Agile 2015 authentic learning Experiences
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This document summarizes a presentation on creating authentic learning. It discusses key concepts like the zone of proximal development, gradual release of responsibility, and formative assessment. Examples are provided for how these concepts can be implemented in classrooms and coaching to increase learning and adjust to individual needs through self-assessment, reflection and conversation. Assessment strategies like entrance and exit tickets, think-pair-share, and 3-2-1 summaries are also outlined.
Agile 2015 authentic learning Experiences
- 1. Jeanne and Joseph Flahiff Creating Authentic Learning Twitter: @joseph_flahiff #agile2015
- 2. Charlotte Danielson Learning is done by the learner, through active intellectual engagement
- 3. All Learning Includes • Self-assessment • Reflection • Conversation
- 5. “Students can hit any target they can see that holds still for them.” – Rick Stiggins
- 6. One Target, Many Routes
- 7. Understand how working within a learner’s Zone of Proximal Development (ZPD) can increase learning Understand how to use the Gradual Release of Responsibility (GRR) to structure interactions to increase learning Understand how to implement the Formative Assessment Cycle to adjust to individual learner’s needs Our Learning Targets
- 8. Joseph Punched a shark in the head Shown and sold his art professionally Son of a Preacher (PK)
- 9. KICKED a shark in the head Has shown his artwork in a professional gallery Son of a Preacher (PK) That’s Me
- 10. Jeanne Certified Archery Instructor I am really into teen drama. Always corrects people’s spelling & grammar
- 11. Certified Archery Instructor Always corrects people’s spelling & grammar I am really into teen Drama
- 12. Who are we
- 15. Parking Lot, Questions, and Insights #agile2015 @joseph_flahiff
- 16. Zone of Proximal Development (ZPD)
- 17. Zone of Proximal Development (ZPD) Learning Target I can explain how working within a learner’s Zone of Proximal Development (ZPD) can increase learning Formative Assessment Check: (red yellow green)
- 18. ¿Habla Espanol? "Que Bailes Conmigo Hoy" ("Don't Wanna Dance Alone" Spanish Version) Deja todo y ven Esta noche juntos vamos a volar Volumen a cien Prende el fuego ahora vive y suéltalo Se moverán diez mil siluetas bajo la luz Pero nadie va importarme si aquí estas tu
- 19. Cannot do Can do with help Can do myself
- 20. Fair isn’t always equal
- 22. Agile Example
- 23. Zone of Proximal Development (ZPD) Learning Target I can explain how working within a learner’s Zone of Proximal Development (ZPD) can increase learning Formative Assessment Check: (red yellow green)
- 24. Gradual Release Of Responsibility
- 25. GRR Learning Target I can describe how to use the Gradual Release of Responsibility (GRR) to structure interactions to increase learning. Formative Assessment Check: (next slide)
- 26. Prompt Think about a time when you learned something to mastery, what were the elements of that experience? Formative Assessment Check: (Think, Pair, Share)
- 27. In Some Classrooms TEACHER RESPONSIBILITY STUDENT RESPONSIBILITY “You do it alone” (Reflect) Independent
- 28. In Other Classrooms TEACHER RESPONSIBILITY STUDENT RESPONSIBILITY “You do it alone” (Reflect) Independent Focus Lesson Modeled Instruction Independent Practice “I do it” (you Watch)
- 29. In Other Classrooms TEACHER RESPONSIBILITY STUDENT RESPONSIBILITY “You do it alone” (Reflect) Independent Shared Instruction Focus Lesson Modeled Instruction Independent Practice “I do it” (you Watch) “We do it” (Together) Cooperative
- 30. Fisher & Frey Gradual Release Of Responsibility (GRR) TEACHER RESPONSIBILITY STUDENT RESPONSIBILITY Collaborative “You do it alone” (Reflect) Independent Shared Instruction Focus Lesson Modeled Instruction Guided Practice Independent Practice “Do it together” (I watch and guide) “I do it” (you Watch) “We do it” (Together)Cooperative
- 32. Agile Example
- 33. Gradual Release Of Responsibility (GRR) Real & Tableau COACH RESPONSIBILITY LEARNER RESPONSIBILITY Collaborative Culture “You do it alone” (Reflect) Independent Shared Instruction Focus Lesson Modeled Instruction Coaching Independent Practice “Do it together” (I watch and guide) “I do it” (you Watch) “We do it” (Together)Cooperative
- 34. Client Experience of GRR “Joseph took a group of people … He set us onto a path to success that we were unable to achieve with a previous consultant, and gave us the tools and the will to continue to improve our process. Today we deliver good software, faster, and do it with a sense of ownership and camaraderie that didn't exist before. ” Jennifer Smith, Program Manager Real NETWORKS
- 35. GRR Learning Target I can describe the four components the Gradual Release of Responsibility (GRR) model and how they interact to advance learning. Formative Assessment Check: (Dos and Don’t’s) (Give On, Get One)
- 37. I can describe how to implement the Formative Assessment Cycle to adjust to individual learner’s needs. Formative Assessment Check: (Roman Vote) Formative Assessment Learning Target
- 38. What do you think of when you hear assessment for learning? Formative Assessment Check: (Summary 1 word) (My Favorite No)
- 39. Formative Assessment Cycle Assessment for learning Elicit Evidence Interpret Evidence Act on Evidence Clarify Intended Learning
- 40. Students Need to Ask... 1. Where am I going? 2. Where am I now? 3. How do I close the gap?
- 41. Formative Assessment Must Be Planned “Formative assessment is a planned process in which coaches or learners use assessment - based evidence to adjust what they're currently doing.” -W. James Popham
- 42. Formative Assessment Examples • New Clothes : connect old learning to new, or apply the learning in a novel way • Dos and Dont’s : list three dos and don’t for applying the content or skill • Three Most Common Misunderstandings : list your opion of the three most common • Yes / No Chart : list what you do and don’t understand about the concept • Three Questions : rank questions in order of importance
- 43. Formative Assessment Examples • Explain What Matters : explain the most critical part of knowledge to specific audience • Big Picture : Diagram the context and how it fits into the big picture • Venn Diagram : Compare and contrast to a divergent topic • Draw it : draw what you don’t understand • Self-Directed Response : provide evidence of your understanding in a way everyone would understand
- 44. Formative Assessment Examples • Exit Ticket : to gather data to check for understanding • Exit Ticket : to self-assess rate of learning / surface questions • Exit Ticket : to show a skill • Exit Ticket : to open communication with leader • 3-2-1: 3 things I learned today, 2 things I found interesting, 1 question I still have
- 45. Formative Assessment Examples • Summary: one sentence summary (could also be a tweet, could also be 1, 2 , 3 words) • Analogy: create an analogy using one of your new learnings ( _____ is like ______ because …) • Red / Yellow / Green: rate your current knowledge / readiness level • Roman Vote: Thumbs up if you agree or are ready, thumbs sideways if you are ambivilant or unsure, thumbs down if you disagree or are not ready. • My Favorite No: select an entrance ticket that is incorrect and explain the misconception / error
- 46. Formative Assessment Examples • Entrance Ticket: to activate background knowledge • Entrance Ticket: surface misconceptions • Entrance Ticket: determine mastery / need for whole class or small group reteaching • Entrance Ticket: sort students for differentiated instruction • Entrance Ticket: provide an avenue to ask the teacher questions
- 47. Formative Assessment Examples • Think-Pair-Share: Think by yourself, pair and discuss, share with the group • Four Corners: use the 4 corners of the room for self sorting • Human Continuum : Think about a time when you have experience this idea or concept. Organize yourselves in a line based on your experience • Error Analysis : Classify/sort the type of errors to address the underlying misconceptions • Give One, Get one : Find someone and share one of your items on your list, and get one from their list, find another partner and repeat.
- 49. Coaching Example
- 50. Formative Assessment Learning Target I can describe how to implement the Formative Assessment Cycle to adjust to individual learner’s needs. Formative Assessment Check: (Explain What Matters)
- 52. Understand how the working within the Zone of Proximal Development (ZPD) can increase learning Understand how to use the Gradual Release of Responsibility (GRR) to structure learning to increase learning Understand how to implement Formative Assessment practice to monitor instruction to address student needs Our Purpose Today …
- 53. Did we walk the talk? Self-assessment Reflection Conversation (Roman Vote)
- 54. One Last Formative Assessment Check 3 Things you learned 2 Things that challenged your thinking 1 Thing you are going to change #agile2015 @joseph_flahiff Formative Assessment Check: (Summary 3.2.1.) (Tweet 3, 2, or 1)
- 55. Give Away
- 56. Connect with us Joseph Flahiff Whitewater Projects, Inc. joseph@whitewaterprojects.com linkedin.com/in/josephflahiff Jeanne Flahiff Northshore School District jeanne.flahiff@gmail.com linkedin.com/in/jeanneflahiff
Editor's Notes
- #3: Teaching has changed… Not the sage on the stage. Not even the guide on the side Rather a facilitator
- #6: Being Clear about the “Learning Targets” Pre assessments and Post assessments
- #13: Definitely a very slim chance we will survive I love this plan, I am excited about this plan!
- #18: Green – I could teach it Yellow – I have heard of it but don’t completely understand Red – Nope never heard of it, or at least don’t understand the concept.
- #19: Pull the song from 5th harmony Get the lyrics
- #24: Green – I could teach it Yellow – I have heard of it but don’t completely understand Red – Nope never heard of it, or at least don’t understand the concept.
- #26: When did you learn something to mastery. What were the elements of that experience.
- #33: In situ training (don’t talk about culture)
- #39: Assessment OF learning for “My favorite no”
- #41: Gamification
- #42: Picture of Popham
- #43: http://www.teachthought.com/teaching/10-assessments-you-can-perform-in-90-seconds/
- #49: How do I know that they know?
- #50: From coaching 1:1
- #53: Roman vote
- #54: Roman vote
- #55: Interested in how we can help your organization? tweet Application challenge – Email me and tell me what you did to apply these things and I will send you a book.