Rubrics for APS Coaches - PowerPoint PPT Presentation

1 / 41
About This Presentation
Title:

Rubrics for APS Coaches

Description:

Understand recognize maps and globes as representations of places. 1.3. 1A ... of water, and other places of significance in selected countries, continents and ... – PowerPoint PPT presentation

Number of Views:23
Avg rating:3.0/5.0
Slides: 42
Provided by: chr1123
Category:
Tags: aps | coaches | continents | maps | of | rubrics

less

Transcript and Presenter's Notes

Title: Rubrics for APS Coaches


1
Rubrics for APS Coaches
  • Christina Fritz
  • Fritz_c_at_aps.edu

2
A Brief History
  • Summer 06 elementary and mid school rubrics
    groups merged for vertical articulation of the
    standards
  • Rubrics group started the deconstruction and
    verticulation (vertical articulation) of the
    Language Arts, Math, Science and Social Studies
    Standards.
  • Fall 07 the group continues the verticulation of
    the standards and begins actual writing of the
    rubrics
  • Spring 08 Reading, Math and Social Studies
    rubrics will begin to trickle out to the schools
    for teacher use and feedback

3
Essential Question
  • What is proficiency?
  • K 8 Rubrics Taxonomy Process
  • Adapted from A Taxonomy for Learning, Teaching
    and Assessing by Anderson and Krathwohl

4
Goals of the K 8 Rubrics
  • Provide teachers with rubrics for consistent
    identification of student proficiency by grade
    and content area
  • Clarify the intent of the standard re what a
    student must demonstrate to show proficiency

5
Deconstructing the Standards to Recognize
Proficiency
  • Identify the intent of the standard in the
    context of the benchmark
  • What cognitive process is involved?
  • What depth of knowledge is required for mastery?
  • Are they vertically aligned?

6
Take 5 minutes to review the Taxonomy
Table. Discuss with an elbow partner.
7
Content vs. Knowledge
  • Content
  • Matter dealt with in a field of study
  • Definition suggests that content is equivalent to
    subject matter content domain
  • Knowledge
  • Reflects our belief that disciplines are
    constantly changing and evolving
  • Subject matter is packaged (e.g., textbooks)
    curricular materials

8
Content vs. Knowledge
  • Emphasize the fact that subject matter content is
    historically shared knowledge that is arrived
    at through a currently shared consensus within a
    discipline and is subject to change over time
  • Differentiate the subject matter content of an
    academic discipline for the materials in which
    the content is embedded

9
Behavior vs. Cognitive Process
  • BEHAVIOR
  • A change in behavior was the intended result of
    instruction
  • Intended to make general and abstract learning
    goal more specific with the intention of the
    teacher to guide instruction and provide evidence
    of learning
  • Was confused with the Behaviorism
    (stimulus-response)

10
Behavior vs. Cognitive Process
  • COGNITIVE PROCESS
  • Switch was to avoid the controversy around
    behavior and behaviorism
  • Change reflects the fact that cognitive
    psychology and cognitive science are the dominant
    perspective in education
  • Example
  • list, write, state are vague in terms of C.P.
  • Classify, explain, attribute are specific in
    terms of C.P.

11
Structure of an Objective or Standard
  • Identify both the kind of behavior to be
    developed in the student and the content in which
    the behavior is to operate
  • Verb cognitive process (replaces behavior)
  • Noun knowledge (replaces content)

12
Relationships
13
(No Transcript)
14
Cognitive Process How learners think about what
they know as they actively engage in meaningful
learning.
Knowledge Dimension What learners know.
15
Cognitive Process Dimension
16
Cognitive Process Dimension
17
Cognitive Process Activity
  • Break into six groups
  • Use the Taxonomy Table and the definitions of the
    Cognitive Process to provide a brief summary of
    one of the Cognitive Process
  • Teach Back 2-3 minute Summary

18
Knowledge Dimension
  • Emphasizes what learners know (knowledge) and how
    they think (cognitive processes) about what they
    know as they actively engage in meaningful
    learning
  • Teachers can, do, and should make decisions about
    what is worth teaching in their classrooms
  • Standards and rubrics offer guidance as they
    determine what to teach

19
Knowledge Dimension
20
Factual vs. Conceptual
  • By separating factual knowledge from conceptual
    knowledge, there is a highlight of need for
    educators to teach for deep understanding of
    conceptual knowledge, not just remembering small
    bits of factual knowledge

21
Knowledge Dimension
22
Knowledge Dimension Activity
  • Stay in your break out group
  • Use the Taxonomy Table and the definitions of the
    Knowledge Dimension to provide a brief summary of
    one of the Knowledge Dimensions
  • Teach Back 2-3 minute Summary

23
Educational Goals
  • Meaningful Learning
  • Promote retention
  • Ability to remember material at some later time
    in much the same way as it is presented during
    instruction
  • Promote transfer
  • Ability to use what was learned to solve
    problems, to answer new questions, or to
    facilitate learning new subject matter

24
Our Process
End-product Rubrics for consistent
interpretation of proficiency
  • Analyze intent of the standards in context of the
    benchmarks
  • Use taxonomy structure to analyze current
    statements (cognitive process depth of
    knowledge)
  • Analyze vertical alignment of current statements
    STANDARDS IN PRACTICE
  • Identify cognitive process depth of knowledge
    that better suits the intent

25
End-Product Supports Standards Implementation
  • Rubrics will clarify
  • the intent of standards
  • parameters for students to demonstrate
    proficiency (level of knowledge, cognitive
    process)
  • Helps teachers identify and apply the assessment
    type needed for students to demonstrate mastery
  • Helps teachers align instruction to provide
    opportunities for students to master the standard

26
Organizing Questions
  • The Learning Question
  • The Instruction Question
  • The Assessment Question
  • The Alignment Question

27
The Learning Question
  • What is important for students to learn in the
    limited school and classroom time available?

28
The Instruction Question
  • How does one plan and deliver instruction that
    will result in high levels of learning for large
    numbers of students?

29
The Assessment Question
  • How does one select or design assessment
    instruments and procedures that provide accurate
    information about how well students are learning?

30
The Alignment Question
  • How does one ensure the objectives, instruction,
    and assessment are consistent with one another?

31
(No Transcript)
32
Depth of Knowledge of Standards
33
Identified where the standards fall on the
Taxonomy Table
34
Began the development of the Rubrics based on the
depth of knowledge identified on the taxonomy
table
35
Verticulation Geography
36
Verticulation Geography
37
Verticulation Geography
38
Verticulation Geography
39
(No Transcript)
40
(No Transcript)
41
(No Transcript)
Write a Comment
User Comments (0)
About PowerShow.com