

     

     

     

     

     



    Depth of Content Learning

    1= Simple recall of knowledge and skills

    2= Understanding concepts, compare/contrast, see patterns or generalizations

    3= Use to solve problem or use effectively in another context

    4= Analyze for implications, inference

    5= Combine ideas and create problems

    6= Create own ideas/alternative solutions, see various perspectives/conclusions, broad application into multiple contexts

     

    Learning Strategy Development using content

    1= Followed directions

    2= Used own strategy

    3= Used own strategy and combined with strategy gained from another student

    4= Combined multiple strategies

    5= Analyzed various strategies and created complex strategy to fit a specific situation

     

    Investigation

    1= Find required information

    2= Interpret and expand understanding of information: compare/contrast with other info

    3= See value, make inferences, predictions, possible applications, connection to own life and learning

    4= Analyze and verify validity of information; identify possible problems and/or possible implications

    5= Draw conclusions, imply applications, see/test various alternatives to own conclusions

     

     

     

     

    1d 3. Students are aware of and utilize resources for assistance, remediation, acceleration, or enrichment, as appropriate

     

     

     

     

     

     

     

     

     

     
     
    Descriptions of Practice
    Forms of Evidence
     
    Direct Observation Audio or video tape of students Principal, mentor, or peer observation Supervisor observation
    Artifacts Student journal entries Student work with student reflections Student surveys Letters home to parents
    1d1. Students can articulate the required learning targets
    • Students explaining the learning targets and what is required to meet them
    • Students discussing the importance of the learning targets
    • Students creating expectations for individual and group learning tasks
    • Examples of student work with learning targets written on them
    • Documentation of student communication with parents about their learning goals
    • Collection of student journals where they have written what the expectations are
    1d2. Students know what is needed to move to the next level of performance
    • Students articulating how they will check their work to be sure they reached the required level of performance
    • Students explaining their achievement
    • Students discussing continuum of learning to reach the targets
    • Students tracking the continuum of their learning
    • Students writing about their level of performance and what they need to do to improve
    • Students’ records of their performance
    1d3. Students are aware of and utilize resources for assistance, remediation, acceleration, or enrichment, as appropriate
    • Students articulating how they are accessing appropriate help
    • Students discussing why they accessed various resources and what they were able to do as a result of that help
    • Students discussing how independently accessing remedial or accelerated resources and how that helped them
    • Student notes on what resources are available to them and what specific help they can get from each
    • Students writing about people who can help them and when
    • Students writing about how they accessed remedial or accelerated assistance and specifics of how that helped them

     

     

     

     

     

    NOTE:

    Evidence is intended to be short, clear, credible, and convincing. All of the Descriptions of Practice are inter-related, and the evidence should reflect this. Evidence should be gathered in the normal flow of the classroom day.

     

    See the following sample evidences :

     

     

    SAMPLE # 1 – ALL PRINCIPALS SHOULD USE THIS FORM OF EVIDENCE

    or Teacher Evidence of Principal or Peer Observation

     

    Teacher: XXXXXXXXX

    Grade: Fourth

     

    Observer:  XXXXXXXXXX, Principal

     

    Date XXXX Length of observation: 30 minutes

     

    Focus of observation:

    Description of Practice 1d

    1. Students can articulate the required learning targets

    2. Students know what is needed to move to the next level of performance

    3. Students are aware of and utilize resources for assistance, remediation, acceleration, or enrichment, as appropriate

     

    Method of observation:

     

    XXXXX and XXXXX randomly selected four students to interview. The teacher had prepared the students for the visit and they brought their journals, record of personal progress, and each had a couple of assignments.

     

    We decided in the pre-conference on a series of questions that specifically related to the Descriptions of Practice that I would ask the students:

    1. How do you know what the learning targets are for your assignments?

    2. How do you decide what you need to do to reach them?

    3. How will you know what level of performance you have reached?

    4. What do you do if you need help and how do you access that help?

    5. If you finished early because the learning was easy for you, are there resources   available to you to expand your learning and how do you access them?

    6. How do you assess your finished product?

    7. How do you select the work your teacher will assess?

     

    We randomly asked students in the group the questions. It became evident that the group was composed of a range of ability levels. All the students were able to discuss their learning and were able to add comments to each other’ ;s answers. One student answered each set of questions, but all the students showed their own work to demonstrate they all engaged in the processes being discussed. It was obvious that the students were used to talking about their work, and they were proud of their ability to do so. They said that sharing their work with one another was something they did every day. They each met with their teacher alone once every two weeks to review their personal progress - the teacher met with two to three students each day during work period. Every week the students wrote a letter home to their parents about what they had been learning and what they needed help with.

     

    Evidence that supported that the teacher had reached standard in each of the focus areas (this could be audio taped, video taped, or written up):

     

    Student One: Received questions 1 and 2. She was very excited to show us the rubric that the class had created for their writing assignment. “We were learning how to do good introductory and concluding paragraphs with three supporting paragraphs. These are hard for me because I want to put everything into the introductory paragraph. I used to just repeat everything I wrote in the first paragraph in my last paragraph. Now I know to list the topics in the first paragraph. Then I write all the important facts about each topic in separate paragraphs. Now my concluding paragraph says what is important about each topic. Then I check for spelling and punctuation.” We asked how she learned to write better introductory paragraphs. She brought out a brainstorming sheet for introductory paragraphs, supporting paragraphs, and concluding paragraphs. She explained that as a class they had made these ideas to help each other. Each time they practiced writing, they would use these sheets to get ideas. “I learned that to do a good job on my writing, I first have to decide what is important to do – then I can do it.”

     

    Student Two: Received questions 3 and 4. He showed us a rubric and explained that they had created this rubric with the teacher and so everyone knows what is good work and what is not. “These squares are levels on the rubric and lets everyone know what our grade will be. We can decide what grade we want to get because we can read what we have to do and then decide either to do it or not. I always try to do everything listed on the rubric. If there is something I don’t know how to do, I see if that is something other kids are having trouble with, and I can join the small work group and learn how to do it better.” How do you assess your finished product? “It is hard for me to read my own work and see anything wrong with it. I wouldn’t write it that way if I knew it was wrong. So I ask someone to read my paper and tell me what they think. I usually ask Beth because she is really nice and tries to help me do better.” He produced a draft paper that Beth had made notes on for him. “When I make the corrections Beth tells me to make, then I get a good grade.” How do you learn from the marks Beth makes? “Beth tells me why she changed it. My teacher gets this one and my finished one. She talks to me about it, too. I’m a much better writer than I used to be.”

     

    Student Three: Received questions 6 and 7. “I put all my work into a folder. At the end of the two weeks I can decide which one I think is best. Then I explain to my teacher why I think this is a good example of my best work. I used the rubric and then showed my teacher where in my work the different things on the rubrics were. I like being able to tell her why I think it is good before she looks at it so she knows what I was thinking when I wrote it. I feel like when I explain, then she will like it better.” If she likes what you wrote, will that be the reason for a good grade? “My teacher uses the rubric we created as a class to talk to me about my writing – she uses it to talk to everyone in the class. I won’t get a good grade if I haven’t done what is on the rubric.” The other students were quick to add their own stories about meeting with the teacher – it was obvious they all looked forward to those discussions and understood that is how they learn to perform better.

     

    Student Four: Received question 5. “Every morning the teacher writes on the board what is going to happen that day. Each day we talk about what we can do if we finish early. Sometimes we show our work to a friend and ask for ideas to make it better. Sometimes we can use the activity file to get ideas of things we can do on our own to show we really understand.” Other students added that they can get library passes if they finish early. This student added, “My favorite thing to do if I finish early is to go to the back of the room to the computer where there is list of things we can do on the internet to get more ideas about what they are studying. If we do this, then we share with the rest of the class what we found.”

     

     

     



    PRINCIPAL OR PEER RESOURCE #1 - Evidence Collection Worksheet

     

    C OMPONENT #1 S TUDENTS ENGAGE IN CHALLENGING CURRICULUM
    1a: Students know the learning targets and what is required to meet them
    Questions:
    What was your learning target for today?
    Why is this learning important to you?
    How will you demonstrate you have learned the target?
    Student 1

     

     

     

     

    		    
    Student 2

     

     

     

     

    		    
    Student 3

     

     

     

     

    		    
    Student 4

     

     

     

     

    		    
    1b: Students know the progression of learning to reach the targets
    Questions:
    What are the things you need to learn to reach the target?
    Which of those things are you doing well?
    What will you do to move to the next level of performance?
    Student 1

     

     

     

     

    		     

     

     

     

     

     

      

    		  
    Student 2

     

     

     

     

    		  

     

     

     

     

     

      

    		  

     

     

     

     

      

    		 

     
    Questions for 1b cont:
    What are the things you need to learn to reach the target?
    Which of those things are you doing well?
    What will you do to move to the next level of performance?
    Student 3

     

     

     

     

    		    
    Student 4

     

     

     

     

    		    
    1c: Students know how to access additional resources for support when needed
    Questions:
    What resources do you have to help you reach these targets?
    If you needed help, what resources did you use and what help did they give you?
    If you wanted to expand your learning, what resources did you use?
    Student 1

     

     

     

     

    		    
    Student 2

     

     

     

     

    		    
    Student 3

     

     

     

     

    		    
    Student 4

     

     

     

     

     

    		    

    Comments:



    Teacher Sample Evidence #1: Student Letter to parents

     

    Description of Practice 1d:

    1. Students can articulate the required learning targets

    2. Students know what is needed to move to the next level of performance

    3. Students are aware of and utilize resources for assistance, remediation, acceleration, or enrichment, as appropriate

     

    Dear Mom and Dad,

     

    I am writing this letter to tell you about my progress with our long-term assignment called the City Studies Project. Please read over my progress and then be prepared to write me a letter back with your feedback.

     

    My class began the City Studies Project back in January. We decided that we could use this project to meet several of our Social Studies and Language Arts standards. We looked at our standards for 6th grade and the GLEs, and I picked the ones that matched the project. We need to assess where we are on these before the end of the year. You will see how I did in my portfolio at the Student-Led conference next week. We posted our learning targets so that we could target the grade level expectation and district standards in our goals. For example, we did research on a major city (our research standard) and then developed a persuasive speech (communication GLE) explaining why it was the best city for an organization to move to. We presented our speech to the class. We made a brochure about our city and made maps and other visuals for our speech. Even though this was not a group project, my table group looked at each other’s progress and gave suggestions. We did this Project progress check about once every two weeks. As you can see, this was a very big project.

     

    I accomplished a lot! I think the goal setting really helped me be successful. I used the strategy to do a timeline for the assignment. I broke it down into small tasks. I had to think about a good way to do this. I had to decide what needed to be done first, second, third, etc. I had to look at all that time and figure it out. I now know about the characteristics of cities and how to present data in a way that would show off the best points of the city. I learned about London and what it was like to live in this city. I researched in the library and on the internet. I wrote to the British Consulate for information also. I especially enjoyed making the visuals including the power point presentation and data visuals. I improved my technology skills because I had to apply what we learned in the lab. I think I did a really good job on the presentation. As you know I practiced quite a bit and was just a little nervous until I got into it. I really feel confident about being able to organize myself for a long-term project. I am very capable in using power point. I am capable of making a persuasive speech. I think I can write a pretty good persuasive essay now. I know that this is a standard for seventh grade and doing the speech will help me do this task next year. I am still working on some of my goals because I have not accomplished them. I think I can do a better job at analyzing data. I had a good display of data but didn’t really dig into what it meant. I think I can improve on my empathy. I am so independent and competitive that I sometimes don’t take the time to think about how my comments might be affecting my classmates who have more trouble with the reading assignments.

     

    I would like you to write me back a brief letter with your feedback, suggestions and comments.

     

    Sincerely, Jennifer

    Teacher Sample Evidence #2: Audio Script

    This is a high school English class. Three students are explaining their learning process.

     

    Description of Practice 1d:

    1. Students can articulate the required learning targets

    2. Students know what is needed to move to the next level of performance

    3. Students are aware of and utilize resources for assistance, remediation, acceleration, or enrichment, as appropriate

     

    Script of audio evidence:

    What we were trying to do today was improve our writing of persuasive essays that we began last week. My essay is to persuade the school to let us have a sock hop on Valentine’s Day. My parents met at a sock hop in high school, and it sounds like a really fun way to have a dance. As a class, we talked about what makes an essay persuasive. Then we talked in groups about the parts of an essay that make it good writing. We made a class rubric of those two things so we all know what it is supposed to look like when we are finished. I really like doing this because it makes it really clear. It is also a fun way to just learn the skill because we say what it looks like when it isn’t good and then when it is. A persuasive essay is supposed to make the reader like your idea. I might really give mine to the student body president when I am finished. Thinking I really want to do this makes me want to do a better job. If I write a bad essay, I have no chance.

     

    So here is the rubric we made. Here is my finished essay. I thought my essay was a four on persuasiveness because to get a four it has to be convincing, have emotion, and have strong reasons that will make others like the idea, too. Here is my introductory paragraph. It has a strong beginning sentence that tells the reader that a sock hop would be a really different kind of dance, and we would play music from the 60s (which we all like) and we wear socks on our feet. I have three supporting paragraphs. My first paragraph talks about that in the sixties you didn’t have to be a pair to dance. It was OK if girls danced with girls, and sometimes boys danced with boys. So kids could come without dates which would be really great because unless you are dating someone, you stay at home usually. My second paragraph talked about wearing socks and the benefits of doing that. My third paragraph talked about that we would play music from the sixties which we all really like. My concluding paragraph talked about how it would be good for our school to have this kind of dance and how much fun it would be to do it.

     

    We all handed our papers in without our names and just numbers that our teacher gave us. The papers were mixed up and handed back out so you had someone else’s paper. We used the rubric to give them suggestions of how to make their paper better. Then the papers went back to the teacher and we went up and got our own. They said that my paper was two in persuasiveness because my descriptions of the dance weren’t really exciting enough and they couldn’t picture how it would be to go to such a dance. They suggested I talked about the decorations and what else kids would wear besides socks that made it fun.

     

    Before we made changes, the teacher gave each of us a 3X5 card and said for us to write which of the things on the rubric we thought we were really good at. Then we wrote on a piece of paper what we didn’t do as well as we wanted to and what didn’t go well at all and we had to do differently. We put the 3X5 card on the rubric on the wall. Everyone thought they were good at different stuff, which was cool. During our different free times or during study period, we could ask someone to help us make our paper better. I didn’t want to at first because I liked just doing it myself, but when I did I chose Bill. He is really fun so I thought he might think of things to make the dance sound like more fun. He gave me great ideas and we had fun doing it, too.

     

    I rewrote my paper and corrected all the stuff. Now I was pretty sure I deserved a four on persuasiveness. Again we handed them all in without our names and we graded each other’s papers. I don’t know who graded my paper but they gave me all fours and said it was a cool paper and an awesome idea and hoped I really sent it to the principal and student body president. I am really excited to do it and see what happens.

     

    Note: The teacher presented the rubric they made as a class and four papers that were edited, rewritten and then graded by the students.

    Teacher Sample Evidence #3: Reflective Questions - The students created questions with the teacher and then each student wrote their own response. Then those responses were discussed in small groups. Each small group reported conclusions to the whole group.

     

    Description of Practice 1d:

    1. Students can articulate the required learning targets

    2. Students know what is needed to move to the next level of performance

    3. Students are aware of and utilize resources for assistance, remediation, acceleration, or enrichment, as appropriate

     

    1. How did you know what the expectations were for the learning task? Before we began our project we all worked together to create rubrics for each of the required components of the project. We had four components: 1) What the invention will do for society? 2) How we will build the invention. 3) Presenting the invention to the school community. 4) Reflection on the success of our invention.

     

    1. Which of those expectations were you sure you could meet and why? I was sure I could write a good description of my invention. I was sure I could convince an audience that it was something useful to the community. I knew I could do a creative display and demonstration of my invention and describe it well to others in the community. I had no trouble reflecting on the way I planned my invention and use in the community.
    1. Which of the expectations were going to challenge you? What did you do to make sure you would be successful? What I worried about was how I would find out what other inventions there were like mine so I could describe why my idea was a good contribution. I didn’ ;t know how I would go about finding that out. I talked to two people in the community for ideas. I asked the librarian and she said that I could use the internet to explore other inventions that were like mine. I used this idea. I also asked Mr. Parker at the bike store if he knew how I could find out about carriers like mine. He had a couple of catalogs that listed bicycling accessories. I found several carriers similar to mine but it was easy to see how mine was different. I made a compare and contrast chart of how my carrier was like some others and how it was different. This helped me when I had to write my paper about this.
    1. What did you do to make sure your work demonstrated those expectations appropriately? When I was all finished with my project, I laid out the rubrics and wrote out how my invention met all of the “at standards” expectations. I found several areas that I didn’t do as well as the rubric said, so I changed that. After I finished doing that, I asked my friend Dave to read what I wrote. He found several areas that I thought I did well but he didn’t agree that is was very clear. I asked my Mom to look and she agreed with Dave so I changed those things.
    1. Describe what you need to do to move to the next level of learning.

    Next time I do an invention, I will make a practice one out of cheap materials so I can decide what I need to change. Once I made my invention I had spent too much money on the materials and it was too hard to make changes without ruining the carrier and how it looked. I did a drawing but I couldn’t tell until I built it how it really looked. I might try to draw it using the computer but I will have to learn how to do that. I like being an inventor and I am going to try to think of something else to do and make it this summer.

     



    Teacher Sample Evidence #4: Journal Entry

     

    The teacher is showing three journal entries and has the rest of the class journals with her for the group to look at. These journals are for the entire year for each student.

     

    Description of Practice 1d:

    1. Students can articulate the required learning targets

    2. Students know what is needed to move to the next level of performance

    3. Students are aware of and utilize resources for assistance, remediation, acceleration, or enrichment, as appropriate

     

    Journal Entries:

     

    Sarah Example of Good Student

     

    Math – September 20 Today we are learning multiplication tables in math. I am to learn my two’s and three’s. I have three ways to practice. The first way is to study the flash cards just so I can practice and check to see if I did it right. The second way is to go to the electro board where the question is on one side and answers are mixed up on the other. If I choose the right answer the light will go on. The third way is to teach me to do it fast. I have a wheel with a 2 or 3 in the middle. On the outside of the wheel are numbers 1-9 all mixed up. I work with my partner to see how fast I can give the answer. Each time I try to do it faster. When I can do the whole wheel in 30 seconds then I can go to the next number to learn. I’m really good at going fast.

     

    Writing - September 21 I am also learning to write paragraphs with introductory sentences, concluding sentences, and three to six supporting sentences. This means I have to tell what I am writing about first, then say three things about it, then say I told them about what I am writing about. I am good at everything but the concluding paragraph. I will meet with my teacher at 10:15 and she will work with me and several other kids who don’ t get it either. We are going to make rubrics to help us know when we have done a good job. I think the rubrics will be kind of like the ones my teacher made that we used last week. I like those rubrics because I know what I need to do to do a good job.

     

    Joey Example of Fair Student

     

    Math - January 25 I am learning to multiply two digit numbers. Yesterday I got confused and didn’t do them right because I started with the number on the left first. Today the teacher put up a picture on the wall that has a circle around the number to start with. I didn’t know why we had to start with that number. Sean didn’t know either and he asked the teacher how come. Sean and I will practice with beads in a box today. We can put same number of beads in each box as on the paper. When we are finished the teacher will check with us to see if we did it right. I hope I do it right.

     

    Writing – January 26 We are writing a short story about anything we want. I am writing about going up in the mountains to snowboard with my Dad. I’m supposed to follow the rubrics. First I need an introductory paragraph for my story. Then I need three paragraphs telling three neat things about going up snowboarding. I end my story with why those things were fun. It will be a really good story because I liked my weekend. Tomorrow I will check each thing on the rubric to make sure I didn’t forget anything. I will try to use words that make it sound fun because it was really awesome.

     

    Caitlin Example of Struggling Student

     

    Math – May 4 Today I am going to work with Sam. Sam is in sixth grade. Sam came another day. He is good in math. We will practice the multiplication wheel. Remembering the numbers is hard for me. I am learning 6s. 5s were easy. 4s were hard. 6s are hard. I practice lots of different ways. Last night Grandma and me played a card game to practice 6. I got most right but was very slow. Sam will help me go faster. I like to multiply but it is easier to use the calculator that my Dad gave me. My teacher lets me use the calculator when I do assignments cause she knows it is hard. I can do everything with the calculator.

     

    Writing – May 5 Sam will help me write my story. I get to tell him the story and he writes it all down for me. The teacher gave him the questions to ask me. I really like telling stories and Sam laughs and says I am funny. I like it when Sam laughs. When my story is all righted down my teacher asks me to read the rubric and check to see if I need to change anything. She will change it for me sometimes – or sometimes I take it home to change. My teacher is helping me learn to type my stories because the computer changes my mistakes. My stories look like Sarah’s when I do them on the computer. I can write good on the computer.

     

     

    Group’s comments: We went over the journals with XXXXXXX and we decided that showing samples of a high, average, and low student at different points of time during the year would be the best demonstration. We also looked at all the journals to see that all the students wrote in the journals on a regular basis. We were surprised that they could explain their learning so well. At the beginning of the year only the very high students explained their learning clearly but by the end of the year everyone could articulate what was required, how they would get there, and what they needed to do for more help. This sample demonstrates the type of help XXXXXXX provided to the low students who were less able to perform. These samples are very representative of the quality of the journal entries for the class.

     

     

     

     

     

     

     

     

     

     

     

     

     

     

     

     

     

    Teacher Sample Evidence #5: Exit Passes and Reflection POST-ITs - The students fill the exit passes out at the end of each class session and hand them to the teacher as they leave. The Reflection POST-Its are put on all assignments before they are handed in.

     

    Description of Practice 1d:

    1. Students can articulate the required learning targets

    2. Students know what is needed to move to the next level of performance

    3. Students are aware of and utilize resources for assistance, remediation, acceleration, or enrichment, as appropriate

     

     

     

     

     

     
    Resource #1: Strategies to Embed the Description of Practice
    1d1:
    • student journal entry
    • student reflection as they leave (exit cards)
    • student-made visual of learning targets demonstrating importance
    • create graphic organizer of various components of the learning target
    • learning targets to reach larger learning goal puzzle – given puzzle piece each day
    • jigsaw puzzle to teach the learning target
    • students create commercial for learning target
    • cooperative group discussion recorded: why target important
    • brainstorm as many different ways of rewording target
    • survivor vote box: students anonymously put their own wording and understanding of the learning target in box, teacher selects/reads, students vote on accuracy and clarity
    • verbal “interview”
    • students write learning target on top of each assignment
    • learning target placed within bull’s-eye target each day
    • video tape kids checking other kids about their understanding of LT
    • peer coaching on the learning target
    • cross-age tutoring of target
    • technical writing piece where the student is writing about how learning target is applied in life

    1d2:

    • self assessment using a rubric: unit progression and daily progression
    • student metacognition sheet
    • peer scoring using a rubric
    • kids place self on a “physical” continuum (beads, sticky, marker)
    • student-created outline of learning
    • bulletin board with student posting examples of progression of learning
    • classroom progression of learning with temperature graph indicating three levels: red = don’t know, yellow = in process, green = we’ve got it Students discuss
    • each student has own temperature graph of progress
    • samples of student work at each step; arrange in order; student compares where s/he is with sample
    • human bar graph – steps/levels of the learning target indicated around room, students place themselves and explain why they made that choice
    • students keep track of their progress on matrix of listing all the expected learning for a specific period
    • checklists of learning and student indicates what they have mastered and what they still need help with
    • students verbally explain what they do well, what they haven’t done well, and what they will do differently next time

    1d3:

    • centers to get more information about the topics being learned
    • additional resources organized by chapter that can be accessed
    • resources/explanations of why to use
    • checklists, charts, posters on wall that shows the expectations and how to successfully complete
    • scavenger hunt for resources
    • trouble shooting support materials
    • protocol for classroom to use resources
    • provide resource of graphic organizers to help problem solve
    • method for locating students who are experts in various parts of the learning
    • brainstorm resources list; put sticky dot every time source is used; reflection of how well source helped

     

     

    Resource #2: Sample Writing Rubric for 1d2

    Student checks off the skills demonstrated in their writing paper.

     

     

     

     

     

     

    Name: _______________

    Period: _______________

    Date: _______________

     

    Evidence of Learning (Math): “Students know how to access additional support when needed”

     

    1) Daily Work:

    What are some ways to get assistance on the work we are doing today? (list as many as you can)

     

     

     

     

     

     

    For each resource, tell what specific help each would provide for you.

     

     

     

     

     

     

    2) Assessment:

    Give specific examples stating what you were able to do after accessing the resource that you couldn’t do before.

     

     

     

     

     

     

    About how often do you utilize these options for assistance?

     

     

     

     

    3) Enrichment/Extension/Supplement:

    What are some of the enrichment/extension/supplement materials that are available to you? (list as many as you can)

     

     

     

     

     

     

    About how often do you utilize these options?

     

     

     

     

     

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    Teacher’s Learning Record

    Teacher’s Learning Record

    Continually remark as the statements indicate where you are growing in your progression of learning.
     Criteria
    1 No use/limited use
    2Beginning to use
    3 Moving toward good solid use
    4 Exemplary use
    1 D1 . STUDENTS CAN ARTICULATE THE REQUIRED LEARNING TARGETS
    Frequency &

    Usefulness
    • Targets not available to students.
    • I do not know how to determine what the learning target is; nor feel it is important to tell students the learning target.
    • Once in a while targets are available , but not consistently.
    • Sometimes I refer to the targets to focus student learning. 
    • Targets posted often and referred to within first 5 minutes of class period.
    • I often ask students what their learning targets are and we discuss how that should focus their learning.
    • I regularly use the targets to focus student learning.
    • I make sure students clarify their targets before proceeding with any assignment.
    Language &

    Variety

     
    • I don’t interpret or assure that students understand the targets.
    • I am unclear as to how to state targets in student-friendly language.
    • Targets are usually broad learning goals instead of daily targets.
    • Targets are in teacher language and posted for students to refer to.
    • Targets only refer to content knowledge.
    • Targets are clearly written in student-friendly language: “I can . . . " or "We are learning to . . ."
    • Beginning to use more than just content targets.
    • I involve student in determining the daily learning targets.
    • Kinds of targets vary and cover a wide variety of knowledge, process, reflection, procedural, and thinking skills.
    Importance of Target
    • I tell students targets are important to succeed on WASL or because needed to be successful on next assignment.
    • I discuss importance of the targets mostly in relationship to broad career use or how students will use them as adults.
    • I explain the immediate value of the learning the targets represent and make connections to the lives of the students.
    • I regularly ask students to tell me the personal connections they are making to the learning.
    Demonstration of Target
    • I tell students they will be tested or have to give correct responses at some point.
    • Once in a while I explain what their work will look like when they have accomplished the targeted learning.
    • I often use examples and ask students to tell me what their learning will look like when they reach the target.
    • I regularly give students a variety of ways to tell me what will demonstrate they have reached the targets.
    1 D2 . STUDENTS KNOW WHAT IS NEEDED TO MOVE TO THE NEXT LEVEL OF PERFORMANCE
    Progression of Learning

    (Not the directions to complete the assignment- this is about the learning)

    • The specifics of what students need to learn are not clearly indicated.
    • I am unclear how to break my instructional objective into progressions of learning for the students.
    • There are times that I explain the specifics of what the students need to learn in terms of reaching targets.
    • I provide the specifics of what the students need to know and must be able to do to reach the targets and they are listed for the students regularly.
    • I involve the students in creating their own progressions to reach a variety of learning targets.
    Self Assessment Opportunities
    • I do not give the students the opportunity to reflect in terms of meeting specific targets.
    • Once in a while I discuss with the students their performance and we agree on what they need to do better next time.
    • I ask students what they understand, what they do not, and what they need to do differently next time.
    • I encourage students to hand in their “best” work not their only attempt.
    • I regularly make sure students use their “best” work to reflect on their progress and determine the next steps in their own learning process.
    1 D3 . STUDENTS ARE AWARE OF AND UTILIZE RESOURCES
    Varied resources related to target
    • I give students the dictionary, thesaurus, and their text to use as resources.
    • I suggest students use other students and me for resources.
    • I make available a variety of resources specific to the learning targets.
    • I engage students in creating a variety of resources to assist them in reaching or exceeding the targets.
    Student use of resources
    • I don’t specifically encourage students to access resources beyond their text.
    • I rarely see students go beyond asking me or other students for help.
    • I sometimes ask students to explain why they accessed one resource instead of another.
    • I regularly ask students to explain how they used the resources in their learning process.

    Date:

    Choose one item you circled. What will you do to move to the next step?

     

     

     

     

    What resources are available/what resources will you use?

    Materials Resources Human Resources

     

     

     

    ______________________________________________________________________________

     

    Date:

    Choose one item you circled. What will you do to move to the next step?

     

     

     

     

    What resources are available/what resources will you use?

    Materials Resources Human Resources

     

     

     

    ______________________________________________________________________________

     

    Date:

    Choose one item you circled. What will you do to move to the next step?

     

     

     

     

    What resources are available/what resources will you use?

    Materials Resources Human Resources

     

     

     

    ______________________________________________________________________________

     

    Date:

    Choose one item you circled. What will you do to move to the next step?

     

     

     

     

    What resources are available/what resources will you use?

    Materials Resources Human Resources

     

     

     

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    EVIDENCE WORKSHEET - for SESSION III

    EVIDENCE WORKSHEET - for SESSION III

    You will be gathering evidence of Description of Practice 1d1 in Student Voice.

     

    This month the evidence focuses on Student Voice.

    Attributes of Student Voice                                   Not Student Voice

    - Personalized   - Student parroting teacher’s words

    - Students’ own words - Teacher telling what students said or did

    - Age appropriate language - Student responses guided by teacher’s closed

    - Students make connection to own experiences questions

    1. T ELL US WHAT YOUR EVIDENCE IS DEMONSTRATING:
    You are gathering evidence of these DESCRIPTIONS OF PRACTICE for Criterion 1d
    Evidence focus
    Personalizing student behaviors your evidence will demonstrate:
    1d1 Students can articulate the required learning targetsStudents describe

    (1) their learning targets

    (2) why the learning is important to them

    (3) how they will demonstrate they have reached them

    1. T ELL US THE CONTEXT OF THE EVIDENCE:

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    Culminating Learning Target

    Culminating Learning Target

     

     

    III. A NALYZE FOR US THE SPECIFICS OF YOUR D ESCRIPTIONS OF P RACTICE :

    For this lesson, the learning targets I want students to know are: (Indicate type of target: Content, Strategies, Thinking Development, Procedural, Investigative/Inquiry or Reflective)…

     

     

    These learning targets are important and relevant to the students because…

     

     

     

    The students will demonstrate how they will know they have reached the targets by…

     

     

    IV. A NALYZE FOR US HOW THIS EVIDENCE IS IN S TUDENT V OICE….

     

     

     

     

     

    D ESCRIBE THE FORM(S) OF EVIDENCE YOU WILL USE  
    Some examples of Student Voice:
    • Video or audio of students talking
    • Journal entries that students have written or student work with student reflections
    • Letters home to parents that students have written
    • Principal or Peer Observation of students talking about their learning
    • Survey of students
         		 Describe your evidence:

     

     

     

     

     

     

     

     

     

     

     

     

     

     

     

     

     

     

     

     

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    Suggestions for 1d1:

    Suggestions for 1d1:

     

    SESSION III

    Learning Target: Improve your evidence and help improve others’ evidence.

    You need to demonstrate : how to give a good presentation; ability to analyze the evidence; use the protocols to give feedback; and plan to gather evidence of 1d1 and 1d2 in Student Voice.

     

    Approximate time: 3 Hours

     

    Materials needed:

    Facilitator Instructions: Put a white or yellow handout of the sample evidence that will be used in the video and the sample presentation all filled out, and one purple Evidence Worksheet at each place at the table. In the middle of the table place a pile of green Evidence Feedback Worksheets. To make sure you have enough, for each team multiply the number of participants times one less the number on each team, or use five if you don’t know. That will be the number of worksheets needed for the session (example: 25 participants and five people on each team 25 X 4 = 100 worksheets).

     

    Play slide 42-43.
    Slide #
    Slide Script
    Narrative on slide
    42
    		 Session III: Learning and Practicing How to Gather Quality Evidence

    Learning Target:

    1) Practicing presenting evidence

    2) Practicing giving feedback to make the evidence more credible and convincing

    Then the slide changes to:

    Developing the ability to analyze your own evidence

     

    Give analytical feedback to others on the presented evidence 

    		 Our assignment for this session was to bring in evidence of ONE Description of Practice in Student Voice. You will be sharing the evidence you brought in with your teammates. Hopefully everyone in the group brought in evidence, so there are lots of evidences to discuss. The professional development these sessions offer only occurs when you are an active participant. As you work to gather the evidence, you discover your needed learning. As you work to make the evidence stronger, your professional development occurs. Therefore, it is important that everyone gather and present evidence. If everyone did not bring in evidence, your group will need to discuss how to make sure everyone brings in evidence next time. These sessions require evidence to talk about and the participation of all the team members.

     

    Our learning target for this session is to learn how to do good presentations and give feedback to one another to make the evidence more credible and convincing.

     

    First, each team member needs to develop the ability to analyze their own evidence. Second, we learn to give analytical feedback to others on the presented evidence.

     

    When giving feedback to others, we all are practicing and honing our skills of gathering and analyzing quality evidence. Through this process we are developing our staff into a cooperative and supportive learning community. We use the five elements of quality evidence for this analysis. 

     

     

     

     
    43
         		 Continuum chart

     

    See below

    		 This session we will be practicing how to analyze, present, and give feedback on the evidence each participant has brought with them. You have arrived today with your first attempt to gather evidence. We know that no one is sure whether or not their evidence is very strong evidence. Every group has those feelings at this time. As we continue the process each month, you will quickly develop your skills and feel very comfortable with the process. We will be practicing presenting evidence and giving feedback over and over. Today will be your first presenting and feedback session. You can see by the chart as you practice presenting and analyzing evidence, your skills and confidence will increase. Next session your confidence will be much stronger than it is today. By the end of all the practice sessions, it will be an easy process for you to participate in. In addition, you will have developed trust within your team and be very familiar with having professional conversations about student work.

     

    Continuum Chart
    Beginning – III
    Practicing - IV
    Practicing- V
    Mastery - VI
    • Brings evidence of ONE DESCRIPTION OF PRACTICE in STUDENT VOICE
    • Participates in process
    • Anything accepted
    • Brings evidence of TWO DESCRIPTIONSOF PRACTICE in STUDENT VOICE
    • Can discuss how to stretch the evidence to increase student engagement in personalized learning
    • Learns to give “STRETCH” suggestions
    • Brings good evidence of THREE DESCRIPTIONS OF PRACTICE in STUDENT VOICE
    • Tries evidence in a new context
    • Actively participates in process
    • Analyzes own evidence
    • Gives strong feedback
    • Gives strong “STRETCH” suggestions
    • Brings strong evidence of THREE DESCRIPTIONS OF PRACTICE in STUDENT VOICE, MULTIPLE CONTEXTS, and ALL STUDENTS Actively participates in the sharing and feedback process
    • Clearly analyzes own evidence
    • Gives precise feedback
    • Gives valuable “STRETCH” suggestions

    Facilitator Instructions : Stop and discuss the chart on the screen. We are practicing this process for the first time. As we look at the continuum of learning, we can see that we should be feeling a bit unsure of this process at this point. This is because the process is new, and we are looking at student work in a new way. Everyone feels unsure at this point. You will become more confident as more of this process becomes integrated into your understanding. If we think of this as an adventure and realize that the benefits will occur quickly without huge efforts or time expended, it can be exciting. Look at where we will be next time - next time we already will have traveled a long way in the learning process.

     

    Play slides 44-47.

     
    44
    		 Reviewing 1d1: Students can articulate the learning targets Let’s refer back to your Evidence Guidelines to the section talking about 1d1. As we do this review, think about the evidence you have brought in today. Make notes to yourself about the parts of your evidence you feel that you have done well and what parts aren’t as strong as you would like them to be.
    45
    Building Your Understanding Activity #2c   A learning target is the outcome for the specific lesson you are engaging the students in. This fades out and then: Guiding questions to help you identify the learning target: a) As the result of this lesson, what do you want the students to know and be able to do? b) Why is it important that they achieve this new learning – what will they be able to do as a result of having acquired this learning? c) Therefore, the most important thing for them to carry away from engaging in this particular learning experience is_____________.   THIS IS THE LEARNING TARGET
    		Description of Practice 1d1: Students can articulate the learning targets , focuses on learning targets. It is important to understand what we are meaning by the term learning target.

     

    What is a learning target? A learning target is the outcome for the specific lesson you are engaging the students in. It is not the EALR or GLE, but a series of learning targets will accomplish a specific GLE which is the larger learning goal. A learning target is what you want the students to have learned as a result of participating in this lesson or learning activity.

     

    Guiding questions to help you identify the learning target:

    a) As the result of this lesson, what do you want the students to know and be able to do?

    b) Why is it important that they achieve this new learning – what will they be able to do as a result of having acquired this learning?

    c) Therefore, the most important thing for them to carry away from engaging in this particular learning experience is____________________________________.

     

    THIS IS THE LEARNING TARGET
    46
    Suggestion of Kinds of Targets: ContentLearning Strategies Thinking Development Procedural Investigative/Inquiry Reflective
    		There are many different kinds of learning targets: Content, Strategies, Thinking Development, Procedural, Investigative/Inquiry or Reflective just to name a few. These are suggestions and you can determine others on your own. If you are having difficulty making the learning target important and relevant to the students, perhaps it is because you are focused on the instructional objective rather than what the students will actually be able to carry away from this learning experience.

     

    Facilitator Notes: It is important to stop here and make sure people understand the difference between the learning target and the instructional objective. The instructional objective relates to the content you are covering in the lesson. What is really important and relevant about engaging in the practice of this content may be more than the procedure it is teaching. For instance: when you are practicing how to solve various kinds of equations, what is really important is that the student learns how to engage in the mathematical reasoning involved – the target is to understand and be able to use the mathematical reasoning, rather than just learn how to solve the equation.
    47
    Building Your Understanding Activity #2d  
    • How does the Learning Target relate to the GLE or long term learning goals?
    		1d1. Students can articulate the learning targets
    • How does the Learning Target relate to the GLE or long term learning goals?

    We have our GLEs which are the big picture learning goals we have for our students. A learning target is one of the pieces of learning the students need to have on their way to learning the larger GLE. We may over a period of time be gaining the skills and knowledge we need to complete our understanding and mastery of the GLE. The learning target refers to the part of those skills and knowledge we are working on today. The learning target may be the culminating lesson where we are asking students to demonstrate they can apply several past daily targets in today’s work. That application is a culminating learning target.

     

    Facilitator Instructions : Tell them to take out the Evidence Worksheet . What we will do now is see a video of a very good presentation of evidence. As a whole group we will discuss after watching the video what made this a good presentation of the evidence.

     
    48
    		 Practicing Presentation of Evidence

    Step One: Describe the way the Description of Practice is demonstrated in the evidence

    Step Two: Describe the way the evidence is in Student Voice

    		 Before we begin our own presentation and feedback sessions, let’s listen to an expert presentation of an analysis of evidence. After the video, we will brainstorm the qualities of a good presentation. After we learn how to do a good presentation, you will fill out your own Evidence Worksheet. When you give your presentation, you will simply read from this form to keep your analysis short, concise, yet provide all the pertinent information your team members will need to understand the evidence you are presenting. Each member of the team should have an Evidence Worksheet to look at as we go through this learning process.

     

    Listen to the teacher present his evidence. The first part of the presentation is an analysis of the evidence. The teacher does not show the evidence but tells the audience what they will see. This analysis informs the team of what he or she intends the evidence to demonstrate before they review the actual evidence. Be listening to see if you are clear about the way Description of Practice 1d1 is shown in the evidence. You should hear the teacher describe the way the students are articulating the learning targets, why they are important, as well as what it looks like when the students have reached the targets. The teacher will also describe how he perceives this evidence is in Student Voice. Video clip of presentation – Rick

     

    Facilitator: Here is the script of Rick’s analysis:

     

    RICK: The evidence I am presenting to you today is in the form of an audio tape and learning journals. You will be seeing whole class journals and listening to three students describe their learning. I had my TA transcribe what the students said to make it easier to evaluate. This is my third period high school chemistry class. The students are all juniors and seniors. These three students represent high, medium, and low performing students. This lesson is a lab experiment. We have done lab experiments before, but we focused mainly on proper use and respecting the lab equipment, safety, and clean up. This lesson is focusing on accuracy of experiments.

     

    As a result of this lesson, the learning targets I want students to know are…

    how to successfully conduct experiments and to understand that different liquids have different Ph levels. These Ph levels determine if the liquid is an acid or a base. They need to know that an acid has a Ph of less than 7 and a base has a Ph greater than 7.

     

    This learning is important and relevant because…

    Learning about scientific experiments and what we can learn from them is an important life concept. When we hear people give us facts about different things, we need to be able to determine if those facts were tested or if they are just opinion. The quality of the experiment others do affects the quality of the information of the results. Students need to be aware of this. It is also important that students know how to do their scientific experiments in order to confirm or test what they believe to be true or to find out new information. This learning is relevant for students because as a culture we are becoming more and more dependent on the use of scientific research and experiments to understand our world. We need to become thoughtful and knowledgeable consumers of information.  

     

    What I did to make sure the students knew the requirements to meet the lesson learning target was… We talked about the desired outcomes of our experiments and why it was important to do quality work during the experiment to get the necessary results. We talked about what it means to conduct a good experiment and how the quality of that experiment affects the results. If we do sloppy work, we get sloppy and inaccurate results. We discussed how this is applied to all experiments, and today we would practice the experiments by testing the Ph levels of various liquids. In the back of the room are notebooks for each experiment we will conduct. When they have completed the experiments, they should check their results for accuracy. If they didn’t get the correct results, they need to figure out what didn’t go right and redo the experiment.

    The students demonstrated they knew the lesson learning targets and what was required to meet them by…Writing in their journals what the learning target was, how they conducted their experiment, and how they knew that they conducted accurate and reliable experiments. All students keep a learning log or journal of what they did well, what they didn’t, and what they need to do differently next time. All the assignments are kept in their learning journals and will be representing the work of the whole course.

     

    This is evidence of Student Voice because… it is presented by the students themselves in their own words and actual voice. It is also Student Voice because the students have written in their own journals.

     

    Facilitator Instructions : Stop, ask them to discuss as a whole group what the attributes were that made this a good presentation. That list should include: precise and concise information, short but clear context for the learning, clear statement of learning target, and why it was important to the students. Write the comments on the board in front of the room so they can look at the statements while planning their own presentation.

     

    Facilitator Instructions : Now ask them to take a blank Evidence Worksheet from the middle of the table. Now everyone will listen to the CD to learn how to fill out the form for their own presentation on the evidence they brought in today.

     

    Play slide 49.
    49
    Building Your Understanding Activity #3a: Evidence Worksheet
     
    Now it is time for you to complete the Evidence Worksheet for the evidence you brought in today. In each of the following sessions, you will come to the session with this form filled out and be ready to present your evidence. So let’s learn how to do that now.   First describe in what way you feel the Description of Practice 1d1 is demonstrated in the evidence you brought in. Feel free to tell us how good you feel the evidence is or isn’t and why – this is part of your analysis. The purpose of the presentation is for you to analyze for your teammates where you are in your ability to gather the evidence and to understand the evidence you have brought in. In that way, they can gear their comments and tailor their suggestions to what you might not already know. These discussions are intended to help you learn – so ask for the help you feel you need so you get the suggestions you want and need.   The second section of the Evidence Worksheet asks you to describe the context of the lesson you are using for evidence collection. What is the long term learning goal? What is the learning target? Remember, the learning target is what you want the students to know and be able to do as a result of participating in today’s learning experience. The learning target may be a culminating learning target where students apply several previous targets.   The third section lists a series of questions that will help you analyze the evidence for your teammates.   The fourth section asks you to think about how the evidence is in Student Voice. Take time to fill out the Evidence Worksheet now for the evidence you brought in. Don’t discuss this in a group at this time; work individually.
     

     

    Building Your Understanding #3a:

    Facilitator Instructions : This is the first time that the teams have seen the Evidence Worksheet. Explain to them that we will be using this for preparing to analyze our evidence for the audience (the team). By filling out the form they will be analyzing the evidence they are sharing in writing. When it is time for them to present their evidence, they will only need to read what is on their form. It is time for them to actually fill out the first step on the worksheet.

     

    Now we need to practice giving each other feedback. The feedback sessions are loaded with protocols for building trust and positive collaborative learning communities. It is important that the participants follow the process. Everyone should now have a feedback form to look at as the slides describe the feedback process.

     

    Play slides 50-52.
    50
         		 Evidence Feedback Worksheet

    Purpose: Help one another learn how to gather credible and convincing evidence

    • Remember to first: Tell the presenter what was convincing and strong about their evidence
    • Remember to give the presenter concrete ideas for what you would need to see in order to be convinced
    Before we begin to share evidence with one another, we need to learn how to give good feedback. The purpose of giving feedback is to help one another do a better job of gathering and then presenting evidence next time. There are two important things to remember in order that the giving of feedback builds trust and the ability to work collaboratively. Tell the presenter what was credible and convincing about the evidence. Then, if you are saying that the evidence didn’t convince you, you must give the presenter concrete ideas for what you would need to see in order to be convinced. We are not here to criticize, so we DO NOT point out what we didn’t like – we DO tell them what can be added to make it stronger.   To help us with this process we will use the Evidence Feedback Worksheet. You should each have one of these forms to look at now. Let’s look at this form.
    51
    		 Evidence Feedback Worksheet
    The first step on the form has the Descriptions of Practice. As the presenter explains how the evidence demonstrates in what way the students are engaged in the Descriptions of Practice and how the evidence demonstrates the elements of quality evidence, you may circle the student behaviors that you will look for in the evidence as the presenter does his or her analysis for you.   Then the presenter will share the actual evidence. Up to this point we have not seen the evidence. As we view the evidence, we note what student behaviors we see occurring in the evidence. We ask any questions to make sure we understand the evidence.  At the conclusion of the evidence presentation, before we begin our group discussion, everyone takes time to write out their individual own thoughts about the quality of the evidence. Each person writes what they thought was credible about the evidence and what they need to see to be more convinced. The sheet guides you to frame all your responses so that you are not criticizing the evidence but instead giving the presenter ideas of what they could do to make the evidence stronger.   When everyone has recorded their own thoughts, each team member takes turns reading what they wrote to the presenter. Only read what you actually wrote. Remember to first tell them what was credible and strong. Then if you were not convinced, you begin by saying, “what I would need to see to be more convinced is…” and follow with your suggestion. Only say what more needs to happen; do not justify your suggestions by saying what didn’t happen. For example: I really liked that you used journals for Student Voice. What I would need to see to be more convinced is the students responding to a question like…  It is always more comfortable just to tell teammates that you think what they did was great, and for sure you want to do this when it is appropriate – but in order for them to learn, they need to get additional ideas. We call these “STRETCH” suggestions. It is an important part of your learning, as well as theirs, that you think of things they can try that are new. Remember, giving feedback is about helping each other learn how to make the evidence stronger – it is about helping each other grow and learn.   After each person gives their feedback, the others in the group also give their opinions on the feedback that was given. New suggestions will occur as each member of the team takes his or her turn.
    52
    Building Your Understanding #3b:
    Let’s practice this process on the evidence Rick has brought in. After you view the evidence, you may ask clarifying questions to make sure that you understood the evidence. Then each person will write out their feedback. We will share a few of the comments from the whole group, and then we can have a group discussion.

     

    Building Your Understanding #3b:

    Facilitator Instructions : Have everyone take their feedback form and individually write their impressions of the evidence. Remind them that their comments on what needs to improve to be more convincing needs to begin with “What I need to see to be more convinced is…” They should also include “STRETCH” suggestions that are other ideas the presenter could try.

     

    Ask six or seven of the members of the entire group to share their written comments. Then ask the rest of the group if they would want to add anything to the comments. Add your own comments so you are modeling the type of comments that could be made to make the evidence stronger.

     

    Play slide 53.

     
    53
    Building Your Understanding #3c:
    • Presenter verbally analyzes the evidence (do not show evidence)
    • Share the evidence
    • Each team member writes their feedback on Feedback Worksheet – do not discuss at this time
    • Take turns giving feedback and discuss as team
    Presenter reflects on the feedback – articulate what you learned from the team
    OK – now we are ready to begin to practice this process. The first step is the presenter will analyze the evidence for the team using the Evidence Worksheet we just filled out. Remember, when you are analyzing the evidence, you are not showing the evidence – just tell the team what you wrote on your Evidence Worksheet. The second step is to share the evidence and label and describe the components of the evidence that are credible and convincing. The third step is for each member of the team to write their individual feedback on the feedback form. Do not talk during this time. The fourth Step is for each team member to take turns reading what they wrote on their feedback form. Start with what was credible about the evidence and begin each suggestion with: “What I would need to see to be more convinced is…” When each presenter is finished, the group gives them the individual feedback forms. Repeat this process until everyone in the group has presented their evidence and received feedback. We will have a presentation coach, feedback coach, and timer to help us stick to the protocols as we engage in the process. The last step is for the presenter to reflect on the feedback given by the group. Take a moment for the presenter to articulate how the feedback will help him or her gather and share evidence next time. Then we begin the process again with the next presenter.

     

    Building Your Understanding Activity #3c

     

    Facilitator Instructions : Everyone was supposed to come to this session with one piece of evidence for Description of Practice 1d1 in Student Voice. There will be examples that are strong and others that are very minimal. At this point in the learning process we accept all attempts and thank everyone for their effort and willingness to practice a new skill. What we are doing is learning together and helping each other increase our understanding and capacity to both provide the Descriptions of Practice and to gather and analyze evidence that demonstrates the degree to which the Descriptions of Practice are occurring in the classroom.

     

    It is a natural inclination within the groups to want to talk about the lesson and content – all teachers love to do this . Let them know that they may do this, if they have time at the end of all the evidence sharing, but for our presenting and feedback sessions they need to stick to the protocols. If they get into each other’s lessons, it will take way too long. Remind them to stick with what they have written on the Evidence Worksheet.

     

    To help the sharing sessions go smoothly and assure a climate of trust is built, we have coaching roles for the team members to play. These are the coaching roles: Presentation Coach, Feedback Coach, and Timer.

     

    Ask the participants to take the envelope with the roles from the center of the table and distribute each role with three members. Then ask the Presentation Coach at each table to raise their hands. Select one to read what they will do to coach the others on the team. Repeat for each role. You will do this process before each sharing session every month. We are providing the cards for all the jobs at this time. We suggest you make up enough envelopes for each group with a full set in each. Collect them at the end of each sharing session so you have them for the next session.

     

    Tell them they should hold the card so they remember to play their role throughout the process. Emphasize that we do intend for them to interrupt and remind team members, when necessary. Initially they are not used to interjecting during the process when the group goes off of protocol – but tell them that is what is expected to make the process work well. When you are observing, encourage them to do this.

     

     



    P RESENTATION COACH

    Purpose: Encourage presenter and keep team focused on understanding the evidence.

     

     

     

    F EEDBACK C OACH

    Purpose: Remind team members to be positive and encouraging and to focus on making the evidence stronger.

     

     

     

    TIMER

    Back to top

    Purpose: Keep everyone within their allotted time so everyone has their turn.

    Purpose: Keep everyone within their allotted time so everyone has their turn.

     



    ANALYZING & PRESENTING EVIDENCE

    and

    GIVING MEANINGFUL FEEDBACK

     
      Steps
    PRESENTER Evidence Worksheet
    FEEDBACK TEAM Feedback Worksheet
    1 I. VERBALLY ANALYZE
    • Identify Descriptions of Practice in evidence
    • Explain elements of quality evidence
         		 I. LISTEN
    • Use Feedback Worksheet
    • Write notes
    2 II. SHOW EVIDENCE
    • Show your evidence
    • Show where elements are in the evidence
         		 II. LOOK at Evidence presented

     

     

       
    • Answer Clarification Questions
    • Ask Clarifying Questions
    3

    III. LISTEN TO FEEDBACK

    * (Consider possibilities)

    		III. WRITE FEEDBACK SILENTLY
    • Was it credible and convincing…
    • Were all Descriptions of Practice present…
    • Were elements of quality present…

    IV. GIVE ORAL FEEDBACK

    • Begin with what was credible…
    • “What I need to see to be more convinced…”
    • What you could do to STRETCH the student engagement…
    • Give Feedback Worksheet to presenter
    4 IV. REFLECT
    • Share what you felt would make evidence stronger
    		 

    ( Listen to presenter’s reflection on what

    was meaningful to him/her.)

     

     

     

    Facilitator Instructions: Before you begin the process, check on the numbers within the groups. There should never be more than six people in the group, five is better. If the groups are less than four, combine them so that there are enough people to really give good comments and practice the process over and over. It is also critical that there are equal numbers of evidence within each group or one group will finish either way ahead or way after the others. One technique is to ask people with evidence to raise their hands and distribute them equally at the group tables.

     

    Set Up: Each team member takes a green feedback sheet. You put the two roles in the middle of the table and two people volunteer to take those roles. After each person finishes their presentation/feedback session, shift the roles one person to the right. The person presenting should not have a role.

     

    Review with everyone the process:

      1. Presenter analyzes their evidence for the audience without showing evidence. Basically they share what they wrote on their Evidence Worksheet. Remember the evidence analysis is done without showing the evidence.
      2. When the analysis is complete, the presenter shares evidence with team.
      3. Team members ask questions to clarify the evidence.
      4. Each team member records their impressions on their individual feedback worksheet. This is done without discussion. Why do we need each person to record their own thoughts instead of having an open discussion? Part of learning to work collaboratively is for each person to have an active role in the process. Often times it is the most vocal that run the show. It is critical that everyone participate and we hear everyone’s thoughts. Some people would prefer not to reveal their thoughts and just go along for the ride. We begin to overcome this phenomenon by each person writing to the presenter their thoughts before they hear each other’s comments.
      5. Each person shares what they wrote on their feedback form . They begin with what was credible and convincing about the evidence. Then they tell the presenter what they would need to see in order to be more convinced that the students were engaged in the Descriptions of Practice according to the “at standard” level of performance.
      6. Remind them : Remember we are all just learning. No one is expected to know how to bring quality evidence at this point . This is about helping each other learn, not about criticism.
      7. Go around to each table as the discussions are occurring. Be careful to listen and not interfere with the flow – but do help to put them on track, if they are off track. They will tend to bird-walk into all kinds of discussions about the lesson. It is good to bring them back. Be sure to ask if they have questions or want clarification.

      This session the discussions will take a very long time. Let them talk even if it does take longer, as this is the first opportunity to build comfort with one another. Each session we will tighten the reins on the timing which will cause them to become more and more concise. For your information, and not theirs, by the last session the entire group will share within 30 minutes. This time it could take as long as 1½ hours. That is typically what happens at this stage.

       

      When the sharing sessions are finished:

      Play slide 54 . (We need to have about 45 minutes left in the session at this point)

       

       

      Facilitator Instructions : Remind them to use the attributes of good presentations and feedback to help them with the debriefing process.

       
      54
      		 Debriefing

       

      Debriefing the presenting and feedback sessions:

      1. What went well in your presenting and feedback session?
      2. What didn’t go as well as it should have?
      3. What will you do differently next time to make the process go smoother?

      Debriefing your learning:

      Look at the Teacher’s Learning Record Rubric. Where are you in the progression of learning?  What do you need to do differently next time to increase your evidence of student engagement in 1d1?
      		 Debriefing

      Now that you have practiced the process in small groups, each team needs to debrief the presenting and feedback sessions you have just experienced. There are five questions for you to answer. Each of you should write your own responses. When all of you are finished, share your responses with the others in your group. Discuss each question as a group and come up with a consensus answer for each question. One person should be prepared to share your consensus with the whole group.

       

      Debriefing the presenting and feedback sessions:

      1. What went well in your presenting and feedback session?

      2. What didn’t go as well as it should have?

      3. What will you do differently next time to make the process go smoother?

       

      Debriefing your learning:

      Look at the Teacher’s Learning Record Rubric. Where are you in the progression of learning?  What do you need to do differently next time to increase your evidence of student engagement in the Descriptions of Practice?  

       

      Facilitator Instructions : One of the most important parts of this process is that the group thinks about their group process. Debriefing the process will help them develop team collaboration and cooperation. They need to take about five minutes to think about the processing and what went well and what didn’t go well. As a group they should discuss what was uncomfortable and what they need to do within their group to be sure everyone is comfortable and supported in the process.

       

      The second part of the debriefing is for them to look at the rubric we provided in the Evidence Guidelines called Teacher’s Learning Record Rubric and indicate where they are in the progression of learning and what they need to do to move to the next level of performance.

       

      First they think and write themselves. Then they share with the group and make one group list. When they have finished their individual group discussions, it is critical to have the whole group discussion so everyone hears each other. If they talk about challenges in their process, help them problem solve. Make a list of what they learned about things they could do differently in their classroom.



      Debriefing

       

      Now that you have practiced the process in small groups, each team needs to debrief the group presenting and feedback session they have just experienced.

       

      First think and write yourself. Then share with the group and make one group list.

       

      When you have finished the individual group discussions, it is critical to have the whole group discussion so everyone hears each other.

       

      Debriefing the presenting and feedback sessions:

      1. What went well in your presenting and feedback session?

       

       

      2. What didn’t go as well as it should have?

       

       

      3. What will you do differently next time to make the process go smoother?

       

       

      Debriefing your learning:

      Look at the Teacher’s Learning Record Rubric. Where are you in the progression of learning?

       

       

       

       

       

       

       

      What do you need to do differently next time to increase your evidence of student engagement in 1d1?

       

       

       

       

       

       

      Now we are ready to prepare for the next session. Make sure everyone has the new Evidence Worksheet.

       

      Play slide 55.

       

      Facilitator Instructions : Make sure they each have an Evidence Worksheet.
      55a
      		 Assignment for next session:

       

      • TWO Descriptions of Practice
      • Student Voice

      Evidence Worksheet cont.

      Our assignment next time is for each person to bring in evidence of Descriptions of Practice 1d1 and 1d2 in Student Voice. Everyone should have a new Evidence Worksheet.    
      55b
      		  
      The Evidence Worksheet is structured to help you plan your evidence and prepare your presentation of that evidence.   First describe what Descriptions of Practice are demonstrated in your evidence. During your presentation, feel free to tell us how good you feel the evidence is or isn’t and why – this is part of your analysis. The purpose of the presentation is for you to analyze for your teammates where you are in your ability to gather the evidence and for them to understand the evidence you have brought in. In that way, they can gear their comments and tailor their suggestions to what you might not already know. These discussions are intended to help you learn – so ask for the help you feel you need so you get the suggestions you want and need.   The second section of the Evidence Worksheet asks you to describe the context of the lesson you are using for evidence collection. What is the long term learning goal? What is the learning target? Remember, the learning target is what you want the students to know and be able to do as a result of participating in today’s learning experience. The learning target may be a culminating learning target where students apply several previous targets.   The third section lists a series of questions that will both guide you in your evidence collection and help you analyze the evidence you are bringing in for your teammates. You may choose any content or lesson that you want. The fourth section asks you to think about how your evidence is using the elements of quality evidence. Remember your Evidence Guidelines examples.   OK – now you are ready to plan for the next session. Discuss a lesson that you will be doing in the near future with your teammates and help each other plan the evidence you could bring in next time. Before you leave this session, it is our intent that you tried to fill out the Evidence Worksheet so you are clear on what your evidence will look like. We suggest you work with the students multiple times between this session and next. The evidence you bring in may be different than the lesson you plan today. The purpose of working with your team today is to be sure you understand the process of planning your evidence. It is perfectly fine to change your decision if you want to. The important thing is that you know how to use the planning sheet to get the exact kind of evidence we are looking for.
       

       

      Facilitator Notes: Be sure to emphasize that 1d2: the progression to reach the targets is the progression of LEARNING, i.e., the things the students need to learn in order to reach the targets. IT IS NOT the directions to complete the assignment. This is the single most common mistake teachers make in their evidence for 1d2. They will bring in evidence that the students first read their text, then did the experiment, answered the questions on the handout, and discussed with each other. Those are directions to complete the task. If they have a learning target they are to say what the students need to LEARN to reach the target.

       

       

       

       

       

      Play slide 56.

       
      56
             		 Outcome Session III

      We have learned how to use the:

       

      Evidence Worksheet - to help you plan your evidence. Bring with you next time all filled out so you are ready to do your presentation.

       

      Evidence Feedback Worksheet - we will use this every session

       

      Next session you will bring in evidence of TWO Descriptions of Practice in Student Voice

      Outcome for Session III   This session began the process of working in learning communities to help each other learn how to gather, present, and give feedback on student evidence. We have begun to practice processing student evidence in a way that will help us learn how to work collaboratively to support the learning process school-wide.   Each session we use the Evidence Worksheet to plan your evidence and to analyze your evidence for your team. We will not be filling this out in class as we did today.  Each session we use the Evidence Feedback Worksheet to discuss the evidence and help each other make the evidence stronger next time. Each session we will become better and better at the process.   Your assignment for next session is to bring in evidence of TWO Descriptions of Practice, in Student Voice. Practice working with your students on these Descriptions of Practice several times between this session and the next. Bring in your best evidence, not your only attempt. The more you practice with your students between sessions, the more meaningful the learning will be for you and your students. Everyone in your group will bring in evidence. Remember, it is impossible to have the discussions without evidence – check in with each other before the next session to make sure everyone is coming with evidence. It is more important to bring in something to discuss than to worry about it being perfect evidence. Just come, bring something, and your group will help you make it into really great evidence.   Each session we will follow the same process as we used today and each session we will become more and more skilled in the process. By the time we have done this a few times, we will feel much more proficient in the process and be able to do it very quickly.

       

      Outcome Session III:

      Facilitator Instructions : Make sure that everyone understands their assignment and feels competent to bring in the required evidence. If anyone has questions, they should first talk to a team member; if they still have questions, you will talk to them individually to make sure they feel good about what they are being asked to do for next time.

       

      Be sure to tell them that it is not our expectation that they have mastered how to gather evidence at this time. They still should be feeling pretty insecure about the process but a little more clear than when they walked into this session. By the end of the next session they will feel pretty confident in their ability to gather evidence. The important thing is that they bring in something next time and show up for the group discussion.

       

       

       

       

       

       

       

       

       

      SAMPLE EVIDENCE : This is a high school chemistry class. The students are all juniors. This lesson is a lab experiment. These are three students representing high, medium, and low performance in the classroom. We have done lab experiments before, but we focused mainly on proper use and respecting the lab equipment, safety, and clean up. This lesson is focusing on accuracy of experiments.

       

      Description of Practice 1d1: can articulate the learning targets

      Description of Practice 1d2: know what is needed to move to the next level of performance

      Description of Practice 1d3: know how to access additional resources for support when needed

       

      Script of audio evidence: (These are three students talking together)

      I find it very useful that we get rubrics for each unit that we are studying and it really lays out what needs to be identified in our learning process, and I find that useful in organizing my way of learning. Here are the rubrics we are using today about doing experiments in lab. The first rubric tells us about doing quality experiments. The second rubric is about accurate results and today that means we have to determine Ph levels of liquids. Our learning target is always described and then what we need to do to reach the target is outlined in the rubric. Sometimes we create the rubrics in class so we all have helped decide how to get there. In each rubric we can easily identify what the targets are and what we need to do to reach the target. There are different parts of the learning target we need to pay attention to and the levels of performance. We use the rubrics to look at our work and know where we are in reaching the learning target.

       

      Lots of times there are several steps to learn before we really get there. Even for the lab there is a direct procedure of what you have to do, and then we analyze all the data we have collected. Other times, we’re given here’s what you are trying to find and here are your resources - we are supposed to come up with our own strategy to solve the problem. At the end of each lesson there is a procedure of self-evaluation where we reflect on how close to the target we think we are. Here is my reflection. We keep these in our journal for the year with all the rubrics. All the learning targets we studied are all like right there with my reflections on my work. All of us kids have our own journals.

       

      In lab, lab partners reflect on what we did, and we always go through if we had done this our results would have been more clear or our concept would have shown through more and the target we were going for would have been more easily identified, so that really helps us. We can always redo our lab project if we want to and if we think we will do it better the second time. Lab and experiments teach us about how to find out stuff about the world and finding out what we think is true is true. For each lab assignment there are troubleshooters. Our teacher always tells us to ask each other for help and if we need more help, there is a notebook at the back of the room with things we can do to locate stuff that will help us work through the problem.

       

      When I get stuck, I know that I am first to ask another student. In our class we use other classmates as resources, and when we are working in groups, it really helps. You might be lost or not understand quite as well as someone else understands, so we ask each other to help better understand when we need to. Sometimes someone has an idea that gives you a bigger idea than you started with. If that doesn’t work, we have steps to use. The next step is that both of us are to go to the trouble shooting notebook; the last step is to ask the teacher.

       

      The teacher presented the learning journals for the whole class.



      Practice EVIDENCE WORKSHEET - SESSION III

      Your evidence this session is of: D ESCRIPTION OF P RACTICE 1 D1 , in Student Voice.

       

      1. T ELL US WHAT YOUR EVIDENCE IS DEMONSTRATING:
      You are gathering evidence of these DESCRIPTIONS OF PRACTICE for Criterion 1d
      Evidence focus
      Personalizing student behaviors your evidence will demonstrate:
      1d1 Students can articulate the required learning targetsStudents describe

      (1) their learning targets

      (2) why the learning is important to them

      (3) how they will demonstrate they have reached them

       

      1. T ELL US THE CONTEXT OF THE EVIDENCE:

      Back to top

      Culminating Learning Target

      Culminating Learning Target

       

       

      III. A NALYZE FOR US THE SPECIFICS OF YOUR D ESCRIPTIONS OF P RACTICE :

      For this lesson, the learning targets I want students to know are: (Indicate type of target: Content, Strategies, Thinking Development, Procedural, Investigative/Inquiry or Reflective) …

       

       

       

       

      These learning targets are important and relevant to the students because…

       

       

       

       

       

      The students will demonstrate how they will know they have reached the targets by…

       

       

       

       

      IV. A NALYZE FOR US HOW THIS EVIDENCE IS IN S TUDENT V OICE….

       

       

       

       

      1. YOU WILL SHARE THE EVIDENCE WITH YOUR TEAM AND ANSWER ANY CLARIFYING QUESTIONS THEY MAY HAVE.

      VI. Y OUR TEAM WILL GIVE YOU F EEDBACK: Receive Feedback verbally and in writing on the Convincing and Credible nature of your evidence. Team members will give you “STRETCH” suggestions as well. Each team member will first give you their feedback verbally and then give you their written comments.

       

      VII. R EFLECT : What do you feel you could do next time to make your evidence stronger or to provide stronger Descriptions of Practice for your students?

       



      SAMPLE EVIDENCE WORKSHEET – SESSION III

       

      Context: This is a high school chemistry class. The students are all juniors. These are three students representing high, medium, and low performance in the classroom. This lesson is a lab experiment. We have done lab experiments before, but we focused mainly on proper use and respecting the lab equipment, safety, and clean up. This lesson is focusing on accuracy of experiments.

       

      I. A NALYSIS OF E VIDENCE: Verbally analyze your evidence

      A. The Personalized Descriptions of Practice I am evidencing are: I am presenting evidence on 1d1, 1d2, and 1d3. The student behaviors you will see are:

       
      You are gathering evidence of these DESCRIPTIONS OF PRACTICE for Criterion 1d
      Evidence focus
      Personalizing student behaviors your evidence will demonstrate:
      1d1 Students can articulate the required learning targetsStudents describe

      (1) their learning targets

      (2) why the learning is important to them

      (3) how they will demonstrate they have reached them

      1d2 Students know what is needed to move to the next level of performance Students

      (1)articulate the progression of steps to reach the learning targets

      (2) identify, on their own, where they are in that progression

      (3) describe what they need to do to move to the next level of performance  

      1d3 Students are aware of and utilize resources for assistance, remediation, acceleration, or enrichment,

      as appropriate

      		Students are

      (1) aware of the options to get support and access appropriate help, when needed

      (2) in their daily work, consistently utilizing the resources for assistance, remediation, acceleration, or enrichment, as is appropriate

       

      Clarifying your analysis : (Finish the following sentences)

      1d1. As a result of this lesson, the learning targets I want students to know are… to know how to successfully conduct experiments and to understand that different liquids have different Ph levels. These Ph levels determine if the liquid is an acid or a base. They need to know that an acid has a Ph of less than 7 and a base has a Ph greater than 7.

       

      This learning is important and relevant because…l earning about scientific experiments and what we can learn from them is an important life concept. When we hear people give us facts about different things we need to be able to determine if those facts were tested or if they are just opinions. The quality of the experiment others do affects the quality of the information of the results. Students need to be aware of this. It is also important that students know how to do their scientific experiments in order to confirm or test what they believe to be true or to find out new information. This learning is relevant for students because as a culture we are becoming more and more dependent on the use of scientific research and experiments to understand our world. We need to become thoughtful and knowledgeable consumers of information. We need to become thoughtful and knowledgeable consumers of information.

       

        What I did to make sure the students knew the requirements to meet the lesson learning target was… talk about the desired outcome of our experiments and why it was important to do quality work during the experiment to get the necessary results. We talked about what it means to conduct a good experiment and how the quality of that experiment affects the results. If we do sloppy work, we get sloppy and inaccurate results. We discussed how this is applied to all experiments and today we would practice experiments by testing the Ph levels of various liquids. In the back of the room are notebooks for each experiment we will conduct. When they have completed their experiments, they should check their results for accuracy. If they didn’t get the correct results, they need to figure out what they did wrong and redo the experiment.

      The students demonstrated they knew the lesson learning targets and what was required to meet them by… writing in their journals what the learning target was, how they conducted their experiment, and how they knew they conducted accurate and reliable experiments. All students keep a learning log or journal of what they did well, what they didn’t, and what they need to do differently next time. All assignments are kept in their learning journals and will represent the work of the whole course.

       

      1d2. What I did to inform students of the progression of steps to meet the lesson learning target and how they indicate their next level of performance was … ; I gave them a rubric for conducting experiments. We discussed how this is applied to all experiments and would use it today on testing Ph levels. We have a different rubric for each unit. We go over the rubric with the whole class as we start each unit and refer to it daily throughout the unit. We also discuss how today’s learning target fits into the larger learning goal. We discuss the steps on the rubric and how they combine to accomplish the goal. This guides the students and provides each one with a concrete idea of what is to be learned and what they need to do to satisfactorily meet the learning targets. I label each of the particular steps we are working on and have then reflect on how they contribute to the bigger idea.

       

      The way students will be able to determine, on their own, where they are in the progression of meeting the lesson learning target is…

        Students reflect after the lab and discuss where they are in the progression of learning and what they need to do in order to improve next time. Regular reflection helps students see where they are and where they need to go to meet expected targets. Periodically I have students help create the rubric with the learning targets and clearly define what will be required of them to get there. This helps them better understand using a rubric, especially the ones I provide for our other units.

       

      The way the students are explaining the level they are performing at and what they need to do to reach the next level is…   Students write in their learning journal their reflections after the learning task. This includes where they are in the progression of learning: what they did well, what they didn’t do well, and what they need to do differently next time. This reflection is a regular part of what we do. I use this information as a means of assessing to what degree students learned the intended targets. All rubrics are kept in their learning journals and will represent the work of the whole course. Students refer to their rubrics and learning targets on a daily basis.

       

      1d3. The resources I have available to the students when they need remediation or acceleration are… I expect students to use each other as their first resource. They really like it and it reinforces their understanding. I also provide troubleshooters for lab work which are in a Help Notebook in the back of the room for further resources. The last source is the teacher but they must have demonstrated that they tried the first two before asking the teacher.

       

        The way students determine when they need to use those resources is…   There is a poster on the board referred to the available resources. It describes that a peer student is their best resource. If neither student knows how to resolve the question, they both are to go to the troubleshooting notebooks together and try to locate the answer. If neither of them can find the answer, they may ask the teacher. We go over this protocol once a week.

       

      The way students explained why and how they accessed those resources as well as how that resource met the needed support was…   Through their reflections entered into the learning journals. When they reflect on the resources they include these three points: what the issue was, why they chose the resource or resources, how that did or did not answer their question.

       

      B. This is evidence of Student Voice because…. t his evidence is in student voice because it is presented by the students themselves in their own words and actual voice. It is also Student Voice because the students have written in their own journals.

       

      C. This is evidence of All Students because…A ll Students write in these learning journals that I have here for you to look at.

      FEEDBACK WORKSHEET - SESSION III

       

      I. L ISTEN TO THE ANALYSIS

      II. L OOK AT THE EVIDENCE – Ask clarifying questions.

      Sample Clarification Questions:

      III. W RITE FEEDBACK: Analyze the evidence in writing – silently.

      What was CREDIBLE about the evidence? Verify the Element of Quality Evidence is present:
      Evidence focus
      Personalizing student behaviors your evidence will demonstrate:
      1d1 Students can articulate the required learning targets

      Notes from teacher presentation:

      		Students describe

      (1) their learning targets

      (2) why the learning is important to them

      (3) how they will demonstrate they have reached them

      Notes from student evidence:

       

       

       

       

       

      Is the shared evidence in Student Voice? Comments/feedback:

       

       

       

       

       

       

      IV. W HAT DO YOU NEED TO SEE FOR THE EVIDENCE TO BE MORE CONVINCING?

      Each member, in turn, gives the feedback to the presenter verbally. “What I need to see to be more convinced…” Make specific positive suggestions for improvement.

       

       

       

       

       

       

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      Possible Stretch Suggestions for 1d1:

      Possible Stretch Suggestions for 1d1:

       

       

      Back to top

      EVIDENCE WORKSHEET - SESSION IV

      EVIDENCE WORKSHEET - SESSION IV

      Your evidence this session is of: D ESCRIPTIONS OF P RACTICE 1 D1 and 1d2 , in Student Voice.

       

      I. T ELL US WHAT YOUR EVIDENCE IS DEMONSTRATING:
      You are gathering evidence of these DESCRIPTIONS OF PRACTICE for Criterion 1d
      Evidence focus
      Personalizing student behaviors your evidence demonstrates:
      1d1 Students can articulate the required learning targetsStudents describe

      (1) their learning targets

      (2) why the learning is important to them

      (3) how they will demonstrate they have reached them

      1d2 Students know what is needed to move

      to the next level of performance

      		Students

      (1)articulate the progression of steps to reach the learning targets

      (2) identify, on their own, where they are in that progression

      (3) describe what they need to do to move to the next level of performance  

       

      II. T ELL US THE CONTEXT OF THE EVIDENCE:

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      Culminating Learning Target

      Culminating Learning Target

       

       

      III. A NALYZE FOR US THE SPECIFICS OF YOUR D ESCRIPTIONS OF P RACTICE :

      For this lesson, the learning targets I want students to know are: (Indicate type of target: Content, Strategies, Thinking Development, Procedural, Investigative/Inquiry or Reflective) …

       

       

       

      These learning targets are important and relevant to the students because…

       

       

       

       

      The students will demonstrate how they will know they have reached the targets by…

       

      The students will know the progression of learning to reach this target (This is not the directions to complete the assignment; it is the list of things they need to learn to master the target learning) by…

       

       

       

       

      The students will tell us where they are in that progression by…

       

       

       

       

      IV. A NALYZE FOR US HOW THIS EVIDENCE IS IN S TUDENT V OICE….

       

       

       

       

       

      1. YOU WILL SHARE THE EVIDENCE WITH YOUR TEAM AND ANSWER ANY CLARIFYING QUESTIONS THEY MAY HAVE.

      VI. Y OUR TEAM WILL GIVE YOU F EEDBACK: Receive Feedback verbally and in writing on the Convincing and Credible nature of your evidence. Team members will give you “STRETCH” suggestions as well. Each team member will first give you their feedback verbally and then give you their written comments.

       

      VII. R EFLECT : What do you feel you could do next time to make your evidence stronger or to provide stronger Descriptions of Practice for your students?

       

      S ESSION IV

      Learning Target : Improve your evidence for 1d2.

      You need to demonstrate : ability to participate in the presentation and feedback session; give stretch suggestions for 1d2; and plan evidence for 1d1, 1d2, and 1d3 in Student Voice.

       

      Approximate time: 3 Hours

       

      Materials needed:

      Facilitator Notes: By this stage in the process, many of the participants will be experiencing what we call disequilibrium. We experience disequilibrium when we are confronted with information that disturbs what we believe to be true. Many times teachers have discovered that the students aren’t learning the content to the degree they thought they were before they began to collect evidence. In addition, they have begun to realize there is a lot they do not know about providing the Descriptions of Practice the students need to have. This session is designed to address this disequilibrium and equip them with a deeper understanding of how to engage students in the Descriptions of Practice to help the students really learn and not just participate in the assignment. Their learning target for today is to learn how to give good stretch suggestions for 1d2.

       

        Play slides 57-58.

       
      Slide #
       
      Slide Script
      Narrative on slide
      57
      		 Session IV
      Our goal in practicing how to gather and analyze evidence is to learn how to have quality evidence. These sessions will help you present quality evidence at your culminating seminar.
      		 Our goal in practicing how to gather and analyze evidence is to learn how to have quality evidence. You will need to present quality evidence that you have engaged your students in the criterion for Professional Certification at your culminating seminar. These sessions will help you present quality evidence.

       

      An important part of the process is having the ability to analyze your own evidence and the evidence of others. In addition, we need to develop the skills to give feedback as to the quality of that evidence. To improve our ability to give suggestions for improving the evidence, we are going to take some time to increase our understanding of personalizing student learning. Then we will look at the evidence we have brought in today and practice giving what we call “STRETCH” suggestions to increase the degree to which personalizing student learning is occurring within the evidence.

      58
      		 Continuum chart

       

      See below

      		 You have arrived today with your evidence of TWO Descriptions of Practice, in Student Voice. Each session you will have a little better idea of what your evidence needs to look like and what to expect in each session. Each time you go through the feedback process, your ideas on how to help one another will improve and eventually you will all feel very comfortable with the process. You can see by the continuum where we are in that process.

       

      Continuum Chart
      Beginning – III
      Practicing - IV
      Practicing- V
      Mastery - VI
      • Brings evidence of ONE DESCRIPTION OF PRACTICE in STUDENT VOICE
      • Participates in process
      • Anything accepted
      • Brings evidence of TWO DESCRIPTIONSOF PRACTICE in STUDENT VOICE
      • Can discuss how to stretch the evidence to increase student engagement in personalized learning
      • Learns to give “STRETCH” suggestions
      • Brings good evidence of THREE DESCRIPTIONS OF PRACTICE in STUDENT VOICE
      • Tries evidence in a new context
      • Actively participates in process
      • Analyzes own evidence
      • Gives strong feedback
      • Gives strong “STRETCH” suggestions
      • Brings strong evidence of THREE DESCRIPTIONS OF PRACTICE in STUDENT VOICE, MULTIPLE CONTEXTS, ALL STUDENTS, OVER TIME
      • Actively participates in the sharing and feedback process
      • Clearly analyzes own evidence
      • Gives precise feedback
      • Gives valuable “STRETCH” suggestions

      Facilitator Instructions : Stop and discuss the chart on the screen. We are just at the second stage on the continuum of learning. By the end of this session they will feel more equipped to provide the new learning the students need to have. Even though many participants are feeling unsure and uncomfortable right now, encourage them to stick with the process as the insecurity and frustration they may be feeling will pass. There will be huge benefits for us individually and as a staff as we move through this uncomfortable stage. If we think of this as an adventure and realize that the benefits will occur quickly without huge efforts or time expended, it can be exciting. Look at where we will be next time - next time we already will have traveled a long way in the learning process. You can see that today we need to learn how to give STRETCH suggestions.

       

      Play slide 59. Refer the participants back to the Evidence Guidelines explanations if they need them.

       
      59
      Your learning target:   Give good stretch suggestions
      		 Last session we spent time improving our ability to gather evidence on 1d1. Today you were to bring in evidence of 1d1 and 1d2 in Student Voice. This session your learning target is to learn how to give good stretch suggestions for 1d2. We will use the information given to us in the Evidence Guidelines in giving our stretch suggestions. Let’s review the information given to us in the Evidence Guidelines.
      60
      Building Your Understanding Activity #4a   1d2: Students know what is needed to move to the next level of performance
      • What are the specific skills and knowledge the students need to learn how to do today to be successful in today’s learning target?
      • Students can describe where they are in acquiring those skills
      • Students can describe what is needed to move to the next level of performance
      		1d2. Students know what is needed to move to the next level of performance

       

      • What are the specific skills and knowledge the students need to learn how to do today to be successful in today’s learning target?
      • Students can describe where they are in acquiring those skills
      • Students can describe what is needed to move to the next level of performance

      We want the students to be able to tell us which of today’s skills they understand and can apply, which ones they almost have but aren’t too sure about, and which ones they don’t get at all. This is a key feature to personalizing student learning. We want the students to be able to describe and explain their learning so that we know from them what they have understood and can do. Oftentimes students can actually be successful on an assignment by carefully following the directions from the teacher without really understanding what it is they are doing. By engaging students in a process to describe what they understand and are able to do, we know the reality of what they have gained from today’s learning experience.

      61
      Picture of sample rubrics
      		 Remember that the progression of learning is not the directions to complete the assignment. The progression refers to what they need to learn to reach the targets. There are many ways to show the progression of learning to reach the learning targets. Rubrics are one way. The greatest use of progression in rubrics is to increase the depth of the learning in each level. Look at the sample rubric. Think about this as you view each other’s evidence in terms of what you might suggest they do to increase the depth of their rubrics.
      62
      Picture of target
      		Rubrics are only one way of showing progressions. You can make check lists or a simple listing on the board. A popular way to show progressions are with bull’s-eye targets. Many times teachers use one bull’s eye to express the content progression and another to increase depth, such as depth of thinking used. It is possible to combine the scores from the combined levels for the student grade. That allows the student to speak to both their content acquisition as well as their ability to think deeply about it. Think about this as you view each other’s evidence in terms of what you might suggest they do to increase depth of learning – this would be a good stretch suggestion.
      63
      Example of Depth
      		Your Evidence Guidelines gives you three examples of depth. Review one or two together to understand how the depth is increasing for each kind of learning target. There is nothing particularly wonderful about these depth progressions ; these are just good examples. It would be best if you made your own progressions. Think about using these when it comes time for you to come up with “stretch” suggestions.

       

      Everyone should have an Evidence Feedback Worksheet and the sample evidence presentation handout. They are to read the presentation and record the information on the Feedback Worksheet. Then they are to watch the video of the evidence and record their feedback.

       

      Play slide 64.
      64a
      		 Building Understanding #4b:

      Watch the presentation of the evidence

       

      Write your feedback

       

       

      In table groups share your feedback – everyone must give stretch suggestions.

       

      As a group put your feedback together and have one person share your group feedback.

      		 Use your feedback sheet to record the important information from the presentation. Then view the evidence on the video and make notes of your feedback as to the match between the presentation and the evidence. What is strong about the evidence? What is missing in order for you to become convinced that the students are engaged in the Descriptions of Practice 1d1 and 1d2?

       

      Video of evidence

      64b
      		   Now in table groups share your feedback on the evidence. Then as a group discuss what might be good stretch suggestions for this evidence. We will have each table function summarize their feedback and stretch suggestions.

       

      Facilitator Instructions: First the participants will see the presentation and make notes on their evidence feedback sheets. Then there will be video evidence. The participants should take notes as to the match between the presentation and the evidence. Then have them discuss their feedback in table groups and then as a group come up with good “stretch” suggestions.

       
      65
      Building Your Understanding #4c:
      • Presenter verbally analyzes the evidence (do not show evidence)
      • Share the evidence
      • Each team member writes their feedback on Feedback Worksheet – do not discuss that this time
      • Take turns giving feedback and discuss as team
      • Presenter reflects on the feedback – articulate what you learned from the team
      OK – now we are ready to begin to practice this process. The first step is the presenter will analyze the evidence for the team using the Evidence Worksheet we just filled out. Remember, when you are analyzing the evidence, you are not showing the evidence – just tell the team what you wrote on your Evidence Worksheet. The second step is to share the evidence and label and describe the components of the evidence that are credible and convincing. The third step is for each member of the team to write their individual feedback on the feedback form. Do not talk during this time. The fourth Step is for each team member to take turns reading what they wrote on their feedback form. Start with what was credible about the evidence and begin each suggestion with: “What I would need to see to be more convinced is…” When each presenter is finished, the group gives them the individual feedback forms. Repeat this process until everyone in the group has presented their evidence and received feedback. We will have a presentation coach, feedback coach, and timer to help us stick to the protocols as we engage in the process. The last step is for the presenter to reflect on the feedback given by the group. Take a moment for the presenter to articulate how the feedback will help him or her gather and share evidence next time. Then we begin the process again with the next presenter.

       

      Facilitator Notes: Remember to review the coaching roles so the sharing sessions go smoothly and assure a climate of trust is built. These are the coaching roles: Presentation Coach, Feedback Coach, and Timer.

       

      Ask the participants to take the envelope with the roles from the center of the table and distribute each role with three members. Then ask the presentation coach at each table to raise their hands. Select one to read what they will do to coach the others on the team. Repeat for each role.

       

      Once the roles have been reviewed, they are ready to begin their sharing sessions.

       

      Facilitator Instructions : When the sharing sessions are completed, you are ready for the debriefing (we need to have about 45 minutes left in the session at this point).

       

      Facilitator Instructions : Remind them to use the attributes of good presentations and feedback to help them with the debriefing process.

       

      At this stage of the training you do not need to play the slide. Simply remind them of the process: each person fills out individually, then share with the group, collaborate on what you will report to the whole group. Slide 66 is here in the event you feel it is appropriate to play it.

       

      Optional to play Slide 66.
      66
      		 Debriefing

       

      Debriefing the presenting and feedback sessions:

      1. What went well in your presenting and feedback session?
      2. What didn’t go as well as it should have?
      3. What will you do differently next time to make the process go smoother?

      Debriefing your learning:

      Look at the Teacher’s Learning Record Rubric. Where are you in the progression of learning?  What do you need to do differently next time to increase your evidence of student engagement in 1d1, and 1d2?
      		 Debriefing

      Now that you have practiced the process in small groups, each team needs to debrief the presenting and feedback sessions you have just experienced. There are five questions for you to answer. Each of you should write your own responses. When all of you are finished, share your responses with the others in your group. Discuss each question as a group and come up with a consensus answer for each question. One person should be prepared to share your consensus with the whole group.

       

      Debriefing the presenting and feedback sessions:

      1. What went well in your presenting and feedback session?

      2. What didn’t go as well as it should have?

      3. What will you do differently next time to make the process go smoother?

       

      Debriefing your learning:

      Look at the Teacher’s Learning Record Rubric. Where are you in the progression of learning?  What do you need to do differently next time to increase your evidence of student engagement in the Descriptions of Practice?

       

      Facilitator Instructions : One of the most important parts of this process is that the group thinks about their group process. Debriefing the process will help them develop team collaboration and cooperation. They need to take about five minutes to think about the processing and what went well and what didn’t go well. As a group they should discuss what was uncomfortable and what they need to do within their group to be sure everyone is comfortable and supported in the process.

       

      The second part of the debriefing is for them to look at the rubric we provided in the Evidence Guidelines called Teacher’s Learning Record Rubric and indicate where they are in the progression of learning and what they need to do to move to the next level of performance.

       

      First they think and write themselves. Then they share with the group and make one group list. When they have finished their individual group discussions, it is critical to have the whole group discussion so everyone hears each other. If they talk about challenges in their process, help them problem solve.



      Debriefing

       

      Now that you have practiced the process in small groups, each team needs to debrief the group presenting and feedback session they have just experienced.

       

      First think and write yourself. Then share with the group and make one group list.

       

      When you have finished the individual group discussions, it is critical to have the whole group discussion so everyone hears each other.

       

      Debriefing the presenting and feedback sessions:

      1. What went well in your presenting and feedback session?

       

       

      2. What didn’t go as well as it should have?

       

       

      3. What will you do differently next time to make the process go smoother?

       

       

      Debriefing your learning:

      Look at the Teacher’s Learning Record Rubric. Where are you in the progression of learning?

       

       

       

       

       

       

       

      What do you need to do differently next time to increase your evidence of student engagement in 1d1, and 1d2?

       

       

       

       

       

       

       

       

       

       

       

       

       

       

       

       

      Facilitator Instructions: Make sure everyone has a new Evidence Worksheet before starting slide 68.

       

      Play slide 67-68.
      67
      		 Assignment for next session:

       

      • THREE Descriptions of Practice
      • Student Voice
      • All Students

       

      Evidence Worksheet cont.

      Our assignment next time is for each person to bring in evidence of all THREE Descriptions of Practice in Student Voice, demonstrating All Students are engaged in 1d1, 1d2, and 1d3. Everyone should have a new Evidence Worksheet. Before you fill out the Evidence Worksheet, let’s look closer at Description of Practice 1d3.  
      68
      Building Your Understanding Activity #4d   1d3: Students know how to access additional resources for support when needed  
      • The most important part of this is that there are resources the students can access on their own to help them reach this learning target.
      • Students know how to determine which resources will meet what kind of need.
      • Students can articulate what their need was and how the resource they chose helped them.
             		 1d3: Students know how to access additional resources for support when needed

       

      • The most important part of this is that there are resources the students can access on their own to help them reach this learning target.
      • Students know how to determine which resources will meet what kind of need.
      • Students can articulate what their need was and how the resource they chose helped them.
       

      Facilitator Notes: At this point in the training the participants may not need to see the slide. Just orally review the step, have them take time to fill it out for next time and discuss with one another their plans, then go on to the Outcome of Session IV on Slide 69.
      69
             		 Evidence Worksheet
      The Evidence Worksheet is structured to help you plan your evidence and prepare your presentation of that evidence. First describe what Descriptions of Practice are demonstrated in your evidence. During your presentation, feel free to tell us how good you feel the evidence is or isn’t and why – this is part of your analysis. The purpose of the presentation is for you to analyze for your teammates where you are in your ability to gather the evidence and for them to understand the evidence you have brought in. In that way, they can gear their comments and tailor their suggestions to what you might not already know. These discussions are intended to help you learn – so ask for the help you feel you need so you get the suggestions you want and need.   The second section of the Evidence Worksheet asks you to describe the context of the lesson you are using for evidence collection. What is the long term learning goal? What is the learning target? Remember, the learning target is what you want the students to know and be able to do as a result of participating in today’s learning experience. The learning target may be a culminating learning target where students apply several previous targets.   The third section lists a series of questions that will both guide you in your evidence collection and help you analyze the evidence you are bringing in for your teammates. You may choose any content or lesson that you want. The fourth section asks you to think about how your evidence is using the elements of quality evidence. Remember your Evidence Guidelines examples.   OK – now you are ready to plan for the next session. Discuss a lesson that you will be doing in the near future with your teammates and help each other plan the evidence you could bring in next time. Before you leave this session, it is our intent that you tried to fill out the Evidence Worksheet so you are clear on what your evidence will look like. We suggest you work with the students multiple times between this session and next. The evidence you bring in may be different than the lesson you plan today. The purpose of working with your team today is to be sure you understand the process of planning your evidence. It is perfectly fine to change your decision if you want to. The important thing is that you know how to use the planning sheet to get the exact kind of evidence we are looking for.
       

       

      Play slide 70.

       
      70
             		 Outcome Session IV

      Come to the next session with your Evidence Worksheet completed with your analysis of how your evidence is demonstrating all THREE Descriptions of Practice, in Student Voice demonstrating ALL Students.

      Outcome for Session IV  Next session you will come with your Evidence Worksheet completed with your analysis of how your evidence is demonstrating all THREE Descriptions of Practice, in Student Voice demonstrating ALL Students. Practice working with your students on these Descriptions of Practice several times between this session and the next. Bring in your best evidence, not your only attempt. The more you practice between sessions, the more meaningful the learning will be for you and your students. Everyone in your group will bring in evidence. Remember, it is not possible to have the discussions without evidence – check in with each other before the next session to make sure everyone is coming with evidence.  Each session we will follow the same process as we used today, and each session we will become more and more skilled in the process. By the time we have done this a few times, we will feel very proficient in the process and be able to do it very quickly.

       

      Outcome Session IV:

      Facilitator Instructions : Make sure that everyone understands their assignment and feels competent to bring in the required evidence. If anyone has questions, they should first talk to a team member; if they still have questions, you will talk to them individually to make sure they feel good about what they are being asked to do for next time.

       

      Be sure to tell them that it is not our expectation that they have mastered how to gather evidence at this time. They still should be feeling pretty insecure about the process, but a little more clear than when they walked into this session. By the end of the next session, they will feel pretty confident in their ability to gather evidence. The important thing is that they bring in something next time and show up for the group discussion.

       

       

       

       

       

       

       

       

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      EVIDENCE PRESENTATION SAMPLE - SESSION IV

      EVIDENCE PRESENTATION SAMPLE - SESSION IV

      Back to top

      This is to be read before viewing the video evidence.

      This is to be read before viewing the video evidence.

       

      Your evidence this session is of: D ESCRIPTIONS OF P RACTICE 1D1 AND 1D2 , in Student Voice.

       

      I. T ELL US WHAT YOUR EVIDENCE IS DEMONSTRATING:
      You are gathering evidence of these DESCRIPTIONS OF PRACTICE for Criterion 1d
      Evidence focus
      Personalizing student behaviors your evidence will demonstrate:
      1d1 Students can articulate the required learning targetsStudents describe

      (1) their learning targets

      (2) why the learning is important to them

      (3) how they will demonstrate they have reached them

      1d2 Students know what is needed to move to the next level of performance Students

      (1)articulate the progression of steps to reach the learning targets

      (2) identify, on their own, where they are in that progression

      (3) describe what they need to do to move to the next level of performance  

       

      II. T ELL US THE CONTEXT OF THE EVIDENCE: this is a ninth grade English class. We watched a movie and then the students were to choose something that could be learned from the movie and write an opinion paper with evidence.

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      Culminating Learning Target

      Culminating Learning Target

      Complete a five paragraph opinion paper with strong evidence to support it and write your own reflection on the quality of the paper.

       

      III. A NALYZE FOR US THE SPECIFICS OF YOUR D ESCRIPTIONS OF P RACTICE :

      For this lesson, the learning targets I want students to know are: (Indicate type of target: Content, Strategies, Thinking Development, Procedural, Investigative/Inquiry or Reflective) … application of the reflective process and the content of writing effective opinion paper with evidence. The students were in groups of four, they had the rubrics, and they reflected on each other’s papers with the intent of giving suggestions to make the papers stronger.

      These learning targets are important and relevant to the students because… organization of our writing reflects the organization of our thoughts. When trying to convey opinions to others, having evidence that supports and give credence to our opinions is an important element and this was a requirement of the paper.

      The students will demonstrate how they will know they have reached the targets by… participating in the discussion and using the rubrics to guide their comments to one another.

       

      The students will know the progression of learning to reach this target (This is not the directions to complete the assignment; it is the list of things they need to learn to master the target learning) by… The students have a rubric that we created together it lists the learning that must be represented in the paper. These were: Strong Introduction, Body with supporting evidence, Maintained Focus on the topic throughout, and a good Title. The skills are listed in a progression of depth of the learning demonstrating level of thinking used.

       

      The students will tell us where they are in that progression and what they need to do to move to the next level of performance by… In the discussions the students rate each of the components of the learning from the rubric and justify why they gave it that marking. They are also to give suggestions of what can be done to make the paper stronger.

       

      IV. A NALYZE FOR US HOW THIS EVIDENCE IS IN S TUDENT V OICE…. The evidence is in student voice because it is a video of the student discussions.

       

       

      1. YOU WILL SHARE THE EVIDENCE WITH YOUR TEAM AND ANSWER ANY CLARIFYING QUESTIONS THEY MAY HAVE.

      VI. Y OUR TEAM WILL GIVE YOU F EEDBACK: Receive Feedback verbally and in writing on the Convincing and Credible nature of your evidence. Team members will give you “STRETCH” suggestions as well. Each team member will first give you their feedback verbally and then give you their written comments.

       

      R EFLECT : What do you feel you could do next time to make your evidence stronger or to engage your students deeper in the Descriptions of Practice?

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      FEEDBACK WORKSHEET for Session IV

      FEEDBACK WORKSHEET for Session IV

      I. L ISTEN TO THE ANALYSIS

      II. LOOK AT THE EVIDENCE – Ask clarifying questions.

      Clarification Questions:

      III. W RITE FEEDBACK: Analyze the evidence in writing – silently.

      What was CREDIBLE about the evidence? Verify the Element of Quality Evidence is present:
      Evidence focus
       
      Personalizing student behaviors your evidence will demonstrate:
      1d1 Students can articulate the required learning targets

       

      Notes from teacher presentation:

      		Students describe

      (1) their learning targets

      (2) why the learning is important to them

      (3) how they will demonstrate they have reached them

      Notes from student evidence:

       

       

       

       

       

       

      1d2 Students know what is needed to move

      to the next level of performance

       

      Notes from teacher presentation:  

      		Students

      (1)articulate the progression of steps to reach the learning targets

      (2) identify, on their own, where they are in that progression

      (3) describe what they need to do to move to the next level of performance

      Notes from student evidence:

       

       

       

       

       

        

       

      Is the shared evidence in student voice ? Comments/feedback:

       

       

       

      IV. W HAT DO YOU NEED TO SEE FOR THE EVIDENCE TO BE MORE CONVINCING?

      Each member, in turn, gives the feedback to the presenter verbally. “What I need to see to be more convinced…” Make specific positive suggestions for improvement.

       

       

       

       

       



      V. What “STRETCH” suggestions can you offer?

       

       

       

       

       

       

       

       

       

       

       

       

       

       

       

       

      Possible Stretch Suggestions:

      1d2

      EVIDENCE WORKSHEET for SESSION V

      Your evidence this session is of: D ESCRIPTIONS OF P RACTICE 1 D1 , 1d2 and 1d3 , in Student Voice, and that ALL STUDENTS are engaged in the Descriptions of Practice.

       

      I. T ELL US WHAT YOUR EVIDENCE IS DEMONSTRATING:
      You are gathering evidence of these DESCRIPTIONS OF PRACTICE for Criterion 1d
       
      Evidence focus
       
      Personalizing student behaviors your evidence will demonstrate:
      1d1 Students can articulate the required learning targetsStudents describe

      (1) their learning targets

      (2) why the learning is important to them

      (3) how they will demonstrate they have reached them

      1d2 Students know what is needed to move to the next level of performance Students

      (1)articulate the progression of steps to reach the learning targets

      (2) identify, on their own, where they are in that progression

      (3) describe what they need to do to move to the next level of performance  

      1d3 Students are aware of and utilize resources for assistance, remediation, acceleration, or enrichment,

      as appropriate

      		 Students are

      (1) aware of the options to get support and access appropriate help, when needed

      (2) in their daily work, consistently utilizing the resources for assistance, remediation, acceleration, or enrichment, as is appropriate

      II. T ELL US THE CONTEXT OF THE EVIDENCE:

      Back to top

      Culminating Learning Target

      Culminating Learning Target

       

      III. A NALYZE FOR US THE SPECIFICS OF YOUR D ESCRIPTIONS OF P RACTICE :

      For this lesson, the learning targets I want students to know are: (Indicate type of target: Content, Strategies, Thinking Development, Procedural, Investigative/Inquiry or Reflective) …

       

       

      These learning targets are important and relevant to the students because…

       

       

       

      The students will demonstrate how they will know they have reached the targets by…

      The students will know the progression of learning to reach this target (This is not the directions to complete the assignment; it is the list of things they need to learn to master the target learning) by…

       

       

       

       

      The students will tell us where they are in that progression and what they need to do to move to the next level by…

       

       

       

       

       

      How will the students tell us what resources they are accessing if they either haven’t learned what is required or need to go beyond what is required?

       

       

       

       

       

      IV. a) A NALYZE FOR US HOW THIS EVIDENCE IS IN S TUDENT V OICE….

       

       

       

       

      b) A N ALYZE FOR US HOW THIS EVIDENCE IS A LL S TUDENTS…

       

       

       

       

       

      1. You will share the evidence with your team and answer any clarifying questions they may have.
      1. Your team will give you Feedback: Receive Feedback verbally and in writing on the Convincing and Credible nature of your evidence. Team members will give you “STRETCH” suggestions as well. Each team member will first give you their feedback verbally and then give you their written comments.

       

       

      1. R EFLECT : What do you feel you could do next time to make your evidence stronger or to provide stronger Descriptions of Practice for your students?

      S ESSION V

      Learning Target: Improve your evidence for 1d3.

      You need to demonstrate : ability to participate in the presentation and feedback session; give stretch suggestions for 1d3; and plan evidence for 1d1, 1d2, and 1d3 in Student Voice, demonstrating All Students; try evidence in another context.

       

      Approximate time: 3 Hours

       

      Materials needed:

      Facilitator Notes : FROM THIS POINT ON IN THE TRAINING, ANY SLIDES YOU WISH TO EITHER TALK YOUR WAY THROUGH OR ENGAGE THE PARTICIPANTS IN THEIR OWN REVIEW, RATHER THAN PLAY THE SLIDES, THAT IS ADVISED. ALL THE SLIDES ARE INCLUDED FOR THE SCRIPT AS WELL AS IN THE EVENT THEY ARE NEEDED.

       

      Facilitator Instructions : Place Evidence Feedback Worksheets in middle of tables.

       

      Play slides 71-72.
      Slide #
      Slide Script
      Narrative on slide
      71a
      		 Session V: Learning and Practicing How to Gather Quality Evidence
      We are continuing our work together to learn how to gather and present quality evidence in fulfillment of your Professional Certification requirements.   Purpose of this session: Learn to analyze the credible and convincing nature of evidence
      • Developing the ability to analyze your own evidence
      • Give analytical feedback to others on the presented evidence
      		Welcome back. We are continuing our work together to learn how to gather and analyze quality evidence. This practice will help you gather and present quality evidence in fulfillment of your Professional Certification requirements at your culminating seminar.

       

       

       

       

       

       

       

      71b
      		  The purpose of this session is to learn how to gather and analyze evidence; it is important that the quality of the evidence is credible and convincing. First, each team member needs to develop the ability to analyze their own evidence. Second, we learn to give analytical feedback to others on the presented evidence. When giving feedback to others, we all are practicing and honing our skills of gathering and analyzing quality evidence. Through this process we are developing into a cooperative and supportive learning community. We use the five elements of quality evidence for this analysis.
      72
      		 Continuum chart

       

      See below

      		 We are continuing our practice to learn how to gather, analyze, present, and give meaningful feedback on the evidence each participant has brought with them. You have arrived today with your evidence of THREE Descriptions of Practice, in Student Voice demonstrating All Students are engaged in 1d1, 1d2, and 1d3. Each time you have a little better idea of what your evidence needs to look like and what to expect in each session. Each time you go through the feedback process, your ideas on how to help one another will improve and eventually you will all feel very comfortable with the process. You can see by the continuum where we are in that process.

       

      Continuum Chart

       
      Beginning – III
      Practicing - IV
      Practicing- V
      Mastery - VI
      • Brings evidence of ONE DESCRIPTION OF PRACTICE in STUDENT VOICE
      • Participates in process
      • Anything accepted
      • Brings evidence of TWO DESCRIPTIONS OF PRACTICE in STUDENT VOICE
      • Can discuss how to stretch the evidence to increase student engagement in personalized learning
      • Learns how to give “STRETCH” suggestions
      • Brings good evidence of THREE DESCRIPTIONS OF PRACTICE in STUDENT VOICE, ALL STUDENTS
      • Actively participates in process
      • Tries evidence in a new context
      • Analyzes own evidence
      • Gives strong feedback
      • Gives strong “STRETCH” suggestions
      • Brings strong evidence of THREE DESCRIPTIONS OF PRACTICE in STUDENT VOICE, MULTIPLE CONTEXTS, and ALL STUDENTS
      • Actively participates in the sharing and feedback process
      • Clearly analyzes own evidence
      • Gives precise feedback
      • Gives valuable “STRETCH” suggestions

      Facilitator Instructions : Stop and discuss the chart on the screen. We are at the third stage on the continuum of learning. They will begin to feel pretty sure of the process after the session today. Today we will practice as a whole group the presentation and feedback session. We are focusing our attention on learning how to give good feedback. Then we will practice the presenting and feedback session again in our learning community groups with the evidence the participants have brought in. As we continue practicing our skills, our ability to go faster will increase. There will be huge benefits for us individually and as a staff as we move to having the ability to share our evidence and receive feedback as a normal part of a staff meeting. Each session we shorten the sharing session time. This time our sharing and feedback session will take one hour. Look at where we will be next time - next time we already will have traveled a long way in the learning process.

       

       

      1. Play slide 73-74.
      73
      Building Your Understanding Activity 5a: Evidence Worksheet
      Each member of the team has come today with their Evidence Worksheet filled out. This form is for the presenter to plan their analysis of the evidence they are going to present to the team. Let’s review how to use this form: First, you tell the team the THREE Descriptions your evidence is demonstrating and the specific student behaviors they will see in the evidence you brought in today. Second, place your evidence in the big picture context for the student learning. Third, analyze your evidence using the series of questions. You may always tell us how good you feel the evidence is or isn’t and why. Today really focus on 1d3 as this is the first time we are bringing in evidence for that Description of Practice. Fourth, describe in what way you feel this is good evidence of Student Voice, how the evidence demonstrates that ALL students are practicing the specific student behaviors.   Let’s review Description of Practice 1d3 before we go on.
      74
      Building Your Understanding Activity #4d   1d3: Students know how to access additional resources for support when needed  
      • The most important part of this is that there are resources the students can access on their own to help them reach this learning target.
      • Students know how to determine which resources will meet what kind of need.
      • Students can articulate what their need was and how the resource they chose helped them.
             		 1d3: Students know how to access additional resources for support when needed

       

      • The most important part of this is that there are resources the students can access on their own to help them reach this learning target.
      • Students know how to determine which resources will meet what kind of need.
      • Students can articulate what their need was and how the resource they chose helped them.
       

      Facilitator Instructions: Seat the participants in a “fish bowl” fashion. If you have a large group, you may have multiple “fish bowls.” A “fish bowl” is seating five or six people at a table and then seating another five or six people in a circle around the people at the table. The inside group are the active participants and the outside group are the “ observers” and “debriefers.” Now review the attributes of a good presentation that we created last time. We will be listening to another presentation on the video tape. Our main focus will be on giving good feedback to the evidence. The inside group will be the group giving the feedback. The outside group will have the role cards. They will be monitoring the feedback session. The roles you need to assign are presentation coach, feedback coach, and timer.

       

      Play slide 75.
      75
             		 Practicing Presentation of Evidence

       

      Step One: Describe the way the Descriptions of Practice are demonstrated in the evidence

       

      Step Two: Describe the way the evidence is in Student Voice and that All Students are engaged in Descriptions of Practice.
      Let’s view a presentation being given by a teacher and then analyze the presentation. Listen for the components of a good presentation:   Step One: Describe the way the Descriptions of Practice are demonstrated in the evidence.  Step Two: Describe the way the evidence is in Student Voice and that All Students are engaged in the Descriptions of Practice.         Play presentation video clip

      Facilitator Instructions: Review with the whole group the attributes of a good presentation and how those attributes were present in this presentation. In order to give feedback on the evidence that the teacher will give, we need to know how to use the feedback form. AT THIS STAGE IN THE TRAINING THE PARTICIPANTS MAY NOT NEED TO HAVE THE REVIEW OF HOW TO FILL OUT THE EVIDENCE FEEDBACK WORKSHEET. ASK THEM. IF THEY DO, WE HAVE INCLUDED Slides 76-77 FOR THAT REVIEW. If not, skip to Slide 78 to see the evidence we will do feedback on.

       

      Play slides 76-77.
      76
      		 Evidence Feedback Worksheet

      Purpose: Help one another learn how to gather credible and convincing evidence

       

      • Remember to first tell the presenter what was convincing and strong about their evidence
      • Then give the presenter concrete ideas for what you would need to see in order to be convinced
      Each session we will practice using the feedback form. Everyone on the team fills out a Feedback Worksheet for each evidence presentation. Remember, the purpose of giving feedback is to help one another do a better job of gathering and then presenting evidence next time. Let’s remember to first tell the presenter what was convincing and strong about their evidence. Second, if you were not convinced by the presented evidence, you must give the presenter concrete ideas for what you would need to see in order to be convinced. We are not here to criticize so we do not point out what we didn’t like – we do tell them what needs to be added in order to make the evidence stronger and more convincing.
      77
      		 Evidence Feedback Worksheet

       

      • Presenter verbally analyzes the evidence (do not show evidence)
      • Share the evidence
      • Each team member writes their feedback on Feedback Worksheet – do not discuss that this time
      • Take turns giving feedback and discuss as team
      • Presenter reflects on the feedback – articulate what you learned from the team
      The first step on the form has the Descriptions of Practice. Everyone on the team has a blank Feedback Worksheet for each presenter. As the presenter explains how the evidence demonstrates in what way the students are engaged in the Descriptions of Practice and how the evidence demonstrates Quality Evidence, you may circle the student behaviors that you will look for in the evidence as the presenter does his or her analysis for you.   Then the presenter will share the actual evidence. Up to this point, we have not seen the evidence. As we view the evidence, we note what the presenter says we should see in the evidence. The presenter will then show us the evidence. We ask any questions to make sure we understand the evidence.   At the conclusion of the evidence presentation, before we begin our group discussion, everyone takes time to write out their individual own thoughts about the quality of the evidence. Each person writes what they thought was credible about the evidence and what they need to see to be more convinced. The sheet guides you to frame all your responses so that you are not criticizing the evidence but instead giving the presenter ideas of what they could do to make the evidence stronger.   When everyone has recorded their own thoughts, each team member takes turns reading what they wrote to the presenter. Only read what you actually wrote. Remember to first tell them what was credible and strong. Then if you were not convinced, you begin by saying, “what I would need to see to more convinced is…” and follow with your suggestion. Only say what more needs to happen; do not justify your suggestions by saying what didn’t happen. For example: I really liked that you used journals for Student Voice. What I would need to see to be more convinced is the students responding to a question like…   It is always more comfortable just to tell teammates that you think what they did was great, and for sure you want to do this when it is appropriate – but in order for them to learn, they need to get additional ideas. We call these “STRETCH” suggestions. It is an important part of your learning, as well as theirs, that you think of things they can try that are new. Remember, giving feedback is about helping each other learn how to make the evidence stronger – it is about helping each other grow and learn.   After each person gives their feedback, the others in the group also give their opinions on the feedback that was given. New suggestions will occur as each member of the team takes his or her turn.
      78
      Building Your Understanding #5b:
      Let’s practice this process on the evidence the teacher has brought in. After you view the evidence, you may ask clarifying questions to make sure that you understood the evidence. Then each person will write out their feedback. We will practice a feedback session with our whole group together.

       

      Building Your Understanding #5b:

      Facilitator Instructions: The group is set up in a fishbowl configuration with an inner circle and an outer circle. The outside circle will take the role cards; hand out all four. Encourage the outside circle with the role cards to intervene and make sure the process goes as it should; they are watching to make sure the process protocols are observed. The outside circle will be the observers and recorders. They should observe and record additional feedback and “ STRETCH” points. The inside circle will be the active participants. First everyone will individually write their feedback. The group on the inside circle will then share their written comments. When the inside circle is finished, the outside circle is asked if they have additional comments. Add your own comments so you are modeling the type of comments that could be made to make the evidence stronger. Now you are ready to play the evidence clip.

       

      Play slide 79.
      79
      		 Video clip
      Play the evidence video clip

       

      Facilitator Instructions: Now they are ready to get into their own groups and do their own evidence presentation and feedback sessions.

       

      Everyone was supposed to come to this session with one piece of evidence for Three Descriptions of Practice in Student Voice. There will be examples that are strong and others that are in the process of becoming stronger – all evidence should be fairly solid by this time. We still accept all attempts and thank everyone for their effort and willingness to practice a new skill. Remind them that the main focus is that we are learning together and helping each other increase our understanding and capacity to both provide the Descriptions of Practice and to gather evidence that it is occurring in the classroom. AT THIS STAGE OF THE TRAINING IF YOU WISH TO SIMPLY HAND OUT THE COACHING ROLES AND RANDOMLY ASK THE PERSON’S HAVING EACH ROLE TO REVIEW WHAT THEY ARE TO DO – THAT WILL BE ENOUGH OF AN INTRODUCTION TO THE PROCESS. If you feel they need to have the next slide for review, it is included here.

       

      Optional to play slide 80.
      80
      Building Your Understanding #5c:
      • Presenter verbally analyzes the evidence (do not show evidence)
      • Share the evidence
      • Each team member writes their feedback on Feedback Worksheet – do not discuss that this time
      • Take turns giving feedback and discuss as team
      • Presenter reflects on the feedback – articulate what you learned from the team
      OK – now we are ready to begin to practice this process. The first step is the presenter will analyze the evidence for the team using the Evidence Worksheet we just filled out. Remember when you are analyzing the evidence, you are not showing the evidence – just tell the team what you wrote on your Evidence Worksheet. The second step is to share the evidence and label and describe the components of the evidence that are credible and convincing. The third step is for each member of the team to write their individual feedback on the feedback form. Do not talk during this time. The fourth step is for each team member to take turns reading what they wrote on their feedback form. Start with what was credible about the evidence and begin each suggestion with: “What I would need to see to be more convinced is…” When each presenter is finished, the group gives them the individual feedback forms. Repeat this process until everyone in the group has presented their evidence and received feedback. We will have a presentation coach, feedback coach, and timer to help us stick to the protocols as we engage in the process. The last step is for the presenter to reflect on the feedback given by the group. Take a moment for the presenter to articulate how the feedback will help him or her gather and share evidence next time. Then we begin the process again with the next presenter.

       

      Building Your Understanding Activity #5c:

      Facilitator Instructions:

      1) Remember to review the coaching roles so the sharing sessions go smoothly and assure a climate of trust is built. These are the coaching roles: Presentation Coach, Feedback Coach, and Timer. Ask the participants to take the envelope with the roles from the center of the table and distribute each role with three members. Then ask the presentation coach at each table to raise their hands. Select one to read what they will do to coach the others on the team. Repeat for each role. Once the roles have been reviewed, they are ready to begin their sharing sessions.

      Remind them to stick with the material they wrote on the Evidence Worksheet.

      2) Go around to each table as the discussions are occurring. Be careful to listen and not interfere with the flow – but do help to put them on track, if they are off track. The tendency to bird-walk into discussions about the lesson should now be almost non-existent. As you are walking around, if you see this happening, bring them back on task. As you do those “ walk-throughs,” be sure to ask if they have questions or want clarification.

       

      This session the discussions need to become more direct and shorter. Keep reminding them to focus on the elements and how to make them occur stronger in the evidence. Each session we are tightening the reins on the timing which causes them to become more and more concise. For your information, and not theirs, by the last session the entire group will share within 30 minutes. This time, limit the session to 60 minutes.

       

      Facilitator Instructions: When the sharing session is over, it is time for the debriefing.

      At this stage of the training you do not need to play the slide. Simply remind them of the process: each person fills out individually, then share with the group, collaborate on what you will report to the whole group. Slide 81 is here in the event you feel it is appropriate to play it.

       

      Optional to play slide 81.
      81
      		 Debriefing

      Debriefing the presenting and feedback sessions:

      1. What went well in your presenting and feedback session?
      2. What didn’t go as well as it should have?
      3. What will you do differently next time to make the process go smoother?

      Debriefing your learning:

      Look at the Teacher’s Learning Record Rubric. Where are you in the progression of learning?  What do you need to do differently next time to increase your evidence of student engagement in 1d1, 1d2, and 1d3?
      		 Debriefing

      Now that you have practiced the process in small groups, each team needs to debrief the presenting and feedback sessions you have just experienced. There are five questions for you to answer. Each of you should write your own responses. When all of you are finished, share your responses with the others in your group. Discuss each question as a group and come up with a consensus answer for each question. One person should be prepared to share your consensus with the whole group.

       

      Debriefing the presenting and feedback sessions:

      1. What went well in your presenting and feedback session?

      2. What didn’t go as well as it should have?

      3. What will you do differently next time to make the process go smoother?

       

      Debriefing your learning:

      Look at the Teacher’s Learning Record Rubric. Where are you in the progression of learning?  What do you need to do differently next time to increase your evidence of student engagement in 1d1, 1d2, and 1d3?

       

      Facilitator Instructions : One of the most important parts of this process is that the group thinks about their group process. Debriefing the process will help them develop team collaboration and cooperation. They need to take about five minutes to think about the processing and what went well and what didn’t go well. As a group, they should discuss what was uncomfortable and what they need to do within their group to be sure everyone is comfortable and supported in the process. The second part of the debriefing is for them to look at the rubric we provided in the Evidence Guidelines called Teacher’ s Learning Record Rubric and indicate where they are in the progression of learning and what they need to do to move to the next level of performance.

       

       



      Debriefing

       

      Now that you have practiced the process in small groups, each team needs to debrief the group presenting and feedback session they have just experienced.

       

      First think and write yourself. Then share with the group and make one group list.

       

      When you have finished the individual group discussions, it is critical to have the whole group discussion so everyone hears each other.

       

      Debriefing the presenting and feedback sessions:

      1. What went well in your presenting and feedback session?

       

       

      2. What didn’t go as well as it should have?

       

       

      3. What will you do differently next time to make the process go smoother?

       

       

      Debriefing your learning:

      Look at the Teacher’s Learning Record Rubric. Where are you in the progression of learning?

       

       

       

       

       

       

       

      What do you need to do differently next time to increase your evidence of student engagement in 1d1, 1d2, and 1d3?

       

      Facilitator Instructions : Now we are ready to prepare for the next session. Make sure everyone has the new Evidence Worksheet. Their students have had the opportunity to practice these Descriptions of Practice many times over the past couple of months. It should not be difficult to gather evidence on all three.

       

      Facilitator Notes: The participants may not need a review of how to fill out the rest of the Evidence Worksheet. It is here in case they do. If not, skip the next two slides and go on to Slide 84.

       

      Optional to play slide 82-83.
      82
      		 Evidence Worksheet

       

      • Three Descriptions of Practice
      • Student Voice
      • Multiple Contexts
      • All Students
      Take out a new Evidence Worksheet. At the top of the page it tells us that our assignment next time is for each person to bring in evidence of three Descriptions of Practice in Student Voice, demonstrating that All Students are engaged in the Descriptions of Practice and they have practiced them in Multiple Contexts. We also need to see that the students are practicing these Descriptions of Practice Over Time. During this training you have brought in many evidences of the students engaged in these Descriptions of Practice. So bring in several past evidences to show Over Time.   To demonstrate student mastery, have the students practice the Descriptions of Practice in a different context than they have in the past so your evidence can be in Multiple Contexts. What does Multiple Contexts mean? This may be a different content area, or a different kind of learning target within the same content area. The idea is that students can apply the Descriptions of Practice in more than one kind of learning experience.   The audience needs to see the degree to which the students are experiencing the Descriptions of Practice. The degree to which the Descriptions of Practice are happening is what makes the evidence convincing.
      83
      		 Evidence Planning Questions

       

      The Evidence Worksheet comes up in sections as each section is explained.

      The Evidence Worksheet is structured to help you plan your evidence and prepare your presentation of that evidence. First describe what Descriptions of Practice are demonstrated in your evidence. During your presentation, feel free to tell us how good you feel the evidence is or isn’t and why – this is part of your analysis. The purpose of the presentation is for you to analyze for your teammates where you are in your ability to gather the evidence and for them to understand the evidence you have brought in. In that way, they can gear their comments and tailor their suggestions to what you might not already know. These discussions are intended to help you learn – so ask for the help you feel you need so you get the suggestions you want and need.   The second section of the Evidence Worksheet asks you to describe the context of the lesson you are using for evidence collection. What is the long term learning goal? What is the learning target? Remember, the learning target is what you want the students to know and be able to do as a result of participating in today’s learning experience. The learning target may be a culminating learning target where students apply several previous targets.   The third section lists a series of questions that will both guide you in your evidence collection and help you analyze the evidence you are bringing in for your teammates. You may choose any content or lesson that you want. The fourth section asks you to think about how your evidence is using the elements of quality evidence. Remember your Evidence Guidelines examples.   OK – now you are ready to plan for the next session. Discuss a lesson that you will be doing in the near future with your teammates and help each other plan the evidence you could bring in next time. Before you leave this session, it is our intent that you tried to fill out the Evidence Worksheet so you are clear on what your evidence will look like. We suggest you work with the students multiple times between this session and next. The evidence you bring in may be different than the lesson you plan today. The purpose of working with your team today is to be sure you understand the process of planning your evidence. It is perfectly fine to change your decision if you want to. The important thing is that you know how to use the planning sheet to get the exact kind of evidence we are looking for.
       

      Facilitator Instructions: This time encourage the participants to gather their evidence in a different context than they have been in the past. Different context has several connotations: it can be a different content area; or it can be a different application within the same content area. For example: If it were a high school math class, a different content area would not be appropriate; however, one time the evidence can be gathered from homework, another time from a group learning project, preparation for a test, or an independent work session. Different context means gather the evidence in a different learning context than you have previously used.

       

      Play slide 84.
      84
             		 Outcome Session V

      This session we practiced using:

       

      Evidence Worksheet - next session you will come with this ready to present your evidence.

       

      Evidence Feedback Worksheet

       

      Fade to:

       

      Next session you will bring in evidence :

       

      • Three Descriptions of Practice
      • Student Voice
      • All Students
      • Multiple Contexts
      • Over Time
      This session we continued practicing the process of working in learning communities to help each other learn how to gather, present, and give feedback on student evidence. We practiced processing student evidence in a way that will help us learn how to work collaboratively to support the learning process school-wide.   We practiced using the Evidence Worksheet for our presentation of the evidence we brought in.   Remember that you need to come to the next session with an Evidence Worksheet all filled out for the evidence you will be presenting. Always come prepared to analyze your evidence for your team. We will not be taking time to fill these out in class. The assignment next time is for each person to bring in evidence of three Descriptions of Practice in Student Voice, demonstrating that All Students are engaged in the Descriptions of Practice and they have practiced them in Multiple Contexts. We also need to see that the students are practicing these Descriptions of Practice Over Time. Practice working with your students on these Descriptions of Practice several times, making sure to engage them in practicing the Descriptions of Practice in a different context, between this session and the next. Bring in your best evidence, not your only attempt. The more you practice between sessions, the more meaningful the learning will be for you and your students. Everyone in your group will bring in evidence. Remember, it is impossible to have the discussions without evidence – check in with each other before the next session to make sure everyone is coming with evidence.   Each session we will follow the same process as we used today and each session we will become more and more skilled in the process. Thank you for your participation today and next time you will see how much easier the process is becoming.

       

      Facilitator Notes:

       

       

       

      Back to top

      FEEDBACK WORKSHEET Session V

      FEEDBACK WORKSHEET Session V

      I. LISTEN TO THE ANALYSIS

      II. LOOK AT THE EVIDENCE – Ask clarifying questions.

      Clarification Questions:

      III. W RITE FEEDBACK: Analyze the evidence in writing – silently.

      What was CREDIBLE about the evidence? Verify the Element of Quality Evidence is present:
      You are gathering evidence of these DESCRIPTIONS OF PRACTICE for Criterion 1d
      Evidence focus
      Personalizing student behaviors your evidence demonstrates:
      1d1 Students can articulate the required learning targets

      Notes from teacher presentation:

      		Students describe

      (1) their learning targets

      (2) why the learning is important to them

      (3) how they will demonstrate they have reached them

      Notes from student evidence:

       

       

       

       

      1d2 Students know what is needed to move to the next level of performance

      Notes from teacher presentation:

      		 Students

      (1)articulate the progression of steps to reach the learning targets

      (2) identify, on their own, where they are in that progression

      (3) describe what they need to do to move to the next level of performance

      Notes from student evidence:

       

       

       

        

      1d3 Students are aware of and utilize resources for assistance, remediation, acceleration, or enrichment,

      as appropriate

      Notes from teacher presentation:

      		 Students are

      (1) aware of the options to get support and access appropriate help, when needed

      (2) in their daily work, consistently utilizing the resources for assistance, remediation, acceleration, or enrichment, as is appropriate

      Notes from student evidence:

       

       

       

       

       

      Is the shared evidence in student voice ? Comments/feedback:

       

       

      Does the evidence demonstrate All Students? Comments/feedback:

       

      IV. W HAT DO YOU NEED TO SEE FOR THE EVIDENCE TO BE MORE CONVINCING?

      Each member, in turn, gives the feedback to the presenter verbally. “What I need to see to be more convinced…” Make specific positive suggestions for improvement.

       

       

       

       

       

       

       

       

      V. What “STRETCH” suggestions can you offer?

       

       

       

       

       

       

       

       

       

       

      Possible Stretch Suggestions for 1d3:

      EVIDENCE WORKSHEET for SESSION VI

      Your evidence this session is of: D ESCRIPTIONS OF P RACTICE 1 D1 , 1d2 and 1d3 ,

      in Student Voice, demonstrating ALL Students are engaged in the Descriptions of Practice,

      practiced in Multiple Contexts, and Over Time.

       

      I. T ELL US WHAT YOUR EVIDENCE IS DEMONSTRATING:
      You are gathering evidence of these DESCRIPTIONS OF PRACTICE for Criterion 1d
      Evidence focus
      Personalizing student behaviors your evidence will demonstrate:
      1d1 Students can articulate the required learning targetsStudents describe

      (1) their learning targets

      (2) why the learning is important to them

      (3) how they will demonstrate they have reached them

      1d2 Students know what is needed to move to the next level of performance Students

      (1)articulate the progression of steps to reach the learning targets

      (2) identify, on their own, where they are in that progression

      (3) describe what they need to do to move to the next level of performance  

      1d3 Students are aware of and utilize resources for assistance, remediation, acceleration, or enrichment,

      as appropriate

      		 Students are

      (1) aware of the options to get support and access appropriate help, when needed

      (2) in their daily work, consistently utilizing the resources for assistance, remediation, acceleration, or enrichment, as is appropriate

      II. T ELL US THE CONTEXT OF THE EVIDENCE:

       

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      Culminating Learning Target

      Culminating Learning Target

       

      III. A NALYZE FOR US THE SPECIFICS OF YOUR D ESCRIPTIONS OF P RACTICE :

      For this lesson, the learning targets I want students to know are: (Indicate type of target: Content, Strategies, Thinking Development, Procedural, Investigative/Inquiry or Reflective) …

       

       

      These learning targets are important and relevant to the students because…

       

       

      The students will demonstrate how they will know they have reached the targets by…

      The students will know the progression of learning to reach this target (This is not the directions to complete the assignment; it is the list of things they need to learn to master the target learning) by…

       

       

       

       

      The students will tell us where they are in that progression by…

       

       

       

       

      How will the students tell us what resources they are accessing if they either haven’t learned what is required or need to go beyond what is required?

       

       

       

       

       

      IV. a) A NALYZE FOR US HOW THIS EVIDENCE IS IN S TUDENT V OICE….

       

       

       

       

              1. A NALYZE FOR US HOW THIS IS EVIDENCE OF A LL S TUDENTS…

               

               

               

                      1. A NAL YZE FOR US HOW THIS IS EVIDENCE OF M ULTIPLE CONTEXTS…

                       

                       

                       

                              1. A NALYZE FOR US HOW THIS IS EVIDENCE OF O VER T IME….

                               

                               

                               

                              1. YOU WILL SHARE THE EVIDENCE WITH YOUR TEAM AND ANSWER ANY CLARIFYING QUESTIONS THEY MAY HAVE.
                              1. Y OUR TEAM WILL GIVE YOU F EEDBACK: Receive Feedback verbally and in writing on the Convincing and Credible nature of your evidence. Team members will give you “STRETCH” suggestions as well. Each team member will first give you their feedback verbally and then give you their written comments.

                              VII. R EFLECT : What do you feel you could do next time to make your evidence stronger or to provide stronger Descriptions of Practice for your students?

                               

                              S ESSION VI

                              Learning Target: a) Participate in professional discussions about evidence of student learning; b) give valuable stretch suggestions.

                              You need to demonstrate : how to present, give feedback, and stretch suggestions using THREE Descriptions of Practice, in Student Voice, All Students, practiced in Multiple Contexts, demonstrating Over Time.

                               

                              Approximate time: 3 hours

                               

                              Materials needed:

                              Facilitator Notes : This session can be repeated over and over as time in the year permits to give more practice in gathering evidence. At this point in the training the participants know the protocols for the discussions and just need as much practice as possible to develop their confidence.

                               

                              Facilitator Instructions : In the middle of the table place a pile of Evidence Feedback Worksheets. To make sure you have enough, for each team multiply the number of participants times number on each team, minus one, or use five if you don’t know. That will be the number of worksheets needed for the session (example: 25 participants total with five people on each team 25 X 4 = 100 worksheets). Play slide 85.

                               
                              Slide #
                              Slide Script
                              Narrative on slide
                              85a
                              		 Session VI: Learning and Practicing How to Gather Quality Evidence

                               

                              Descriptions of Practice personalize student learning.

                               

                              We can now begin to gather quality evidence for the culminating seminar.

                               

                              Continuum chart

                               

                              See below

                              		 Today is our last practice presentation and feedback session. We now understand that the evidence is demonstrating that students are experiencing the Descriptions of Practice that personalize student learning. We are developing our ability to work collaboratively and cooperatively with our colleagues.

                               

                              At the end of today we will examine our evidence and decide how many of the Descriptions of Practice this evidence accounts for. You will be ready to gather evidence of the Descriptions of Practice to present at your culminating seminar.

                               

                               

                               

                              85b
                              		  You have arrived today with evidence of three Descriptions of Practice, in Student Voice, demonstrating that All Students are engaged in the Descriptions of Practice and they have practiced them in multiple contexts Over Time. This time you had a pretty good idea of what your evidence needed to look like and what to expect today. You are beginning to feel more confident about your evidence and know how to present it well to the team. Your skills are developing. Your ability to give meaningful feedback is also developing, and you are feeling more confident about how to give good feedback to your teammates to make their evidence stronger. You are feeling more comfortable about the process.

                               

                              You can see by the continuum diagram how much your skills have grown. Today you will practice making your presentation and feedback session very concise. We will complete the entire process in 30 minutes. After today, we will be ready to share our evidence and discuss student learning as a regular part of our staff meetings. We will be discussing how to make this happen. First let’ ;s review quickly what we need to do to have a quality presentation and feedback session.

                               

                              Continuum Chart
                              Beginning – III
                              Practicing - IV
                              Practicing- V
                              Mastery - VI
                              • Brings evidence of ONE DESCRIPTION OF PRACTICE in STUDENT VOICE
                              • Participates in process
                              • Anything accepted
                              • Brings evidence of TWO DESCRIPTIONS OF PRACTICES in STUDENT VOICE
                              • Can discuss how to stretch the evidence to increase student engagement in personalized learning
                              • Learns to give “STRETCH” suggestions
                              • Brings good evidence of THREE DESCRIPTIONSOF PRACTICE in STUDENT VOICE
                              • Actively participates in process
                              • Tries evidence in a new context
                              • Analyzes own evidence
                              • Gives strong feedback
                              • Gives strong “STRETCH” suggestions
                              • Brings strong evidence of THREE DESCRIPTIONS OF PRACTICE in STUDENT VOICE, MULTIPLE CONTEXTS, and ALL STUDENTS
                              • Actively participates in the sharing and feedback process
                              • Clearly analyzes own evidence
                              • Gives precise feedback
                              • Gives valuable “STRETCH” suggestions

                              Facilitator Instructions : Stop and discuss the chart on the screen. We are now becoming quite proficient with the process. They should focus on making their presentations and feedback comments very concise. Point out to them how far they have come in a very short period of time. The process is getting easier. We now can make our presentation and feedback very concise. We also are becoming very proficient at giving “STRETCH” comments. You also need to point out to them that the evidence they have collected during all the sessions is their evidence of Over Time.

                               

                              Facilitator Instructions : Make a grid on a white board that has five columns. At the top of each column put All Descriptions of Practice, Student Voice, Multiple Contexts, All Students and Over Time. Ask them to fill in the attributes of quality evidence (not examples of evidence, but attributes that make it quality evidence). Do in groups and then have each group read their attributes. Use this list when doing feedback session.

                               
                              All Descriptions of Practice
                              Student Voice
                              All Students
                              Multiple Contexts
                              Over Time
                                 

                               

                               

                               

                               

                               

                               

                               

                                

                              		    

                               

                               

                               

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                              This is not a handout – it is for you the facilitator only

                              This is not a handout – it is for you the facilitator only
                              All Descriptions of Practice
                              Student Voice
                              All Students
                              Multiple Contexts
                              Over Time
                              • Evidence is of Descriptions of Practice and not specific content target
                              • All Descriptions of Practice are in evidence
                              • Descriptions of Practice are “at standard” level of performance
                              • Specific examples for the Descriptions of Practice are cited
                              • Personalized
                              • Student’s own words
                              • Age appropriate language
                              • Student makes connection to own experiences
                              • Generated by class
                              • We, us, our in students’ wording
                              • Large sample, random sample, include all populations
                              • Observation verifying all student engagement
                              • Different content areas
                              • Different application in same content
                              • Transfer and apply beyond own classroom
                              • Different points in year
                              • Multiple times
                              • Part of everyday operation
                              • Showing has mastered as result of many uses
                              Non example: Non example: Non example: Non example: Non example:
                              • Achievement of content is the focus of evidence instead of Descriptions of Practice
                              • Student parroting teacher’s words
                              • Teacher telling what students said or did
                              • Student responses guided by teacher’s “closed” questions
                              • One student is only evidence
                              • Teacher says all the students are doing it
                              • Same content multiple times
                              • Used in same lesson or project more than once
                              • Using several times in same lesson
                              • Used multiple times same day
                              • Used multiple times same week

                              Facilitator Instructions: I N OUR FEEDBACK SESSIONS EVERYONE’S LEARNING TARGET IS TO GIVE VALUABLE “STRETCH” SUGGESTIONS. Ask them to refer to their Evidence Guidelines for ideas. They should use the pages detailing 1d1, 1d2, and 1d3. One great way to give “ stretch” suggestions is to use a different kind of learning target, or to take the learning deeper with “depth” suggestions. They can also use Resource #1 Suggestions for Embedding 1d1, 1d2, and 1d3 as well as the Teacher’s Learning Rubrics for ideas. In the feedback sessions, instruct them that it is mandatory for everyone to come up with “stretch” suggestions.

                               

                              Facilitator Notes: AT THIS STAGE OF THE TRAINING IF YOU WISH TO SIMPLY HAND OUT THE COACHING ROLES AND RANDOMLY ASK THE PERSON’S HAVING EACH ROLE TO REVIEW WHAT THEY ARE TO DO – THAT WILL BE ENOUGH OF AN INTRODUCTION TO THE PROCESS. If you feel they need to have a review of the Evidence Worksheet and Feedback form, Slides 86-87 are included for that review.

                               

                              Facilitator Instructions: Make sure everyone takes a feedback form.

                               

                              Optional to play slides 86-87.

                               
                              86
                              Building Your Understanding Activity #6a: Evidence Worksheet
                               
                              Each member of the team has come today with their Evidence Worksheet filled out. This form is for the presenter to analyze the evidence they are going to present to the team. Let’s review how to use this form: First, you tell the team the THREE Descriptions of Practice your evidence is demonstrating and the specific student behaviors they will see in the evidence you brought in today. Second, place your evidence in the big picture context for the student learning. Third, analyze your evidence using the series of questions. You may always tell us how good you feel the evidence is or isn’t and why. Fourth, describe in what way you feel this is good evidence of Student Voice, how the evidence demonstrates ALL Students, how the evidence is demonstrated in Multiple Contexts, as well as how the evidence demonstrates the students engaged in the Descriptions of Practice Over Time.   Teammates will ask clarifying questions about the evidence.
                              87a
                              		 Evidence Feedback Worksheet
                              • Remember to first: Tell the presenter what was convincing and strong about their evidence
                              • Remember to give the presenter concrete ideas for what you would need to see in order to be convinced

                              Evidence Feedback Worksheet

                               

                              • Presenter verbally analyzes the evidence (do not show evidence)
                              • Share the evidence
                              • Each team member writes their feedback on Feedback Worksheet – do not discuss that this time
                              • Take turns giving feedback and discuss as team
                              • Presenter reflects on the feedback – articulate what you learned from the team

                               

                               

                               

                               

                               
                              Let’s review the Evidence Feedback form. Remember, the purpose of giving feedback is to help one another do a better job of gathering and then presenting evidence next time. There are two important things to remember in order that the giving of feedback builds trust and the ability to work collaboratively. Tell the presenter what was convincing and strong about the evidence. Then, if you are saying that the evidence didn’t convince you, you must give the presenter concrete ideas for what you would need to see in order to be convinced. We are not here to criticize, so we do not point out what we didn’t like – we do tell them what can be added to make it stronger.      
                              87b
                              		  
                              The first step on the form has the Descriptions of Practice. Everyone on the team has a blank Feedback Worksheet for each presenter. As the presenter explains how the evidence demonstrates in what way the students are engaged in the Descriptions of Practice and how the evidence demonstrates Quality Evidence, you may circle the student behaviors that you will look for in the evidence as the presenter does his or her analysis for you.   Then the presenter will share the actual evidence. Up to this point, we have not seen the evidence. As we view the evidence, we note what the presenter says we should see in the evidence. The presenter will then show us the evidence. We ask any questions to make sure we understand the evidence.   At the conclusion of the evidence presentation, before we begin our group discussion, everyone takes time to write out their individual own thoughts about the quality of the evidence. Each person writes what they thought was credible about the evidence and what they need to see to be more convinced. The sheet guides you to frame all your responses so that you are not criticizing the evidence but instead giving the presenter ideas of what they could do to make the evidence stronger.   When everyone has recorded their own thoughts, each team member takes turns reading what they wrote to the presenter. Only read what you actually wrote. Remember to first tell them what was credible and strong. Then if you were not convinced, you begin by saying, “what I would need to see to more convinced is…” and follow with your suggestion. Only say what more needs to happen; do not justify your suggestions by saying what didn’t happen. For example: I really liked that you used journals for Student Voice. What I would need to see to be more convinced is the students responding to a question like…   It is always more comfortable just to tell teammates that you think what they did was great, and for sure you want to do this when it is appropriate – but in order for them to learn, they need to get additional ideas. We call these “STRETCH” suggestions. It is an important part of your learning, as well as theirs, that you think of things they can try that are new. Remember, giving feedback is about helping each other learn how to make the evidence stronger – it is about helping each other grow and learn.   After each person gives their feedback, the others in the group also give their opinions on the feedback that was given. New suggestions will occur as each member of the team takes his or her turn.
                              88
                              		 Building Understanding Activity #6b:
                              • Presenter verbally analyzes the evidence (do not show evidence)
                              • Share the evidence
                              • Each team member writes their feedback on Feedback Worksheet – do not discuss that this time
                              • Take turns giving feedback and discuss as team

                              Presenter reflects on the feedback – articulate what you learned from the team

                              OK – now we are ready to begin to practice this process.   Make sure we do not have more than three people in each group. Each person will have five minutes to do their presentation of the evidence and for the group to ask clarifying questions. The feedback session will also take five minutes. Take just one minute to write your comments. Each teammate will not take more than one minute to share their comments. The final minute is for the presenter to tell the group what they gained from their comments that he or she will use next time to have stronger evidence.

                               

                              Building Your Understanding Activity #6b:

                              Facilitator Instructions : Remember to review the coaching roles so the sharing sessions go smoothly and assure a climate of trust is built. These are the coaching roles: Presentation Coach, Feedback Coach, and Timer. Ask the participants to take the envelope with the roles from the center of the table and distribute each role with three members. Then ask the presentation coach at each table to raise their hands. Select one to read what they will do to coach the others on the team. Repeat for each role. Once the roles have been reviewed, they are ready to begin their sharing sessions.

                               

                              Everyone was supposed to come to this session with one piece of evidence for THREE Descriptions of Practice in Student Voice demonstrating All Students are engaged in the Descriptions of Practice. The examples will now be fairly strong. They must complete their presentation and feedback session within 30 minutes. Make sure there are not more than three people in each group.

                               

                              When the session is over, you are ready for the final debriefing.

                               

                              At this stage of the training you do not need to play the slide. Simply remind them of the process: each person fills out individually, then share with the group, collaborate on what you will report to the whole group. Slide 89 is here in the event you feel it is appropriate to play it.

                              89
                              		Debriefing

                               

                              Debriefing the presenting and feedback sessions:

                              1. What went well in your presenting and feedback session?
                              2. What didn’t go as well as it should have?
                              3. What will you do differently next time to make the process go smoother?

                              Debriefing your learning:

                              Look at the Teacher’s Learning Record Rubric. Where are you in the progression of learning?  What do you need to do differently next time to increase your evidence of student engagement in 1d1, 1d2, and 1d3?
                              		 Debriefing

                              Now that you have practiced the process in small groups, each team needs to debrief the presenting and feedback sessions you have just experienced. There are five questions for you to answer. Each of you should write your own responses. When all of you are finished, share your responses with the others in your group. Discuss each question as a group and come up with a consensus answer for each question. One person should be prepared to share your consensus with the whole group.

                               

                              Debriefing the presenting and feedback sessions:

                              1. What went well in your presenting and feedback session?

                              2. What didn’t go as well as it should have?

                              3. What will you do differently next time to make the process go smoother?

                               

                              Debriefing your learning:

                              Look at the Teacher’s Learning Record Rubric. Where are you in the progression of learning?  What do you need to do differently next time to increase your evidence of student engagement in 1d1, 1d2, and 1d3?  

                               

                              Facilitator Instructions : At this point what we want to spend time doing is reflecting on our evidence and assessing how many of the Descriptions of Practice it is actually good evidence for. It would be good to have them write up a reflection where they say what in the evidence is good quality evidence for which Descriptions of Practice.

                               

                              When they have finished this reflection, which of the Descriptions of Practice are not shown, in a quality way, in the evidence you just shared?

                               

                              Make a plan to collect evidence for the remaining Descriptions of Practice. Make it very clear that they should be able to demonstrate multiple Descriptions of Practice in a single piece of evidence. All the Descriptions of Practice interact with one another; they are not isolated student behaviors. We are including a planning sheet for your remaining evidences.



                              Debriefing

                               

                              Now that you have practiced the process in small groups, each team needs to debrief the group presenting and feedback session they have just experienced.

                               

                              First think and write yourself. Then share with the group and make one group list.

                               

                              When you have finished the individual group discussions, it is critical to have the whole group discussion so everyone hears each other.

                               

                              Debriefing the presenting and feedback sessions:

                              1. What went well in your presenting and feedback session?

                               

                               

                              2. What didn’t go as well as it should have?

                               

                               

                              3. What will you do differently next time to make the process go smoother?

                               

                               

                              Debriefing your learning:

                              Look at the Teacher’s Learning Record Rubric. Where are you in the progression of learning?

                               

                               

                               

                               

                               

                               

                               

                              What do you need to do differently next time to increase your evidence of student engagement in 1d1, 1d2, and 1d3?

                               

                               

                               

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                              FEEDBACK WORKSHEET Session VI

                              FEEDBACK WORKSHEET Session VI

                              I. L ISTEN TO THE ANALYSIS

                              II. LOOK AT THE EVIDENCE – Ask clarifying questions.

                              Sample Clarification Questions:

                              III. W RITE FEEDBACK: Analyze the evidence in writing – silently.

                              What was CREDIBLE about the evidence? Verify the Element of Quality Evidence is present:
                              You are gathering evidence of these DESCRIPTIONS OF PRACTICE for Criterion 1d
                              Evidence focus
                              Personalizing student behaviors your evidence demonstrates:
                              1d1 Students can articulate the required learning targets

                              Notes from teacher presentation:

                              		Students describe

                              (1) their learning targets

                              (2) why the learning is important to them

                              (3) how they will demonstrate they have reached them

                              Notes from student evidence:

                               

                               

                               

                              1d2 Students know what is needed to move to the next level of performance

                              Notes from teacher presentation:

                              		 Students

                              (1)articulate the progression of steps to reach the learning targets

                              (2) identify, on their own, where they are in that progression

                              (3) describe what they need to do to move to the next level of performance

                              Notes from student evidence:

                               

                               

                                

                              1d3 Students are aware of and utilize resources for assistance, remediation, acceleration, or enrichment,

                              as appropriate

                              Notes from teacher presentation:

                              		 Students are

                              (1) aware of the options to get support and access appropriate help, when needed

                              (2) in their daily work, consistently utilizing the resources for assistance, remediation, acceleration, or enrichment, as is appropriate

                              Notes from student evidence:

                               

                               

                               

                              Is the shared evidence in Student Voice ? Comments/feedback:

                               

                               

                              Is the shared evidence demonstrating All Students? Comments/feedback:

                               

                               

                              Is the shared evidence demonstrating Multiple Contents? Comments/feedback:

                               

                              Is the shared evidence demonstrating Over Time? Comments/feedback:

                               

                               

                              IV. W HAT DO YOU NEED TO SEE FOR THE EVIDENCE TO BE MORE CONVINCING?

                              Each member, in turn, gives the feedback to the presenter verbally. “What I need to see to be more convinced…” Make specific positive suggestions for improvement.

                               

                               

                               

                               

                               

                               

                               

                               

                              1. What “STRETCH” suggestions can you offer? T HIS TIME IT IS MANDATORY FOR EVERYONE TO COME UP WITH STRETCH SUGGESTIONS. Refer to your Evidence Guidelines for ideas. You might find the pages detailing 1d1, 1d2, and 1d3 useful. One great way to give “stretch” suggestions is to use a different kind of learning target, or to take the learning deeper with “depth” suggestions. They can also use Resource #1 Suggestions for Embedding 1d1, 1d2, and 1d3 as well as the Teacher’s Learning Record Rubrics for ideas.

                               

                               

                               

                               

                               

                               

                               

                               

                               

                               

                               

                               

                               

                               

                               

                               

                               

                               

                               

                               

                               

                               

                               

                               

                               

                               

                               

                               

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                              EVIDENCE WORKSHEET – Culminating Seminar

                              EVIDENCE WORKSHEET – Culminating Seminar

                               

                              I. T ELL US WHAT YOUR EVIDENCE IS DEMONSTRATING:
                              You are gathering evidence of these DESCRIPTIONS OF PRACTICE for Criterion 1d
                              List Descriptions of Practice this evidence demonstrates
                              Personalizing student behaviors your evidence demonstrates:
                                 
                               

                               

                                

                              		  
                               

                               

                               

                                

                              		 

                               

                              II. T ELL US THE CONTEXT OF THE EVIDENCE:

                               

                               

                               

                               

                               

                              III. A NALYZE FOR US H OW THIS IS Q UALITY E VIDENCE: (A good resource for what the evidence should demonstrate is the Art and Science of Professional Teaching by Marilyn Simpson):

                               

                              1. A NALYZE FOR US HOW THIS IS GOOD EVIDENCE OF YOUR SPECIFIED D ESCRIPTIONS OF P RACTICE:

                               

                               

                               

                               

                              1. A NALYZE FOR US HOW THIS EVIDENCE IS IN S TUDENT V OICE….

                               

                               

                               

                               

                               

                              1. A NALYZE FOR US HOW THIS IS EVIDENCE OF A LL S TUDENTS…

                               

                               

                               

                               

                              1. A NALYZE FOR US HOW THIS IS EVIDENCE OF MULTIPLE CONTEXTS….

                               

                               

                               

                               

                               

                              1. A NALYZE FOR US HOW THIS IS EVIDENCE OF O VER T IME….

                               

                               

                               

                               

                               

                              IV. YOU WILL SHARE THE EVIDENCE WITH YOUR TEAM AND ANSWER ANY CLARIFYING QUESTIONS THEY MAY HAVE.

                               

                              V. Y OUR TEAM WILL GIVE YOU F EEDBACK: Receive Feedback verbally and in writing on the Convincing and Credible nature of your evidence. Team members will give you “STRETCH” suggestions as well. Each team member will first give you their feedback verbally and then give you their written comments.

                               

                              VI. R EFLECT : What do you feel you could do next time to make your evidence stronger or to provide stronger Descriptions of Practice for your students?

                               

                               

                               

                               

                               

                               

                               

                               

                               

                               

                               

                               

                               

                               

                               

                               

                               

                               

                               

                               

                               

                               

                               

                               

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                              SESSION I

                              S ESSION I

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                              Learning Targets:

                              Learning Targets:

                              Understand a) your own belief about how students learn, and 2) how that belief is aligned with our state reform efforts.

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                              You need to demonstrate:

                              You need to demonstrate:

                              your own emerging theory of intellectual development;

                              understanding of how that belief affects your instructional and classroom management decisions.

                               

                              S ESSION II

                              Learning Targets:

                              Be able to gather evidence of 1d1 in Student Voice.

                               

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                              You need to demonstrate:

                              You need to demonstrate:

                              understanding of attributes of quality evidence;

                               

                              ability to use the Evidence Guidelines as a resource;

                               

                              ability to plan evidence of 1d1 in Student Voice.

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                              SESSION III

                              SESSION III

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                              Learning Targets:

                              Learning Targets:

                              Improve your evidence and help improve others’ evidence.

                               

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                              You need to demonstrate:

                              You need to demonstrate:

                              how to give a good presentation;

                               

                              ability to analyze the evidence;

                               

                              use the protocols to give feedback;

                               

                              and plan to gather evidence of 1d1 and 1d2 in Student Voice.

                               

                               

                               

                               

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                              SESSION IV

                              S ESSION IV

                               

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                              Learning Target:

                              Learning Target:

                              Improve your evidence of 1d2.

                              You need to demonstrate: ability to participate in the presentation and feedback session;

                               

                              give stretch suggestions for 1d2;

                               

                              and plan evidence for

                              1d1, 1d2, and 1d3

                              in Student Voice, and All Students.

                               

                               

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                              SESSION V

                              S ESSION V

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                              Learning Target:

                              Learning Target:

                              Improve your evidence of 1d3.

                              You need to demonstrate: ability to participate in the presentation and feedback session;

                               

                              give stretch suggestions for 1d3;

                               

                              plan evidence for THREE Descriptions of Practice

                              in Student Voice, All Students, in Multiple Contexts,

                              Over Time.

                               

                               

                               

                               

                               

                               

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                              SESSION VI

                              S ESSION VI

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                              Learning Target:

                              Learning Target:

                              a) Participate in professional discussions about evidence of student learning ; b) give valuable stretch suggestions.

                               

                              You need to demonstrate: how to present, give feedback, and stretch suggestions using THREE Descriptions of Practice, in Student Voice, All Students, in Multiple Contexts, and Over Time.

                               

                               

                               

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