Entry Task – (Half sheet handout)
Overview of tonight’s class and objectives
Homework Collected: (Make certain your name is on each assignment)
1. Assigned Reading & Self-Reflection Exercise related to 1c :
| · | Highlight Self-Reflection as directed in class | |
| · | Indicate complete/incomplete | |
| o | If incomplete- who might have the data you need | |
| · | Teachers will have an overview of the pieces we will do with each criteria | |
| o | Research | |
| o | Examine evidence | |
| o | Self-assess | |
| · | Teachers will have an understanding of 1(d) ( Chart ) | |
| o | Teacher actions | |
| o | Students actions | |
| o | Possible evidence to collect | |
| o | Personal assessment of 1d descriptors | |
| · | Standard 1: Criteria 1d | |
| o | Research ( Tomlinson Article ) ( Wehrman Article ) |
| § | Article, descriptors, evidence list | |
| § | What it is and what it isn’t | |
| o | Examine evidence | |
| § | Low – medium – high ( Template ) | |
| o | Self-Assess (Next Class) ( 1d Continuum ) | |
| § | To be completed after examination of evidence | |
| § | Complete high, medium, low chart ( Template ) | |
| · | Bring evidence of hi/med/low (same item) | |
| § | Read Stiggins article – |
| · | Think about what “streaks” the 3 students are on. | |
| § | What evidence do you have that could be used to show differentiation? | |
| · | Student journals | |
| · | Assessment rubrics | |
| · | Video tapes | |
| · | Audio tapes | |
| · | Observations | |
| · | Learning target on assignments - poster of learning targets observed | |
| · | Continuum of learning visual | |
| · | Individual student learning plans with continuum | |
| · | Outcome timelines | |
| · | Reflections of students of what was required and in what ways they met the learning targets. | |
| · | Journal reflection question | |
| o | What skills prepared me for this lesson? | |
| o | What are the skills I learned in this lesson? | |
| o | What will I be learning next? | |
| · | Student journal entries on how they determined that they needed | |
| o | help or enrichment and how they got the needed help, | |
| o | list of options for help, | |
| o | criteria for students to decide if they need to ask for help and | |
| § | who or where appropriate help can be accessed, | |
| o | reflection question: | |
| § | what strategies used to obtain help when needed, | |
| o | videotaped interview or discussion of students | |
| · | Graphic organizers | |
| · | Reflection papers | |
| · | Rubrics used for evaluating thinking used | |
| · | Student reflection on where they placed themselves and why; | |
| · | Student writing of how they will solve a problem and why; | |
| · | Student list of possible strategies to use and why they chose the ones they did to solve a problem, | |
| · | Teacher artifact of thinking needed to complete a lesson and student work demonstrating it; | |
| · | WASL problem practice with reflection and revision; | |
| · | student journal or reflection on applying the scientific process of predict, collect data, draw conclusion | |
| · | Video of discussions eliciting high-level thinking | |
| · | Class brainstorming on variety of possible ways to solve a problem and resulting student work, | |
| · | Examples of open-ended questions for students to work on and resulting student work, | |
| · | Examples of various students solving the problems differently | |
| · | Student journal entries of reflection: | |
| o | What thinking strategies did you use, | |
| o | Did those work well for you, why or why not, | |
| o | What would you do differently next time? | |
| o | Student reflection on making needed adjustments, | |
| · | Student work demonstrating adjusting their work with explanation of why they made that adjustment | |