SD+Chargers

SD Chargers

1) Creating and promoting an environment and community focused on student learning a) goal setting
 * Focus on learning by providing students and teachers a road map for the destination
 * The why and the what of their learning in order to reach the learning goals

b) relationships
 * Need to know your students in order to differentiate and help them reach learning targets
 * Relationships on all levels - teachers, students, schools, etc

c) self and peer assessment
 * De-mistify the evaluation process
 * Gives students responsibility for their own learning

d) classroom management
 * Essential for a safe learning environment
 * Personalization and purposeful planning in order to engage students


 * 2

-outline of course, goals, expectations, activities for teachers, students -- big picture -what can you do? -"we" not individual, consenual agreement -Three levels: intended, actual, learned -content list vs. performance -Our role as leaders is to foster performance based -time for collaboration -common assessments -RtI as driving -curriculum is in constant movement and change, not the materials -teacher freedom of how you implement but common goals -- flexibility -consistency: performance-based helps drive it, "what becomes less important", how to ensure the same criteria -rubrics a driving force, rater reliability -PD for consensus -TIME for collaboration (weekly meeting time, subs, common plan time) -paradigm shift, Linguafolio as an example


 * 3

Inquiry-based instruction - always a focus on communication

-Where is the authentic need for language? publishing to a blog, communicating publicly, real-world connections -Students like to talk about themselves most - participatory -Motivate the kids to speak in an environment that allows them to take risks - not correcting errors - it only stifles them -Input-based activities (engaging students in content) not about language -Shift from looking at what a student can't do to what they can do -Understanding proficiency levels, benchmarks - pulling exemplars with our assessments What does it take to move a student from one level to another?" -Asking teachers to relinquish control - the teachers not always telling but allowing students to do - cooperative learning -Multisensory learning, movement, input flood, participatory stations with engagement through clear tasks -We have to be aware of the level of almost every student that we have, differentiating for each student - finding each student's i+1 -Use of formative assessments to find these levels -We need to steal more ideas from elementary - many strategies are appropriate for all levels -PD, modeling what we what our teachers to be doing,, book groups, dialogue, differentiating PD, giving teachers choice


 * 1) 4 Demonstrating evidence of student learning
 * what gets tested gets taught
 * teacher buy-in is critical; empowerment
 * assessments are living, dynamic documents
 * self-evaluation: "I can" statements for power standards, students need to know what the goal is and how they are in relation to that goal, applies to students at all grade levels
 * alternative assessments: Task-based assessments, oral assessments, project-based assessments, performance assessments, collaborative group assessments, self-selection of student assessment... multiple opportunities for students to show what they know... increases engagement
 * rubrics: well-structured, clearly defined, linked to learning goals