1. SUPPORTING STUDENTS TO PRODUCE QUALITY WORK NAF Institute for Professional Development July 2008 Orlando, FL FACILITATED BY Theron Cosgrave Swanson & Cosgrave Consulting www.swansonandcosgrave.com
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8. TWO TYPES OF STUDENTS vs. Reluctant (won’t) Struggling (can’t)
9. SUPPORTING THE “RELUCTANTS” (“WON’Ts”) ENGAGING CURRICULUM, STUDENT VOICE & OWNERSHIP SLCs, ADVISORIES, SUPPORT SERVICES, “ CULTURE OF CARING” RESPONSE REASON INTERVENTION NOT INTERESTED LIFE ISSUES Reluctant
22. Marzano’s Essential 9 Authentic work = Teachers coach students to learn how to learn. Students know why they are doing the work and what quality looks like. 3. Summarizing & Note Taking
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30. SUPPORTING THE “RELUCTANTS” ( “WON’Ts”) ENGAGING CURRICULUM, STUDENT VOICE & OWNERSHIP SLCs, ADVISORIES, SUPPORT SERVICES, “ CULTURE OF CARING” RESPONSE REASON INTERVENTION NOT INTERESTED LIFE ISSUES Reluctant
31. SUPPORTING T HE “STRUGGLING” (“CAN ’T S ) PROVIDE SKILL TRAINING, FEEDBACK, & SCAFFOLDING USE EXAMPLES, EXPERTS, & RUBRICS RESPONSE REASON INTERVENTION Struggling MAY NOT YET HAVE NEEDED SKILLS MAY NOT KNOW WHAT QUALITY IS
32. HELPING STUDENTS TO RECOGNIZE QUALITY 1) USE MODELS & EXEMPLARS Deconstruct exemplars w/ inductive lesson 2) BRING IN EXPERTS Show & discuss professional standards 3) USE RUBRICS (including student- designed rubrics)
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34. USING M ODELS & EXEMPLARS “ When my class begins a new project ,a new venture, we begin with a taste of excellence. I pull out models of work by former students, videotapes of former students presenting their work, models of work from other schools, and models of work from the professional world. We sit and admire. We critique and discuss what makes them powerful: what makes a piece of creative writing compelling and exciting, what makes a scientific or historical research project significant and stirring, what makes a novel mathematical solution so breath-taking.”
35. USING MODELS & EXEMP LARS “ I’ve been criticized at times by educators for using models so much. All of the work will be copies, they say…But I don’t mind at all. In fact, I encourage imitation as a place to begin. As a student, I learned to write by copying the styles of great authors; I learned to paint by copying the styles of great painters…. I encourage this practice so regularly that I explicitly describe and present what I call “tribute work.” Tribute work is the work of a student who built off of, borrowed ideas from, or imitated the work of a particular former or current student.”
45. PROVIDE SKILL TRAINING, FEEDBACK, & SCAFFOLDING USE EXAMPLES, EXPERTS, & RUBRICS RESPONSE REASON INTERVENTION Struggling SUPPORTING THE “STRUGGLING” (“CAN’T S ”) MAY NOT YET HAVE NEEDED SKILLS MAY NOT KNOW WHAT QUALITY IS
46. SKILL T RAINING 1) IDENTIFY AND TEACH SKILLS Avoid assumptions about student skills 2) PROVIDE FEEDBACK Formative assessment is critical 3) SCAFFOLD FOR SUCCESS Provide multiple types of support
47. A CLOSER LOOK AT SKILLS THE TASK: “ Gavin, go brush your teeth.”
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53. PCS’s: THE BOTTOM LINE If students need to do it, you need to teach it.
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55. NEWSLETTER PCS’s Research Topic Write Articles Edit Articles Design Layout Produce Layout Type Articles Take Photos Digitize Photos Print & Copy Newsletter Distribute Newsletter PCS’s???
56. NEWSLETTER LAYOUT PCS’s Designing a Newspaper Layout Columns Font Sizes Font Styles Formatting Headlines Headers/Footers Icons/Images White Space
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61. “ SCAFFOLDING” FOR SUCCESS Content Academic foundation for work Training Explicit skill-building in all required production areas Expertise Professional-level training and consultation provided by experts Oversight Structured times for teachers to meet, motivate, and mentor students
62. “ SCAFFOLDING” FOR SUCCESS Documents Descriptors, calendars, rubrics to explain and organize work Tools Technological resources needed for production Time In-class opportunities to meet, research, produce, exhibit, and evaluate
63. In Review… SUPPORTING THE “RELUCTANTS” ENGAGING CURRICULUM, STUDENT VOICE & OWNERSHIP SLCs, ADVISORIES, SUPPORT SERVICES, “ CULTURE OF CARING” RESPONSE REASON INTERVENTION NOT INTERESTED LIFE ISSUES Reluctant
64. In Review… SUPPORTING THE “STRUGGLING” PROVIDE SKILL TRAINING, FEEDBACK, & SCAFFOLDING USE EXAMPLES, EXPERTS, & RUBRICS RESPONSE REASON INTERVENTION Struggling MAY NOT YET HAVE NEEDED SKILLS MAY NOT KNOW WHAT QUALITY IS
65. THE RESULT: vs. WON’T CAN’T ENGAGED STUDENTS WHO CAN & WILL!
Hinweis der Redaktion
If participants desire more instruction on rubrics, this and the following slides can be used to highlight some of the key features and considerations in developing rubrics. This slide simply asks them to consider the definition of “rubric” Uncover the question “what is a rubric”, then uncover the grading scale and ask if the grading scale is a rubric. Uncover the “little man” icons, used by the SF Chronicle to review movies and plays, and ask if this scale represents a rubric. (Or, ask if the “five-stars” rating system represents a rubric. What if it includes descriptive words such as one star is poor, two is OK, three is good, four is excellent, etc.?)
If participants desire more instruction on rubrics, this and the following slides can be used to highlight some of the key features and considerations in developing rubrics. This slide simply asks them to consider the definition of “rubric” Uncover the question “what is a rubric”, then uncover the grading scale and ask if the grading scale is a rubric. Uncover the “little man” icons, used by the SF Chronicle to review movies and plays, and ask if this scale represents a rubric. (Or, ask if the “five-stars” rating system represents a rubric. What if it includes descriptive words such as one star is poor, two is OK, three is good, four is excellent, etc.?)
If participants desire more instruction on rubrics, this and the following slides can be used to highlight some of the key features and considerations in developing rubrics. This slide simply asks them to consider the definition of “rubric” Uncover the question “what is a rubric”, then uncover the grading scale and ask if the grading scale is a rubric. Uncover the “little man” icons, used by the SF Chronicle to review movies and plays, and ask if this scale represents a rubric. (Or, ask if the “five-stars” rating system represents a rubric. What if it includes descriptive words such as one star is poor, two is OK, three is good, four is excellent, etc.?)
If participants desire more instruction on rubrics, this and the following slides can be used to highlight some of the key features and considerations in developing rubrics. This slide simply asks them to consider the definition of “rubric” Uncover the question “what is a rubric”, then uncover the grading scale and ask if the grading scale is a rubric. Uncover the “little man” icons, used by the SF Chronicle to review movies and plays, and ask if this scale represents a rubric. (Or, ask if the “five-stars” rating system represents a rubric. What if it includes descriptive words such as one star is poor, two is OK, three is good, four is excellent, etc.?)
If participants desire more instruction on rubrics, this and the following slides can be used to highlight some of the key features and considerations in developing rubrics. This slide simply asks them to consider the definition of “rubric” Uncover the question “what is a rubric”, then uncover the grading scale and ask if the grading scale is a rubric. Uncover the “little man” icons, used by the SF Chronicle to review movies and plays, and ask if this scale represents a rubric. (Or, ask if the “five-stars” rating system represents a rubric. What if it includes descriptive words such as one star is poor, two is OK, three is good, four is excellent, etc.?)
If participants desire more instruction on rubrics, this and the following slides can be used to highlight some of the key features and considerations in developing rubrics. This slide simply asks them to consider the definition of “rubric” Uncover the question “what is a rubric”, then uncover the grading scale and ask if the grading scale is a rubric. Uncover the “little man” icons, used by the SF Chronicle to review movies and plays, and ask if this scale represents a rubric. (Or, ask if the “five-stars” rating system represents a rubric. What if it includes descriptive words such as one star is poor, two is OK, three is good, four is excellent, etc.?)
If participants desire more instruction on rubrics, this and the following slides can be used to highlight some of the key features and considerations in developing rubrics. This slide simply asks them to consider the definition of “rubric” Uncover the question “what is a rubric”, then uncover the grading scale and ask if the grading scale is a rubric. Uncover the “little man” icons, used by the SF Chronicle to review movies and plays, and ask if this scale represents a rubric. (Or, ask if the “five-stars” rating system represents a rubric. What if it includes descriptive words such as one star is poor, two is OK, three is good, four is excellent, etc.?)
If participants desire more instruction on rubrics, this and the following slides can be used to highlight some of the key features and considerations in developing rubrics. This slide simply asks them to consider the definition of “rubric” Uncover the question “what is a rubric”, then uncover the grading scale and ask if the grading scale is a rubric. Uncover the “little man” icons, used by the SF Chronicle to review movies and plays, and ask if this scale represents a rubric. (Or, ask if the “five-stars” rating system represents a rubric. What if it includes descriptive words such as one star is poor, two is OK, three is good, four is excellent, etc.?)
If participants desire more instruction on rubrics, this and the following slides can be used to highlight some of the key features and considerations in developing rubrics. This slide simply asks them to consider the definition of “rubric” Uncover the question “what is a rubric”, then uncover the grading scale and ask if the grading scale is a rubric. Uncover the “little man” icons, used by the SF Chronicle to review movies and plays, and ask if this scale represents a rubric. (Or, ask if the “five-stars” rating system represents a rubric. What if it includes descriptive words such as one star is poor, two is OK, three is good, four is excellent, etc.?)
If participants desire more instruction on rubrics, this and the following slides can be used to highlight some of the key features and considerations in developing rubrics. This slide simply asks them to consider the definition of “rubric” Uncover the question “what is a rubric”, then uncover the grading scale and ask if the grading scale is a rubric. Uncover the “little man” icons, used by the SF Chronicle to review movies and plays, and ask if this scale represents a rubric. (Or, ask if the “five-stars” rating system represents a rubric. What if it includes descriptive words such as one star is poor, two is OK, three is good, four is excellent, etc.?)
If participants desire more instruction on rubrics, this and the following slides can be used to highlight some of the key features and considerations in developing rubrics. This slide simply asks them to consider the definition of “rubric” Uncover the question “what is a rubric”, then uncover the grading scale and ask if the grading scale is a rubric. Uncover the “little man” icons, used by the SF Chronicle to review movies and plays, and ask if this scale represents a rubric. (Or, ask if the “five-stars” rating system represents a rubric. What if it includes descriptive words such as one star is poor, two is OK, three is good, four is excellent, etc.?)
If participants desire more instruction on rubrics, this and the following slides can be used to highlight some of the key features and considerations in developing rubrics. This slide simply asks them to consider the definition of “rubric” Uncover the question “what is a rubric”, then uncover the grading scale and ask if the grading scale is a rubric. Uncover the “little man” icons, used by the SF Chronicle to review movies and plays, and ask if this scale represents a rubric. (Or, ask if the “five-stars” rating system represents a rubric. What if it includes descriptive words such as one star is poor, two is OK, three is good, four is excellent, etc.?)
KEY: Deconstruct exemplars through inductive lesson – SHOW them what quality looks like! Show example of how to do this Poetry Video
KEY: Deconstruct exemplars through inductive lesson – SHOW them what quality looks like! Show example of how to do this Poetry Video
KEY: Deconstruct exemplars through inductive lesson – SHOW them what quality looks like! Show example of how to do this Poetry Video
KEY: Deconstruct exemplars through inductive lesson – SHOW them what quality looks like! Show example of how to do this Poetry Video
If participants desire more instruction on rubrics, this and the following slides can be used to highlight some of the key features and considerations in developing rubrics. This slide simply asks them to consider the definition of “rubric” Uncover the question “what is a rubric”, then uncover the grading scale and ask if the grading scale is a rubric. Uncover the “little man” icons, used by the SF Chronicle to review movies and plays, and ask if this scale represents a rubric. (Or, ask if the “five-stars” rating system represents a rubric. What if it includes descriptive words such as one star is poor, two is OK, three is good, four is excellent, etc.?)
Here’s a nice definition of rubrics from the Heidi Hayes Jacobs “Redefining Assessment” article.
This “rubric” is a sample taken from Drake’s Engineering Academy. Ask: Is this a rubric? Answer: Yes, but not a very helpful one. (But it’s better than just giving grades alone) Ask: As a student, does this help you get a picture of quality? Answer: Only somewhat. The problem is that we still don’t know the difference between “excellent,” “good” and “reasonable” craftsmanship. What is the difference between “some” and “extensive” innovation? The descriptors simply are not specific enough. You may want to point out that this is a HOLISTIC RUBRIC – one that lumps together all of the different grading areas (plans, innovation & creativity, etc.) into one general category. Students could very well be given a “B”, but really have scored higher on their craftsmanship but lower on their plans. The question is: Does this tool really help students modify their performance so that they can improve next time? Probably not.
Another Academy X (Drake High) rubric. OK, so nobody can read the text on this rubric either. However, you can use this slide to point out that this is an ANALYTIC rubric which breaks down the different elements of the assignment into explicit performance levels and indicators. You may point out that this can be taken down another level as well. For instance, the “Oral Presentation Skills” category could be turned into its own rubric – which then breaks oral presentations down into the categories of voice level, body language, visual aids, etc…. The pros of this type of rubric is that it provides explicit feedback that students really can use to understand and improve their performance. On the other hand, look at it: 24 different boxes, 3 pt. font – who wants to read (or write) this? It may overwhelm kids. The “so what” is that rubrics need to find a balance between being specific enough to help and concise enough to be teacher and student friendly.
Some general tips on building rubrics Many people question the suggestion that you include an even number of levels. The reasoning is that with an odd number of levels, scores tend to cluster in the middle. Using an even number forces the scorer to place the work in the upper or lower half.
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