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DLMOOC - Wk 7 Lens into the Classroom - Assessing Deeper Learning

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Information about DLMOOC - Wk 7 Lens into the Classroom - Assessing Deeper Learning
Education

Published on March 6, 2014

Author: kfasimpaur

Source: slideshare.net

Description

Slides to accompany this consultancy protocol - more details, resources, and archive at www.dlmooc.net
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Welcome to Lens into the Classroom–Assessing Deeper Learning We will begin at 4:00 pm PST, Thursday March 6, 2014

Agenda ● Introductions, Overview ● Consultancy Protocol

Consultancy Overview ● ● ● ● ● ● ● ● ● Overview of the work and dilemma [6 minutes] Question prep [1 minutes] Clarifying questions [5 minutes] Question prep [1 minutes] Probing Questions [8 minutes] Group Conversation [10 minutes] Presenter Reflection (3 minutes) Debrief [5 minutes] Closing the Loop [2 minutes]

Norms • • • General: Hard on the content, soft on the people. Be kind, helpful and specific. Step up, step back (monitor your airtime).

Background Jennifer Pieratt, Ph.D. Former 10th grade teacher at HTHNC School Development Coach ● Schools in CA, AZ, NM, TX ● Various demographics ● Start up, turnaround, district extension New Tech Network • • • • 130 schools + Common design principles of teaching that engages, technology that enables, culture that empowers Culture that promotes trust, respect, responsibility Commitment to PBL and CCR

New Tech Network and Common Assessments Collaboration SCALE based on Envision 5 School-wide Learning Outcomes Oral communication Written communication Collaboration Knowledge and Thinking Agency Corresponding Assessments By grade, discipline (K&T) Roll out • • • • • •

The Dilemma 6 minutes How can I leverage the NTN collaboration rubric to help promote deeper learning in teacher’s classrooms? ● Seeing a focus on “soft skills” and divide and conquer vs “conceptual learning” (E Cohen, I Horn) ● Challenges with IAKTs and grading content mastery through collaboration/group assessments. (Rubrics posted on DLMOOC site)

Clarifying Questions 5 minutes Clarifying questions are simple questions of fact. The litmus test for a clarifying question is: Does the presenter have to think before s/he answers? If so, it’s almost certainly a probing question. Some examples of clarifying questions: • How many teachers use this rubric? How are students involved this assessment? •

Question Prep and Response Format 1 minute 1. Brainstorm questions for the presenter 2. Participants enter their questions in the Q&A or on Twitter. How can I leverage the NTN collaboration rubric to help promote deeper learning in teacher’s classrooms

Probing Questions 8 minutes Probing questions are intended to help the presenter think more deeply about the issue at hand. The presenter often doesn’t have a ready answer to a genuine probing question. Examples of probing questions could be: What is your biggest worry with this issue? How do students currently reflect on their growth? Other possible probing questions begin with: How did you decide/determine/conclude...? What's another way you might...? Probing questions should not be “advice in disguise”, such as “Have you considered…?” • • • •

Question Prep and Response Format 1 minute 1. Brainstorm questions for the presenter 2. Participants enter their questions in the Q&A or on Twitter. How can I leverage the NTN collaboration rubric to help promote deeper learning in teacher’s classrooms?

Group Conversation 10 minutes The conversation is not directed to the presenter. It is directed to the group and focuses on the presenter's dilemma. ●Group Instructions/Questions: ■ Begin with warm feedback. What are the strengths in this situation? ■ What are the gaps? What isn't the presenter considering? ■ What recommendations does anyone have in response to the question posed by the presenter? ■ Make a list of the recommendations and post them on the G+ or Twitter How can I leverage the NTN collaboration rubric to help promote deeper learning in teacher’s classrooms?

Presenter Reflection 3 minutes • The presenter has the opportunity to respond to the discussion. • It is not necessary to respond point by point to what others said. • The presenter may share what struck him or her and what next steps might be taken as a result of the ideas generated by the discussion.

Debrief 5 minutes • The debrief is not a time to continue discussing the dilemma. • Instead focus on questions like… Did we have a good question? Did we stick to the question? Did our probing questions push the presenter’s thinking? Was there a moment where we got off track? How did we do with following the norms? Was there a moment where the conversation made a turn for the better? o o o o o o

Closing the Loop 2 minutes Participants what they have learned from participating in this protocol and how it could inform their own practice. Post your reflections on G+ or on Twitter.

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