PLC Facilitator Meeting 13006

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PLC Facilitator Meeting1/30/06 2/1/06

• AGENDA
• Warm-ups
• Celebrate/Troubleshoot
• MAP Moment
• Common Assessment Expectation
• Did you sign-in?

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Warm-UpBall Game

• GOAL Learn together by playing a ball game.
• DIRECTIONS
• Stand, form a circle
• Toss ball to 1 person
• That person gives the ball to another person
  calls his/her name.
• Continue until each person has been given the
  ball.
• Remember the name of the person to whom you gave
  the ball.

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Can you do it better and faster?

• Same directionstoss the ball, saying the name of
  the person you toss to until everyone has had the
  ball.

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Can you do it better and faster?

• Same directionstoss the ball, saying the name of
  the person you toss to until everyone has had the
  ball.

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What are the implications of this activity for
PLCs?
Group problem-solving Continuous Improvement No
direction vs focus
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MISCONCEPTIONS ABOUT MEETINGS

• Meeting time should be devoted to topics, rather
  than reflection, processing, or group
  development.
• Improvement comes with reflection.
• Routine self-assessment helps groups become
  more effective.
• Routinely assessing meeting standards, can almost
  guarantee meetings that produce maximum work in
  minimum time with maximum member satisfaction.

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• GOAL PLC meetings where the educational
  community can learn, dialogue, plan, problem
  solve, monitor, and make decisions to improve
  student learning.
• Effective meetings require more than skilled
  facilitators. Facilitation is important, as are
  sound agendas and functional physical
  surroundings. More important are skilled group
  members and the application of certain
  principles. Meeting success is influenced more
  by the collaborative norms of the group than by
  the knowledge and skills of a meeting
  facilitator (Garmston Wellman, 1999).

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• Celebrate

Troubleshoot
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MAP MOMENT

• Relating Common Assessments to MAP
• Non-cores contribution to MAP

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MAP Moment
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BUZZWORDSWords That MAP Our Future

• January 16-20 Predict
• January 23-27 Discuss
• January 30 February 3 Explain
• February 6-10 Summarize
• February 13-17 Compare and Contrast
• February 20-24 Infer
• February 27 March 3 Evaluate
• March 6 10 Formulate
• March 13 17 Describe and List
• March 27 31 Analyze

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Buzz Words and Blooms Taxonomy
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Important Ideas to Keep in Mind When Working with
Buzz Words

• 1. Many of the words represent thought processes.
  These thought processes are assessed on MAP in a
  variety of ways.
• 2. 2. Many items on MAP require a more
  complex answer than a strict application of the
  definition will provide.
• 3. 3. More than one thought process is asked
  in the same question.

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1. Many of the words represent thought processes.
These thought processes are assessed on MAP in a
variety of ways.
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2. Many items on MAP require a more complex
answer than a strict application of the
definition will provide
Explaining to evaluate (defending a position)
is more complex than explaining to demonstrate
understanding of facts. Analysis may require
studying the parts as well as comparing,
contrasting and inferring.
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3. More than one thought process is asked in the
same question.

• Example
• List and explain
• Summarize and Formulate (Write a diary entry,
  letter, etc.)
• Evaluate and Formulate (Write a recommendation or
  report)

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Common Assessment Expectation

• K-6 Communication Arts Math complete by the
  end of the year.
• 7-12 All core contents complete by the end of
  the year.

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Whats Next?

• Curriculum Writers
• review the assessments to check the progression
  from grade to grade
• fine tune the assessments to enhance the quality

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Possible PLC Topics

• Test-Taking Tips
• Decoding Questions
• Using MAP Release Items with students
• Using MAP Release Items to compare to current
  scoring practices

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ANCORA IMPAROI am still learningMichelangelo
, age 87