Museum

Museum

-Classroom management--> engagement -connections between students -- know each other and care about each other "Cheers" -students "who they were with/did" not the structural details, role of teacher -student-centered, student in charge of their learning, self-directed -teachers learning the "how" of teaching via PD -level influences the relationship (elementary, secondary, parent role) -understand benefits and challenges of the community -paradigm shifts for all stakeholders -assessment issues -immersion needs -years to create change, peformance assessments -how do we create understanding for all stakeholders including Board and other administrators -assessment's connection to the value given to WL -good assessment fosters change -task-based assessment -language acquisition theory and its relationship to what is really happening in the classroom -relationships with ALL stakeholders (Board, administration, parents) -"10 commandments of deadly foreign language teaching" -Legislators -- example of Utah who now have elementary immersion programs -advocacy with parents, Board, community at large, press -- harness

Building relationships with a wide variety of all stakeholders

**2 - Curriculum**

 * What is curriculum? Is it performance outcomes and context or content? Outlines what students are able to do with the language
 * What does it mean to implement curriculum consistently when differentiating instruction? Does the outcome outweigh the approach to get there? Performance indicator is the target, but path there can differ.
 * Fluid document . . . needs to be revisited
 * Created collaboratively with staff
 * Five districts represented within the same state - all have documents that are a little bit different
 * Alignment with assessment to guarantee implementation - to what degree are students able to accomplish the curriculum?
 * Metaphors - roadmap, go to the edge of the cliff & fly
 * How does differentiation play a role in curriculum implementation? How much flexibility can the curriculum support?

Group 4

Group 4

Self-evaluation totally changes the students’ investment in learning and their outcomes. Honest self-evaluation is part of the human experience. They see a real purpose to what they are learning in the classroom.

The second piece is their evaluation of the teacher and the class. It’s changed each time. It’s been a powerful tool to use from the dept. to model reflective teaching with the other teachers.

It’s a great idea to open it up to parent sas well. When self-evaluation is meaningful and leads to change, it is powerful.

District summative assessments serve a different purpose.

Formative assessments: take info from students, give feedback to students and give it to them so we are in a constant circle: Assess Feedback Instructional learning opportunities Assess Feedback Instructional learning opportunities

It’s beautiful to be able to guide students (esp. elementary) through the formative assessment process. (Elementary) teachers are constantly doing this.

But….. beginning is beginning is beginning.

How can we (as an organization) move toward common formative assessments?

Do we need common formative assessments or common formative assessment strategies and PD for teachers Then the teachers can lay down the appropriate activity and differentiate for the needs of the class of learner.

It would be great to have a toolbox for alternative assessments. Are they willing

For out of the box assessments, go to the students themselves. For teachers to let go of control is challenging.

Let go of providing content AND assessments! A huge spiraling from Question 1 to Question 4.

Teachers are uncomfortable with not having quantitative data

Good teachers are already doing alternative assessments without knowing the language to say what is well.

Teachers need help with the rubric piece. A good rubric can follow the students from one level to another.

It happens at the AP level. If it is a practice that is appropriate at that level, is it appropriate at other levels? YES!!!! It provides a tool for self-assessment for the students.

How can authentic assessments be relevant and motivating measures of student learning? South Carolina is doing a statewide program evaluation. Part of the evidence that every high school has to submit is authentic materials and rubrics. It’s a really organized effort to get the push out.

Wiggins provided an example of authentic assessment: call a native speaker,

Something happens in the assessment task and create integrated performance assessment. Interacting with language as native speakers do that is based on interpretive task, then following up with presentational task, then moving forward with it. Ex: 4th graders learned about explorers and write a letter to the king and talk about a place they want to explore. The letters will be mailed to King Juan Carlos. High schoolers explaining how the school can be improved. Real world (“Quadrant D”) experiences. It’s personalized and contextualized. Students want to do “real-life skills” and be able to interact with native speakers to get to learn the culture better. Service learning can be a venue for authentic assessment. How does it translate? Use Skype and other tools to show students there is a real world out there Give students $2 to help build a school in Honduras. Tell them they have 2 weeks to turn it into something else. Put the idea on GoogleDocs and turn all the ideas into a book.

How can common and/or district summative assessments become pathways to student proficiency?

What forms of alternative assessments provide valid and reliable measure of student learning?

What makes a rubric appropriate or inappropriate?

How can formative assessments be utilized to provide evidence of student progress toward learning goals and targets?

Why should self-evaluation be an integral part of the assessment plan?

How can authentic assessments be relevant and motivating measures of student learning?

Day 2 Round 5 Students need to be involved in this whole process. They need relevant and timely feedback with rubrics that are comprehensible to them. "Can Do" statements vs. "SWBAT" there for students. Charting their own performance and using that data to plan for future learning. Teachers using data to evaluate status and needs of students to plan for future learning.

6: Empowering teacher growth and developing leadership Research-based models to increase student and teacher efficacy: PLCs to create vertical and horizontal alignment of curriculum and assessments, "walk-throughs" to acknowledge hard work in the classroom without critique, cognitive coaching (teacher self-evaluates and reflects), Data Teams, Response to Intervention,