Tina Chambers is sharing a detailed outline of her presentation at the Project Zero Conference. If you have questions or comments, please feel free to contact Tina at her email or leave them in the space provided below.
Call For Presenters: http://casieonline.org/events/pz/me/call.
Brandon School District
Title: Connecting Student Learning, Thinking Routines and Formative Assessment
Goals of Course:
- Developing a CoT at the middle school level through:
- Modeling Thinking Routines in PD
- Understanding routines as a way to assess for student learning
- Monitoring student growth using the routines
Description of Course:
Making Learning and Thinking Visible: How can visible representations of thinking and learning be used as a force for student learning? How do we document and assess student and teacher learning in order to further our own learning? How does making thinking and learning visible support effective collaborative endeavors in a variety of contexts?
This workshop will provide hands-on opportunities to see visible thinking used in conjunction with formative assessment. Thinking routines make a student’s thinking visible, therefore providing teachers the opportunity to give student feedback and assess where a student is in his/her learning. Participants will be engaged in a variety of learning experiences to begin their own thinking about the journey of learning in the classroom. We will use thinking routines and a protocol to see how the process of formative assessment can be used not only to make student thinking visible, but to guide instruction on a daily basis.
As in the words of Tony Wagner, “We need to use assessment for learning” (www. wagner.com). Formative assessment is using the evidence to provide student feedback regarding their learning. Thinking routines allows students to see their learning and take a deeper look at the topic. Teachers can use this visible thinking to give feedback to students and develop quality instruction for all students. What does this look like? This can come in a variety of ways that help build a story of student learning.
We will look at teacher and student evidence to understand the journey of building a culture in the classroom. The student evidence is a way for teachers to monitor their own instruction as well as student learning. It is also a way to bring teachers together to look at student work. Using protocols developed by Ron Ritchhart, teachers can study the evidence and receive feedback for further development within their own instruction. Teachers working together to deepen their understanding are a necessity for growth in their own professional development.
Explain precisely how the presentation will involve the audience, what ideas will be presented, and in what order. *
(Not to exceed 250 words) 120 minutes
|5||Introduction of self and school.|
|15 20||Formative Assessment – Chalk TalkDevelop and clear understanding of formative assessment and be clear that it is a way to provide feedback to students and receive feedback from students so both teacher and student develop and understand of the student’s progress and needs in his/her understanding/learning. This is not about grading.|
|1030||Video of teacher using routine in the classroomParticipants will be asked to notice feedback on and questioning of student thinking|
|1545||Discussion of what participants noticed.|
|1055||Example of Collection of Student Growth – See, Think, WonderThis will be done with charts, teacher journal, etc (Samples of what teachers have done to monitor students and give feedback)|
|1570||Sharing thoughts of Example and results of See, Think, Wonder|
|30100||Looking at Student Evidence over time – Last ProtocolThis will let people see how student growth can be seen in the routines|
|10110||Feedback/share on the Last Protocol|
|10120||Wrap up goals for the session and connections they have made.I used to think…. Now I think…. routine as an exit slip.|
Explain the connection between the presenter(s) and Project Zero research *
(How did you come to learn about these ideas?)
I am in my third year of CoT. My learning started in Clarkston, MIchigan when Rod Rock brought Ron Ritchhart to the district for professional development. At this time, I was an assistant principal at Sashabaw Middle School and read Ritchhart’s book Intellectual Character. Then a group from our building read Making Thinking Visible.
I then took a position as the principal of Brandon Middle School in January of 2012. The teachers were excited to learn, so we did a book study of Making Thinking Visible. By spring, a group of teachers were using the routines in their classroom and we were using them in our staff professional development. We began to meet to look at student evidence and use the protocols.
That summer, several teachers attended CoT in Clarkston, Michigan and we also had a team during the second round of Ritchhart’s training through Oakland Schools. The CoT has helped us to develop a school culture that is about student learning and thinking. We now have a team participating in the Oakland Schools CoT with Ritchhart for the 2013-14 school year. It is a continuous learning journey for all of our students and us. Having the opportunity to be a part of a team that is leading a building into new territory has been exciting and I now feel it is time to share where we are in that journey with others. It has made me a better leader and learner.
I feel this is a great opportunity for me to share the journey our middle school staff and students have taken and use thinking routines to model that learning. This would be exciting for me and I am pretty dynamic in my own presentation skills, so I feel confident to share with others.
Also, I have presented at the Michigan Department of Education State Conference and will be presenting at the Michigan Association for Secondary School Principals state conference.