Our Moderator:

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(No Transcript)
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Our Moderator
Anthony Rebora Managing editor of Education Week
Teacher and the Teacher Professional
Development Sourcebook.
www.edweek.org/tm
www.teachersourcebook.org
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a certificate of completion from Education Week
PD Webinars.  To claim your certificate, please
send an email to webinars_at_epe.org with the names
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sent.  
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An on-demand archive of this webinar is going to
be available at www.edweek.org/go/PDarchives in
less than 24hrs.
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Featured Guests

• Jennifer Barnett is the technology integration
  specialist at Winterboro School in Talladega
  County, Ala., where she supports schools'
  transition to 21st-century skills frameworks and
  project-based learning frameworks. Winner of the
  2008 Chiquita Marbury Technology Innovation
  Teacher Award in 2008, Ms. Barnett is a
  contributor to the book Teaching 2030 What We
  Must Do for Our Students and Our Public
  SchoolsNow and in the Future.
• jenniferlbarnett03_at_gmail.com or
  jbarnett_at_tcboe.org
• _at_JenniferBarnett (Twitter)
• Websites
• http//jenniferbarnett.wikispaces.com
• http//jenniferbarnett.edublogs.org

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Featured Guests
Sheryl Nussbaum Beach is a widely known speaker
and trainer on the use of interactive technology
in K-12 education. She is the founder of the 21st
Century Collaborative and co-founder of the
Powerful Learning Practice Network, organizations
that aim to help schools and districts
re-envision their learning cultures. http//21stc
enturycollaborative.comhttp//plpnetwork.comhttp
//twitter.com/snbeach
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Education Week PD WebinarNew Directions in
Classroom AssessmentWednesday, march 23, 2011

• Jennifer L. Barnett
• Winterboro School
• Talladega County, Alabama

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21st Century assessments Must

• Be Performance Based
• Have an Authentic, Real-World Connection
• Provide Immediate Feedback

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What is Project Based Learning?

• In Project Based Learning (PBL), students go
  through an extended process of inquiry in
  response to a complex question, problem, or
  challenge.
• Rigorous projects help students learn key
  academic content and practice 21st Century Skills
  such as collaboration, communication critical
  thinking. (Buck Institute for Education)

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Bridge Project (Geometry Physical Science)
Driving Question/ChallengeHow do we design
build the strongest bridge possible? Need to
KnowHow are bridges designed? Launch event at
Kymulga Bridge with Bridge Inspectors, Civil
Engineers, and retired math teachers. Inquiry
Innovation Apply content to real world
situation (slope, proportion, force, friction,
parallelism, etc.) by developing hypotheses for
the best possible bridge design 21st Century
Skills Collaboration, Critical Thinking,
Digital Skills (West Point Bridge Design)
Student Voice Choice Choose a scenario and
design the best bridge for the area (i.e.
multi-lane, footbridge, railroad bridge,
highway/shipping port) Feedback
Revision Practice presentations, panel reviews,
teacher reviews Publicly Presented
Product Students presented bridge designs to
inspectors and engineers. Bridges were tested
for weight and stability.
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Why Teachers Consider PBL Challenging

• Demands a different way of thinking
• Requires tremendous amount of upfront
  planning The Projects The Formative
  Assessments The Summative Assessment
• Demands a different set of skills of students
  which dictate a new learning ecology in the
  classroom
• Requires Superior Management and Organization to
  be Successful

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How Can a Classroom Teacher Create Opportunities
for Assessing 21st Century Skills?

• Explain Yourself! Have students constantly
  explain their learning to others.
• Visitors and guests
• Administrators, other available school personnel
• Other teachers
• Other students

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How Can a Classroom Teacher Create Opportunities
for Assessing 21st Century Skills?

• Perform and Present! Use rubrics to formally
  assess specific skills.
• Outside audience
• Each other
• Feeder school
• Competitions

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How Can a Classroom Teacher Create Opportunities
for Assessing 21st Century Skills?

• Self-Analysis and Reflection
• Study the rubrics for gaps and wholes
• Goal Setting individual, group
• Electronic Portfolios

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Six Questions All Students Must Be Able to Answer

• When seeking rigor, relevance, and relationships,
  all students should be able to answer the
  following questions
• 1. What is the purpose of this lesson?
• 2. Why is this important to learn?
• 3. In what ways are you challenged to think in
  this lesson?
• 4. How will you apply, assess, or communicate
  what youve learned?
• 5. Do you know how good your work is and how you
  can improve it?
• 6. Do you feel respected by other students in
  this class?

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Shift in School CultureThe Trust Card as a Daily
21st Century Assessment

• Winterboro Trust Statement
• As a scholar of Winterboro High School, I am
  responsible for my educational experience. I
  understand the level of professionalism and
  dedication that will be required to succeed not
  only at WHS, but also in the postsecondary and
  professional environments. With these
  expectations comes TRUST.
• Sample Trust Privileges
• Business Casual on Fridays
• Priority Seating at Lunch
• Extra Break Time in Afternoons
• Trust Restroom Privileges
• Pep Rallies, Assemblies, etc.

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So What About Standardized Tests?

• All Projects are standardsbased
• Monthly standards based assessments are given in
  all content areas
• Additional quarterly math benchmarks are
  administered
• Regular tests are administered at the end of
  each project
• Results
• 2008-2009 to 2009-2010
• Reading Largest Gain 10 points (5th)
  Smallest Gain 3 points (7th)
• Math Largest Gain 11 points (7th)
  Smallest Gain 3 points (5th and 6th)
• Graduation Rate Increased 20 points in two years

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Resources PBL 21st Century Skills

• My Wiki
• Project Based Learning Page
• My Web Wardrobe Page
• Talladega County PBL Resource
• Virginias Teach 21 Project Plans
• Buck Institute for Education

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Contact Information

• Jennifer L. Barnett
• jenniferlbarnett03_at_gmail.com or
  jbarnett_at_tcboe.org
• _at_JenniferBarnett (Twitter)
• Websites
• http//jenniferbarnett.wikispaces.com
• http//jenniferbarnett.edublogs.org
• Winterboro School
• 22601 Alabama Highway 21
• Alpine, Alabama 35014
• 256-315-5390

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Sheryl Nussbaum-Beach 21stcenturycollaborative.com
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Education Week PD Webinar

• Paperless handouts
• http//delicious.com/tag/edwksnb Sheryl
  Nussbaum-Beach Co-Founder CEO
  Powerful Learning
  Practice, LLChttp//plpnetwork.comsheryl_at_plpnetw
  ork.comPresident21st Century Collaborative,
  LLChttp//21stcenturycollabrative.com
• About me http//www.21stcenturycollaborative.com
  /about-me

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Assessment needs to change. We know this.
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Shifting From Shifting To
Learning at school Learning anytime/anywhere
Teaching as a private event Teaching as a public collaborative practice
Learning as passive participant Learning in a participatory culture
Linear knowledge Distributed knowledge
Learning as individuals Learning in a networked community
Teacher driven (teacher gives knowledge) Student driven(student constructs knowledge)
Summative assessment Formative assessment
Teacher is expert Students knowledge is valid starting point
Passive Active
Content driven (memorization and regurgitation of facts) Process driven (analysis, exploration, synthesis)
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Shift from emphasis on teaching
TO AN EMPHASIS ON CO-LEARNING
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Shift To
Shift From
Photo Credit http//www.annedavies.com/assessment
_for_learning_tr_tjb.html
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Summative vs. Formative assessment
Summative assessment is commonly used to certify
the amount that individuals have learned and to
provide an accountability measure. Summative
assessments hold teachers accountable for
standardized performance. They measure how well
the teacher taught the curriculum. Formative
assessment, in which the assessment is integrated
with the instruction (and sometimes serves as the
instruction) with the purpose of deepening
learning, can replace summative assessment in
many cases. Formative assessment measures and
supports learning, not teaching.
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Formative Assessment Can be used to

• Gauge students prior knowledge and readiness
• Encourage self-directed learning
• Monitor progress
• Check for understanding
• Encourage metacognition
• Create a culture of collaboration
• Increase learning
• Provide diagnostic feedback about how to improve
  teaching

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Technological change is not additive, its
ecological. A new technology does not change
something, it changes everything"
Neil Postman
Source Mark Treadwell - http//www.i-learnt.com
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Shifts focus of literacy from individual
expression to community involvement. Students
become producers, notjust consumersof
knowledge.
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How do you do it?-- TPCK and Understanding by
Design There is a new curriculum design model
that helps us think about how to make assessment
part of learning. Assessment before , during, and
after instruction.
Teacher and Students as Co-Curriculum Designers

1. What do you want to know and be able to do at
   the end of this activity, project, or lesson?
2. What evidence will you collect to prove mastery?
   (What will you create or do)
3. What is the best way to learn what you want to
   learn?
4. How are you making your learning transparent?
   (connected learning)

Assessment is part of the learning process-
student directed or teacher directed.
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• Connected Learning

The computer connects the student to the rest of
the world Learning occurs through connections
with other learners Learning is based on
conversation and interaction
Stephen Downes
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Connected Learner Scale
This work is at which level(s) of the connected
learner scale?Explain. Share (Publish
Participate) Connect (Comment and Cooperate)
Remixing (building on the ideas of others)
Collaborate (Co-construction of knowledge and
meaning) Collective Action (Social Justice,
Activism, Service Learning)
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Digital literacies

• Social networking
• Transliteracy
• Privacy maintenance
• Identity management
• Creating content
• Organizing content
• Reusing/repurposing content
• Filtering and selecting
• Self presenting

cc Steve Wheeler, University of Plymouth, 2010
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Feedback

• Task -oriented- Provides information on how
  well the task is being accomplished .
• Clarification- Looks at process.
• How to improve the work.
• Self-regulating - Encourages learner to evaluate
  their own work.
• Appreciation- specific praise linked to
  affective growth.

What makes a difference to student
learning? Constant and meaningful feedback --
The Student --Teacher relationship
--Challenging goals
John Hattie, University of Auckland 2003
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How to Blossom with Expectation Building
Efficacy

• Examine (pay close attention)
• Expose (what they did specifically)
• Emotion (describe how it makes you feel)
• Expect (blossom them by telling them what this
  makes you expect in the future)
• Endear (through appropriate touch)

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Its about a re-culturation a transformation -
in the way we do school and a shift in what we
value in this changing learning landscape.
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http//www.elearnspace.org/Articles/google_whitepa
per.pdf
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What does it look like?
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Change is inevitable Growth is optional Change
produces tension- it pushes us out of our comfort
zone. Creative tension- the force that comes
into play at the moment we acknowledge our
vision is at odds with the current reality.
--Senge
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Courage to Shift the way we teach and learnthe
art of release

• It takes a lot of courage to release the
  familiar and seemingly secure, to embrace the
  new. But there is no real security in what is no
  longer meaningful. There is more security in the
  adventurous and exciting, for in movement there
  is life, and in change there is power. Alan
  Cohen

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Last Generation
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Education Week PD Webinar

• Paperless handouts
• http//delicious.com/tag/edwksnb Sheryl
  Nussbaum-Beach Co-Founder CEO
  Powerful Learning
  Practice, LLChttp//plpnetwork.comsheryl_at_plpnetw
  ork.comPresident21st Century Collaborative,
  LLChttp//21stcenturycollabrative.com
• About me http//www.21stcenturycollaborative.com
  /about-me

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Question Answer Session
Questions and Answers
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As a participant of this webinar, you have earned
a certificate of completion from Education Week
PD Webinars.  To claim your certificate, please
send an email to webinars_at_epe.org with the names
and titles of those who attended, and the mailing
address to which you would like the certificates
sent.  
47
An on-demand archive of this webinar is going to
be available at www.edweek.org/go/PDarchives in
less than 24hrs.