ASSESSING AND REPORTING GROWTH IN THE HABITS OF MIND

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ASSESSING AND REPORTING GROWTH IN THE HABITS
OF MIND
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OUTCOMES

• ENHANCE YOUR ROLE AS MEDIATORS OF CONTINUOUS
  LEARNING.
• HELP STUDENTS MANAGE, MONITOR AND MODIFY THEIR
  OWN BEHAVIOR.
• LEARN STRATEGIES TO GATHER AND COMMUNICATE
  EVIDENCE OF STUDENTS GROWTH IN THE HABITS OF
  MIND.

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TO BEGIN OUR DISCUSSION

• WHICH OF THE HABITS OF MIND WILL SERVE US AS WE
  WORK TOGETHER TODAY?

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METACOGNITION Monitoring our Thinking

• Being conscious and aware of our own thoughts,
  beliefs and behaviors and their effects on others
  and the environment.

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IN YOUR JOURNAL

• Find the page that represents your stretch
  goals and record your goal.
• Choose a partner. Share and agree on how you will
  observe yourself and each other to provide
  feedback.

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FOUR STORIES
What recurring patterns and themes do you
find as you consider the four stories?
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FEEDBACK SPIRAL
Study / Reflect /Evaluate
Assess andGather Evidence
Take Action/Experiment
Plan
Clarify (Revisit)Goals and Purpose
From Assessment in the Learning Organization,
Shifting the Paradigm Page 27 - Edited by Arthur
L. Costa and Bena Kallick, ASCD 1995
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FEEDBACK SPIRALS IN YOUR LIFE
Reflect on a time in your life when rich data
from assessment energized a spiral for your
continuous learning.
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TRIANGULATION
Mastery Understanding E.g. Standardized Tests,
Criterion Referenced Tests
Applied Understandings E.g. Exhibitions, Performa
nces
Growth Over Time E.g. Portfolios, Journals
Evaluation
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COLLECTING EVIDENCE A PLANNING MATRIX
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WRITING SAMPLES
ASSESSMENT STRATEGIES
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METACOGNITION
Being aware of your own thoughts, feelings, and
actions and their effects of on others

• Think about your thinking!

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ASSESSING GROWTH IN METACOGNITION
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ASSESSING GROWTH IN METACOGNITION
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ASSESSING GROWTH IN METACOGNITION
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ASSESSING GROWTH IN METACOGNITION
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ASSESSING GROWTH IN METACOGNITION
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ASSESSING GROWTH IN METACOGNITION
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4TH GRADE STUDENT JOURNAL REFLECTION
Persisting I have used my perseverance. When
I was doing long division. It was very long and
hard but I did it. I still want to improve for
the future when Im in high school. Crow Island
School Winnetka Public Schools, Wisconsin
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4TH GRADE STUDENT JOURNALREFLECTION
Communication
Im too shy sometimes and then I think all
my work is poorly done. But my work is really not
that poor like when I write. So I want to
improve on my communication skills. Crow Island
School Winnetka Public Schools, Wisconsin
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HIGH SCHOOLJOURNAL ENTRIES
Metacognition I sometimes have to talk to myself
and tell myself to work harder, or to stop
slacking. They give us time to think about
everythingall of our actions and work and that
is something that really helps. Not many kids
get that its so neat. DRAKE HIGH SCHOOL,
TAMALPIAS UNION HIGH SCHOOL DISTRICT, SAN
ANSELMO, CA
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CHECKLISTS
ASSESSMENT STRATEGIES
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HOW ARE WE DOING CHECKLIST
See
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HOW AM I DOING CHECKLIST
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RUBRICS
ASSESSMENT STRATEGIES
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STUDENT DEVELOPED RUBRIC FOR CLASSROOM BEHAVIOR

• Don't talk. Sits on chair and lissens to
• teacher. Works hard. Good.
• 3 Talks a little. Sits on chair and mostly
• lissens to teacher. Works. Pretty good.
• 2 Talks a lot. Sits on knees and maybe
• lissens. Works a little bit. Bad.
• They talk loud and never lissens. Walk all
  around. Don't write a thang.
• Bad to the bone!

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SAMPLE RUBRIC FOR PERSISTING
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COMPOSE A RUBRIC FORSTRIVING FOR ACCURACY AND
PRECISION
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ART WORK
ASSESSMENT STRATEGIES
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MANAGINGIMPULSIVITY

• DONT CALL OUT
• IN ASSEMBLY IF
• YOU LOOSE A
• TOOTH. YOU WAIT
• UNTIL ASSEMBLY
• IS OVER.
• GAGE, GRADE 1

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• When I was doing this work, I was thinking about
  how hard the kids at Furr had to work and what
  they had to overcome in order to succeed. The
  body is the body of a student and the head
  represents our mascot, the bull. The uplifted
  hand stands for persistence.
• Juan,
• Furr High School
• Houston, Texas

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PORTFOLIOS
ASSESSMENT STRATEGIES
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PORTFOLIOS
Collection
Direction
OUTCOMES
Selection
Reflection
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PORTFOLIOS
HOW MIGHT ASSESSMENT DATA FROM A PORTFOLIO
PROVIDE INFORMATION ABOUT STUDENT LEARNINGS AS
STATED IN YOUR GENERAL LEARNER OUTCOMES?
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JOURNALS
ASSESSMENT STRATEGIES
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JOURNAL ENTRIES

• Persistence
• In the last project when I couldnt have been
  more stressed. I wanted to quit and walk away,
  but no matter how much I wanted to give up
  because I had no idea what I was doing or how it
  was going to be done, no matter how much I wanted
  to throw the Makita because it wasnt working, no
  matter how much responsibility I was forced to
  take on I stuck with it until the end always
  knowing (hoping) it would turn out great.

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JOURNAL ENTRIES

• Listening with Empathy and Understanding
• Listening before prejudging someones
  contribution makes sense. Being patient helps.
  I was surprised at the great ideas and how much
  everyone added.

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INTERVIEWS
ASSESSMENT STRATEGIES
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PARENT COMMUNITY NETWORKING CENTER
VAL DAMATO
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ASSESSINGTHE CULTURE OF THE SCHOOL AND
CLASSROOM
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RECOGNITIONS
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RECOGNITIONS
Wasatch Elementary School Salt Lake City, Utah
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SIGNALS IN THE SCHOOL ENVIRONMENT

• MOTTOES
• RECOGNITIONS
• ACRONYMS
• SELF-ASSESSMENT

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ACTION RESEARCH

• How will you monitor, collect and communicate
  evidence that the HOM are having an effect on
• Yourself
• Students
• Staff
• School Culture
• Community?

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MOTTOES

• THE UNITED MIND WORKERS
• BLEYL MIDDLE SCHOOL STAFF
• Cypress-Fairbanks School District
• Houston,Texas

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POSTERS
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ACRONYMS

• QUEEN
• ELIZABETH
• SCHOOL
• STUDENTS

• Pose powerful Questions
• Try to Understand others
• Empathize with others
• Are Eager learners
• Never give up

WHERE THINKING REIGNS SUPREME!
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ACRONYMS

• HAMPTON
• HIGH
• SCHOOL
• STUDENTS

• Have empathy for others
• Are accurate and precise
• Manage their impulsivity
• Pose powerful questions
• Take time to think
• Observe Through All Senses
• Never give up

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SLOGANS

• LYNNWOOD
• LIONS
• PAWS
• TO THINK

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SLOGANS
Thought is taught at Huntington Beach High
School
Huntington Beach, California
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SLOGANS
THINKING MAKES US WHITTIER
WHITTIER ELEMENTARY SCHOOL, WAUKESHA, WISCONSIN
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BRISBANE GRAMMAR SCHOOL STUDENTS

• N EVER GIVE UP
• I MAGINE AND GENERATE NOVEL IDEAS
• L EARN CONTINUOUSLY
• S TRIVE FOR ACCURACY AND PRECISION
• I NQUIRE AND PROBLEM SOLVE
• N ETWORK WITH OTHERS
• E NGAGE ENTHUSIASTICLY IN LEARNING
• L ISTEN WITH UNDERSTANDING
• A RE AWARE OF THEIR OWN THINKING
• B RING FORTH AND APPLY PAST KNOWLEDGE
• O BSERVE THROUGH ALL SENSES
• R ESPOND WITH WONDERMENT AND AWE
• E MPATHIZE WITH OTHERS

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LETTER OF REFERENCE

• Imagine youve been asked to write a letter of
  reference for the most outstanding student youve
  ever had.
• What might be some attributes you would describe?
  What evidence would you cite to support your
  claim?

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THINK - PAIR - SHARE

• GENERATE WAYS YOU MIGHT SIGNAL THINKING AND
  HABITS OF MIND AS GOALS AND VALUES OF YOUR
  SCHOOL.

THINKING
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MODELING
What you are speaks so loudly, they cant hear
what you say. Ralph Waldo Emerson
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WE ARE WHAT WE REPEATEDLY DO. EXCELLENCE, THEN,
IS NOT AN ACT BUT A HABIT. Aristotle
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• THE BEST WAY TO PREDICT
• THE FUTURE IS TO
• INVENT IT.
• Alan Kay
• Apple Computer Co.

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AS YOU REFLECT ON OUR WORKSHOP

• What 3 important main ideas/concepts are you
  recalling?
• What 3 applications will you make in your
  own setting?
• What 3 personal insights will you carry forth to
  future situations?

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WALK AROUND SURVEY

• Move around the room collecting others
• Recollections
• Applications
• Insights
• Bring them back and share them with your table
  group.