– Looking at Student Work (A Collaborative Inquiry into Teaching andLearning for Deep Understanding)
This year, the focus of our PD retreat is on the collection and analysis of student learning asevidenced in samples of their work. This process will provide time for teachers, working insubject partners, to collect artifacts of student work, and then to reflect and critique the design of the learning task, the effectiveness of the assessment, and the connection between the desiredlearning outcomes and the evidence of student learning.Teachers should have four things gathered and ready (in a folder or a word document or a PPT)for the Retreat:(1) have the outcomes for the project stated (Content, skills, attitudes, etc) This might bedirect curriculum outcomes, or your own goals for the project, or a mix of both.(2) have the steps for the project stated (brief, not in depth explanations)(3) have assessment practices (rubrics, quizzes, tests, etc) gathered and ready(4) have three student examples (high, medium, low)
3 Elements of the Reflection:
After teachers collect student exemplars they will work through a process examining threedifferent elements of the project/assignment: a critical examination of (1) the task, (2) theassessment practices and (3) the student work.
Part 1: Reflecting on the Task
The goal of part 1 is to examine the task that students were asked to complete in theproject/inquiry. The goal is to have a critical look at the intended learning outcomes of the project.
1. Stating and Analyzing the key learning objectives
What did you want students to understand and/or be able to do through thistask/project/assignment
I want students to understand ..... (Content)
I want students to be able to do.....(Skills and Attitudes, ways of thinking)
To what extent do these learning objectives mirror the understandings from within adiscipline or field in the real world? Are the objectives authentic? Worthwhile?
2. Critiquing the task
What did students have to do or produce/perform to demonstrate their understanding?