DI Turn Key:
Grading Policy Change (all assignments must be completed to a minimum passing grade):
What gets done over?
How do we navigate this?
Brainstorm
What are our essential questions? (BIG IDEA)
How do we know if scholars have gotten this? How are we assessing the big picture?
Involve scholars in backward design we practice (mid-terms and finals at beginning of cycle).
EX. Math: provide copy of exam at start of cycle (with numbers altered) so scholars can see where they
are headed and track their progress toward that goal
Question: What would this look like for ELA?
Rubrics:
Continued discussion using student work samples:
Pass and grade, are we all in the same range with our grading?
Can we / should we include standard being worked toward on each rubric? Will this help scholars to
become aware of WHY they are doing things?
Data:
What data are we collecting?
Suggestion: Havel's popsicle sticks to ensure all scholars participate
* What does data show us? Is it working? What do we need to change?
* Aim for QUANTATIVE data that can be evaluated.
Discussion:
Instructional change strategy to address reading and writing goals for this cycle.
Use scholar work samples to identify area of greatest current need, develop instructional change strategy
to implement.
Notes:
ReplyDeleteWhat does backward design look like for ELA:
provide outline of what will be taught (audience, structure, vocabulary--writing)
(focus on TYPES of questions for cycle, vocabulary, reading habits--reading)
*idea to share vocab between R & W
Data:
AD: Their, They're and There--target scholars who still struggle after mini-lessson
AM & TB: half sheet HPR Card--can be for personal goal on IR, personal goal on read aloud, same goal on IR, same goal on read aloud.
Can be used to group students who are struggling for following day.
Next Steps: Consider alternate assessment techniques or time lines to allow for quantative data collection that fosters effective differentated instruction.
Other Next Steps: Look to possibly consolidate or intergrate goals across the curriculum.
Instructional Change Strategy:
Goals:
grammer & vocab = writing
Crtitical thinking with textual support = reading
Next steps:
what strategy can we employ this cycle to work together toward these goals so as not to bombard or confuse scholars?