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Teresa Bellinghausen

The Changing Face of Education in Iowa: 5 Characteristics of Effective Instruction - 6 views

eabbey.blogspot.com/...racteristics-of-effective.html

ICC formative assessment

shared by Teresa Bellinghausen on 31 May 09 - Cached
Matt Townsley liked it
  • So not only will Iowa's high schools develop implementation plans for the content next year, they will also conduct a self-study to determine which characteristics need attention and put forward a professional development plan to improve in that area(s).
    • Matt Townsley
      Matt Townsley on 31 May 09
       
      ICC is a process. To see this change to its fullest extent, the DE is proposing a plan for each district to create a plan to roll it out over several years. (This is how we should/might view our classrooms...focus on making a few changes at a time, but do them well rather than trying to be Mr. Awesome Teacher in all kinds of areas without enough time/thought/trial & error.) <-- this is KEY. What are your thoughts, Russ?
    • Russ Goerend
      Russ Goerend on 31 May 09
       
      I like that it is built on reflection and continual improvement. You've explained it to me before as being "what good teachers should be doing." I think all teachers, rookies and veterans, can benefit from an open discussion on that point.
    • Evan Abbey
      Evan Abbey on 01 Jun 09
       
      I'm leery of the plans becoming planning for planning sake, but the intention is good--trying to get at the process of continual improvement, as you mentioned.
    • Teresa Bellinghausen
      Teresa Bellinghausen on 07 Apr 10
       
      Evan, there's no doubt that some schools/districts will simply write a plan, then check it off the list of things to do. However, many others that recognize the value in the intent, or spirit, of the IC will approach the process seriously.
    • Lacy Kolpin
      Lacy Kolpin on 07 Apr 10
       
      Just to piggy back here, I also like it that there are people that are going to reflect on what may or may not be working. Often enough, I don't think that gets done enough. As Teresa said, some and perhaps the majority of schools will just fulfill what they have to, but some will put in time and get some neat things out of this process. I hope that many will take it seriously.
    • Karen Waid
      Karen Waid on 08 Apr 10
       
      Our district is currently working on the plan. I hope we do a good job so we can implement and use it!
  • Formative assessment is a process used by teachers and students as part of instruction that provides feedback to adjust ongoing teaching and learning to improve students’ achievement of core content.
    • Matt Townsley
      Matt Townsley on 31 May 09
       
      I didn't think about this until my 5th year of teaching. What is your "assessment plan"? How will you assess? How often? What will you do if students are absent on assessment day?
    • Russ Goerend
      Russ Goerend on 31 May 09
       
      Your comment made me think of the quote we shared with you this past weekend: "our generation wants in 7 years what our parents worke for all their lives." That's what I feel fairly often since I've been surrounded by veteran teachers. There are many times I need to slow down and remember that I'm learning, learning. learning. So, to "answer" your questions, I don't know. I appreciate being able to learn from your experiences.
  • A rigorous curriculum is one that is complex, provocative, and personally or emotionally challenging
    • Matt Townsley
      Matt Townsley on 31 May 09
       
      This is a never-ending task. I don't expect to "master" this, even when I'm ready to retire. It involves really thinking about the content and the students and how authentic work can be created by them according to their interests. This is TOUGH!
    • Russ Goerend
      Russ Goerend on 31 May 09
       
      Evan had a great comment on this point: "The key is to teach students how to learn that advanced content on their own--to become life-long learners. No one is arguing that teachers aren't cognitively limited; they are. But that is (or should be) irrelevant. To continue the transmission model of education, where teachers have all the knowledge and students have to get it in the approved way, will continue to stunt the growth of students."
    • Russ Goerend
      Russ Goerend on 31 May 09
       
      That quote came from this post on Scott Mcleod's blog: http://is.gd/KhNX
    • Matt Townsley
      Matt Townsley on 31 May 09
       
      Good point. It's the old 'liberal arts' education lingo...becoming a life long learner. From my experience, it's difficult to get some students to learn the basics, let alone do any learning on their own (the few that come to school because they're required...or only desire a passing grade...or some other sort of grade to please parents). Not saying it can't be done, but lots of thought, motivation and modeling needed.
    • Evan Abbey
      Evan Abbey on 01 Jun 09
       
      One thing I've found is that out of the 5, this is the one that teachers say, "Yeah, I've got this one down". It seems everyone has seen the graphic of the quadrants. What's difficult is, even though we all know we need to be rigorous & relevant, we don't often know which of our lessons truly are rigorous & relevant. The best professional development will give teachers some specific, tangible examples to show how to ramp up rigor.
    • anonymous
      anonymous on 13 Jul 09
       
      This definition is adapted from Teaching What Matters Most by Silver, Strong and Perrini. It's a great read (ASCD)
  • ...4 more annotations...
  • Differences can best be accomplished by engaging in a process which has teachers using student and instructional assessment data to make sound instructional decisions to meet the needs of individual students.
    • Matt Townsley
      Matt Townsley on 31 May 09
       
      when formative assessment is done well, differentiation comes naturally. Again, easier said than done....so we need to be patient in this area as we learn the common misconceptions of students in our curriculum, this practice will become more visible over time.
    • Russ Goerend
      Russ Goerend on 31 May 09
       
      I saw this on a large scale when I visited Knoxville West Elementary school as part of our IDM team. They had reading data on all students and used it to adjust the instruction for all kids. Do you think formative assessment flows naturally from the assessment to the remedial instruction? What I mean is, say a teacher formatively assesses students, do we assume that teacher is using that data to influence instruction? Is the "changing intruction" part of the definition of formative assessment?
    • Matt Townsley
      Matt Townsley on 31 May 09
       
      You hit the big "aha" moment ICC is going to (hopefully) help so many educators in Iowa realize. I sort of feel like differentiation and formative assessment aren't mutually exclusive...one in the same (assess, use data to create new individualized/group instruction to help students move along the continuum of learning; repeat). Not sure if it's worth debating the definitions, but rather seeing the ideas as working together to improve classroom practice. Yes, it is possible to collect data and do nothing with it. This is the major misconception of 'formative assessment,' in my opinion. The analogy of "formative assessment is chef's ongoing soup tasting during prep; summative assessment is restaurant customer liking or disliking soup" seems to fit, but when some educators hear this, they only taste the soup (collect data, quiz more often, etc.) but never make any changes to the soup recipe (instruction). I'm guilty and to be honest thought this way until earlier this year. We can't just assume the data is being used, you're right. In a quality classroom, I think it would be pretty obvious that the data was being used (maybe my class next year?!).
    • Russ Goerend
      Russ Goerend on 31 May 09
       
      The only reason I bring up the definition is so everyone is on the same page when discussing it. If some think "formative assessment" is only the assessment and others think it includes the instruction-adjustment, there's a disconnect. That's all. Plus I'm an English guy, so I like definitions. I'm already loving this ICC stuff now that I get "the point." So here's my big thought of the day: how are college education programs going to use the ICC? If the state has defined effective practices, will colleges follow suit in what they focus their teaching on...both in the ed. training programs and how the faculty teaches?
    • Matt Townsley
      Matt Townsley on 01 Jun 09
       
      I think ICC defines formative assessment as a process of both collecting the data and modifying instruction: From ICC, Module 5: "Assessment FOR Learning (Formative Assessment): Formative assessment is a process used by teachers and students as part of instruction that provides feedback to adjust ongoing teaching and learning to improve students' achievement of core content. As assessment FOR learning, formative assessment practices provide students with clear learning targets, examples and models of strong and weak work, regular descriptive feedback, and the ability to self-assess, track learning, and set goals. (Adapted from Council of Chief State School Officers, FAST SCASS)."
    • Matt Townsley
      Matt Townsley on 01 Jun 09
       
      Not sure how/if it will impact higher ed. Impact on higher ed. will surely aid in determining success of ICC, but won't necessarily directly affect our day-to-day instruction. If new staff are trained with ICC in mind, it would help the process along. To be realistic, I think it takes extended classroom experience to get a grasp on what an abstract idea such as "assessment for learning" truly is. Nonetheless a theoretical framework (aside from modifying/extending student teaching/practicum as you and I have discussed previously), is one possible step forward.
    • Teresa Bellinghausen
      Teresa Bellinghausen on 07 Apr 10
       
      You both make excellent points, and I like the "chef" anaology. As far as post-secondary ed is concerned, some of them are coming to the table to at least sniff the soup. Eventually, I think they'll buy the whole meal because (1) schools will be demanding that teacher ed programs include the IC, and (2) students who have experienced full implementation of the IC in high school will demand the same of their experiences at the post-secondary level. It's just going to be a long-term process.
  • In Student-centered Classrooms, students construct their own knowledge based on experiential, holistic, authentic, and challenging experiences.
    • Matt Townsley
      Matt Townsley on 31 May 09
       
      From what I know about you, Russ, I think you'll do well in this area (student-centered classroom). Realistically, this can only be done "well" with a solid classroom management plan coupled with a focused look on the desired culture of your classroom.
    • Russ Goerend
      Russ Goerend on 31 May 09
       
      I appreciate you saying that, Matt. It struck me as funny, mainly because of what I emailed you last night: "I'm nervous about classroom management/atmosphere." :)
    • Matt Townsley
      Matt Townsley on 31 May 09
       
      See other bookmark in this group, re: Harry Wong and procedures. Wish I would have known Wong (and implemented it) earlier on. You'll be much wiser and knowledgeable than me. Read the book and/or the website. Becky probably has the book. I can email you my procedures if you're interested. Rehearse! It seems goofy and a strange use of time for the first few weeks, but pays huge dividends. Once procedures are established, you can shape the culture (a la more student-centered) and build relationships with students to your heart's content.
  • while these 5 characteristics are essential to a successful school, they are not necessarily mutually exclusive of each other.
    • Matt Townsley
      Matt Townsley on 31 May 09
       
      Amen, Evan! See my notes on differentiation and formative assessment. They go together!
    • Evan Abbey
      Evan Abbey on 01 Jun 09
       
      It's my gut feeling that the DE thinks this is implicit; that everyone knows this. But given that the DE's main role is in checklist accredidation, they'll need to be a bit more explicit to districts, or I think they will have districts treating each one separately.
    • Matt Townsley
      Matt Townsley on 01 Jun 09
       
      Great point, Evan. I would venture to guess that the majority of the educators I know would say that "assessment" and "instruction" are mutually exclusive entities. I hear things all the time like "Today is quiz day" rather than viewing it as an ongoing activity. I discussed my thoughts related to this topic here: http://bit.ly/NBqyH This will be a HUGE task on the DE/AEAs part, in my opinion...helping Iowa educators see the conceptual connection as well as how it looks (and doesn't look) in practice.
  • Teaching for Understanding is leading students (to engage in a variety of thought-provoking activities such as explaining, finding evidence in examples, generalizing, connecting, applying, making analogies, and representing the topic in new ways.
    • Rob Kleinow
      Rob Kleinow on 01 Apr 10
       
      This characteristic is always one that concerns me because of the word "understanding" I think it will be interesting how these definitions of understanding evolve through the process
Corey St. John

Introductions! - 26 views

Hello everyone, My name is Corey St. John and I work for the Waukee Community School District. I just finished my 5th year teaching Social Studies at the Middle School and I too am just about fin...

started by Russ Goerend on 21 Jun 09 3 follow-ups, last by Corey St. John on 07 Jul 09
Matt Townsley

Iowa Department of Education | Formative Assessment Resources | Assessment, Students, L... - 0 views

www.iowa.gov/...1174

formative assessment ICC

shared by Matt Townsley on 31 May 09 - Cached
  • Matt Townsley on 31 May 09
     
    formative assessment resources to be used by DE/AEA to support districts.
  • Matt Townsley on 31 May 09
     
    Formative assessment articles that will be used by DE/AEA to support schools in developing understanding and implementation of ICC's 'assessment for learning' essential characteristic. **Many links aren't working; I have hard copies of articles. Some can be found by Googling, too. A good place to start, I guess.
anonymous

Iowa Department of Education 21st Century Skills - 0 views

www.corecurriculum.iowa.gov/ContentArea.aspx

Iowa_Core Curriculum Home pln_course

shared by anonymous on 31 May 09 - Cached
  • Friedman
    • Matt Townsley
      Matt Townsley on 31 May 09
       
      Have you read Friedman? I have a little...there's also plenty of push-back on this guy's ideas.
  • (1) critical thinking and problem solving; (2) collaboration and leadership; (3) agility and adaptability; (4) initiative and entrepreneurialism; (5) effective oral and written communication; (6) accessing and analyzing information; and (7) curiosity and imagination.
    • Matt Townsley
      Matt Townsley on 31 May 09
       
      I think these are all great...but think back to the '5 essential characteristics' and formative assessment, etc. How will we be able to "assess" these skills? It's tough to assess these soft skills, in my opinion.
    • Russ Goerend
      Russ Goerend on 01 Jun 09
       
      Yes, these are definitely broad topics. What underlying, assessable skills make up these survival skills?
Matt Townsley

Iowa Core Curriculum - 0 views

www.aea9.k12.ia.us/...iowa_core_curriculum

ICC

shared by Matt Townsley on 31 May 09 - Cached
  • Matt Townsley on 31 May 09
     
    AEA9's links including PowerPoints and handouts on ICC and the 5 essential characteristics of instruction. Look at the modules on the left - these will be used statewide, from what I'm told.
  • Matt Townsley on 31 May 09
     
    AEA9's ICC links
Kris Ward

Is It Worth It? - Sharing Data from Successful PLCs | AllThingsPLC - 27 views

www.allthingsplc.info/wordpress

shared by Kris Ward on 30 Jun 11 - No Cached
  • It was very easy to get together and “chat” about things like lesson plans, travel forms, and recess procedures.&nbsp; It was not until we began to look at our data that we realized, by accident, that some of us were better at some things and some of us were better at others!
    • Jori Lizer
      Jori Lizer on 07 Jul 11
       
      It is amazing how all schools are similiar, when it comes to the nuts and bolts. We all have a group that have multi-talents if we could work with each other and benefit the students it would be a good day.
    • Clint Balsar
      Clint Balsar on 26 Aug 11
       
      This is a great resource! It goes very deep into the motives of using PLNs and breaks it down into a few ideas and questions so you can reflect on what a successful PLN would look like and how to utilize it for students' engagement and success.
    • Deb Sykes
      Deb Sykes on 28 Aug 11
       
      In the article, one district had late starts on Mondays for planning time for their PLCs. Our district plans to have groups meet once a month for 30 minutes. I'd like to hear what other districts are doing.
    • janet2658
      janet2658 on 28 Aug 11
       
      We are going into our 3rd year of PLC in my district. I think the idea is great and can be incredibly valuable. However, the group is only as powerful as the members in it. If all members buy into the concept, great things can come out of it. If members view it as a waste of time, come unprepared or do not participate then it truly is a waste of time. Getting members to believe is the most difficult part.
    • Sara Rowe
      Sara Rowe on 28 Aug 11
       
      We are just starting PLCs at my school. So far we have just had a training session about it. I will be interested to see how it works during the next few years.
    • Julie Collison
      Julie Collison on 29 Aug 11
       
      The biggest hurdle for some districts may be having enough technology/computers available
    • rick gabel
      rick gabel on 29 Aug 11
       
      This is the first year of PLC's for Charles City. We are following a very 'patient' approach by 'dictating' the direction of the PLC's (everyone studies characteristics of effective instruction) for the first several months. Hopefullly, this will allow everyone to to understand the dynamics of PLC first before we allow individuals to 'breakout' by content or topic.
    • Alison Bixby
      Alison Bixby on 04 Oct 11
       
      This is our first year of PLC's in the Dike-New Hartford District. Like Charles City we are also easing into the direction our group wants to go. Right now we have two early dismissal days a month to meet. We are too getting to know the dynamics of PLC's to make them effective in our district.
    • vickiroberts
      vickiroberts on 27 Feb 12
       
      This is our second year of PLC at GR. I ahve found working in our group this year during the extra 8 hours outside of school time very beneficial. Going 1 : 1 computers, this sharing has given us time to find new sources for ourselves and students to use as we improve learning.
  • “Is it worth it?” will always be a question for those interested in taking the PLC journey.&nbsp; While we have data to support it and strategies to share on how we have moved in the direction of learning for all, the greatest answer to the question is in the smiles of our children and stories of their parents as they know and share that student learning is what we are all about at Fort Leavenworth Schools.
    • Abbey Thurn
      Abbey Thurn on 29 Aug 11
       
      How do you get something like this started in your school? Can you get everyone on board?
    • Rick Roberts
      Rick Roberts on 29 Aug 11
       
      Collaboration is key. Cant be a complaint session. Must have input from everyone.
    • Joanna Seymour
      Joanna Seymour on 11 Oct 11
       
      I agree. When we start working on solutions to challenges, rather than complaining, educators can make incredible gains.
    • Diane Sperfslage
      Diane Sperfslage on 26 Feb 12
       
      Our PLC made little flags with photos of Norm from "Cheers" on wooden sticks. When one of us starts going down a different path with the discussion, any of us can hold up our "Norm" to remind us to stay on track. This works well for us because it is a humorous way to keep organized and doesn't hurt anybody's feelings.
    • Gwen Wrich
      Gwen Wrich on 27 Feb 12
       
      Diane: I love the creativity and team-bldg. by using humor ...and yet being organized and productive.
    • vickiroberts
      vickiroberts on 27 Feb 12
       
      Just attended a PLC of 4 regional schools last friday where we were trying to develop curriculum alignment amongst school. Develping this network on line will allow us as a gorup to "steal" activities from others, discuss best practices and share our successes and struggles.
    • Kevin Kleis
      Kevin Kleis on 28 Feb 12
       
      It seems as though my school's PLCs have been overshadowed by PD and our mixture of content teachers, while good in theory, has not worked in practice. I am a foreign language teacher, the only one in my school, and I am always paired with art, music, PE and the guidance counselor. Then we are so structured that any type of 'ah-ha moment' cannot be realized, due to the constraints of the itinerary.
  • ...3 more annotations...
    • Diane Sperfslage
      Diane Sperfslage on 26 Feb 12
       
      Finding the time to meet consistently seems to be the biggest task for us. It seems that we begin to lose our inspiration when it is so complicated to get together.
    • Annette Watermiller
      Annette Watermiller on 27 Feb 12
       
      We met in PLCs the last two years, but then became one to one and our focus has switched for this year. I wonder how this will change in the future.
    • Annette Watermiller
      Annette Watermiller on 27 Feb 12
       
      I agree that time is the key. During basketball season my group was only able to meet at 6:30 am.
    • Diane Sperfslage
      Diane Sperfslage on 26 Feb 12
       
      I think these questions are so valuable to all of us. It forces us to think and evaluate what we are doing in the classroom and how much is necessary vs. "fluff".
    • Gwen Wrich
      Gwen Wrich on 27 Feb 12
       
      I feel like I am coming up with more questions than solutions...yet am excited for the potential that increased PLC productivity can become using technology
  • she commented that one of the norms for her group was to&nbsp;leave their egos at the door.&nbsp; When everyone did that, honest conversations started to happen and learning was paramount.&nbsp; Realizing that it was not a personal affront to anyone when you spoke about data was a huge AHA moment for our teachers!&nbsp; It gave professionals permission not to have to be supermen and superwomen in their classrooms, but to focus on what they can do better – together!
    • Kris Ward
      Kris Ward on 28 Feb 12
       
      We are very passionate about what we teach that this can be very true. Always remembering we are there for the students and not ourselves makes all the difference.
  • Matt Townsley on 30 Jun 11
     
    Nice write-up about learning teams and the use of common formative assessments. 
  • ...2 more comments...
  • Julie Sorensen-Skaar on 01 Sep 11
     
    Having a PLC and actually using it effectively is important. As teachers, we know we need the time to work collaboratively to make effective changes. This was an excellent source on how teachers worked together to improve performance. Goood key questions used to keep teachers focused on improvement.
  • Angie Norton on 13 Oct 11
     
    This is our first year implementing PLC at Dike New Hartford. We are in the beginning phases and are dismissing two hours early twice a month. The big idea of focusing on learning and not teaching is a big shift in thinking, but a much needed one. After spending three days in Minneapolis, I feel I have a good handle on what a true PLC should look like, but not sure a lot of my teaching partners due yet.
  • Gwen Wrich on 27 Feb 12
     
    I would like to see more time in our school devoted to PLC...with increased focus on technology...this stuff takes time yet in the long run would SAVE so much time. I have to say technology gets me more excited as to the access of information than the actual Iowa Core does.
  • Ben Walters on 16 Apr 12
     
    I am in my first year in a district that uses PLCs for professional development. I find it to be a great way to share ideas and learn from colleagues from a variety of curricular areas; very worthwhile professional development.
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