Details

The Leaders of Their Own Learning Companion


The Leaders of Their Own Learning Companion

New Tools and Tips for Tackling the Common Challenges of Student-Engaged Assessment
1. Aufl.

von: Ron Berger, Anne Vilen, Libby Woodfin

21,99 €

Verlag: Wiley
Format: EPUB
Veröffentl.: 01.10.2019
ISBN/EAN: 9781119596745
Sprache: englisch
Anzahl Seiten: 368

DRM-geschütztes eBook, Sie benötigen z.B. Adobe Digital Editions und eine Adobe ID zum Lesen.

Beschreibungen

<p><b>A New Companion to <i>Leaders of Their Own Learning</i> Puts Students in Charge of Their Learning and Growth</b></p> <p>Five years after the publication of <i>Leaders of Their Own Learning, </i>EL Education is back with a new companion guide to help you tackle the common challenges of student-engaged assessment. This unique, student-centered approach to assessment equips and compels students to understand goals for their learning and growth, track their progress toward those goals, and take responsibility for reaching them.</p> <p>EL Education has more than 25 years of experience supporting school transformation through student-engaged assessment. With their new book, <i>The</i> <i>Leaders of Their Own Learning Companion, </i>they have harvested the best tools and wisdom from schools across the country to help you hone student-led assessment practices in your classroom and school.</p> <ul> <li>Identifies the common challenges of implementing each of the eight interrelated student-engaged assessment practices from<i> Leaders of Their Own Learning,</i> and provides strategies and tools for tackling them</li> <li>Offers practical tips for school leaders</li> <li>Deepens your learning with 46 videos and an online toolbox </li> </ul> <p><i>The Leaders of Their Own Learning Companion</i> is designed for teachers and leaders of all grade levels and no prior knowledge of the original <i>Leaders of Their Own Learning</i> is necessary to make the most of this book.</p>
<p>About the Authors xxi</p> <p>About EL Education xxiii</p> <p>Acknowledgments xxv</p> <p>Foreword xxvii</p> <p>Preface xxxi</p> <p>Introduction 1</p> <p><b>Chapter 1 Learning Targets 5</b></p> <p>Pre-Assessment: Track Your Progress: Chapter 1 8</p> <p>Learning Target 1: I can craft high-quality learning targets 9</p> <p>Challenge #1: My students are working hard and generally doing what I’ve asked them to do, but they aren’t always learning what they need to learn 9</p> <p>Challenge #2: I’m in a rut with my learning targets. I need help varying them more and making them more interesting for my students 14</p> <p>Learning Target 2: I can use learning targets throughout a lesson to build students’ understanding and ownership of their learning 19</p> <p>Challenge #3: I feel okay about writing learning targets, but I’m in a rut about how to use them. I always introduce them and unpack them in the same way 19</p> <p>Challenge #4: I teach young children. Learning targets are really abstract for them. How can I help my students understand and own them? 24</p> <p>Challenge #5: I have a high percentage of English language learners in my class. I’m never sure how much the learning targets help them stay focused on their learning because of language barriers 26</p> <p>Challenge #6: I’m good at introducing the learning targets for every lesson, but I’m not so sure what I should do after that. How do I return to them throughout the course of a lesson? 27</p> <p>Challenge #7: I post my learning targets on the board or on chart paper, but as soon as students leave the room or move on to the next learning target, they forget what work relates to what learning target 31</p> <p>Challenge #8: I know that learning targets for character are a good idea, but I don’t take them as seriously as academic learning targets, and therefore, I don’t take the time to really focus on them with my students 33</p> <p>Learning Target 3: I can create sets of learning targets that ensure my students are aiming for grade-level standards 36</p> <p>Challenge #9: I’m struggling to translate standards into learning targets. I have so many standards to cover. Should there be a learning target for every standard? Is it a one-to-one relationship? 36</p> <p>Challenge #10: I’m pretty good at writing learning targets, but I struggle to choose or craft assessments that clearly demonstrate that my students have met a target (and are therefore on their way to meeting required standards) 40</p> <p>Lessons for Leaders: Chapter 1 42</p> <p>Post-Assessment: Track Your Progress: Chapter 1 44</p> <p><b>Chapter 2 Checking for Understanding during Daily Lessons 45</b></p> <p>Pre-Assessment: Track Your Progress: Chapter 2 49</p> <p>Learning Target 1: I can build a culture of trust, growth, and collaboration in my classroom so that students can honestly assess their progress 50</p> <p>Challenge #1: I haven’t developed enough of a positive culture in my classroom and, as a result, my students are afraid to accurately assess their understanding in front of other students 50</p> <p>Challenge #2: My students don’t view learning as a collaborative effort. They don’t want to share their work or talk with other students about what they know 53</p> <p>Learning Target 2: I can use checking-for-understanding techniques that help students assess their progress toward learning targets and allow me to monitor their progress 60</p> <p>Challenge #3: I’m having a hard time finding checking-for-understanding techniques that give me the information I need (and I don’t want to spend a lot of time teaching new techniques to my students) 60</p> <p>Challenge #4: I’m never sure when to use which technique during the course of a lesson. I want to be judicious and efficient and not wear my students out checking for understanding too frequently 62</p> <p>Challenge #5: I struggle to efficiently track student progress while I’m observing them at work or engaged in discussions 67</p> <p>Learning Target 3: I can use questions effectively to check for understanding 71</p> <p>Challenge #6: I ask lots of questions, but they don’t elicit rich or engaging classroom discourse 71</p> <p>Challenge #7: It’s one thing to check for understanding on low-level questions, but I need new strategies for asking questions with a higher cognitive demand so that I can check for a deeper level of understanding 73</p> <p>Learning Target 4: I can plan effective debriefs 79</p> <p>Challenge #8: I always run out of time for the debrief at the end of my lessons. I struggle to prioritize it even though I know it’s important 79</p> <p>Challenge #9: When debriefing a lesson, I’ll have students turn and talk or reflect with a peer, but I’m not capturing what they’ve learned 80</p> <p>Lessons for Leaders: Chapter 2 82</p> <p>Post-Assessment: Track Your Progress: Chapter 2 84</p> <p><b>Chapter 3 Using Data with Students 85</b></p> <p>Pre-Assessment: Track Your Progress: Chapter 3 88</p> <p>Learning Target 1: I can create a data-informed culture in my classroom 89</p> <p>Challenge #1: My students and their families have a rigid idea of what data is. How do I help them see the bigger picture? 89</p> <p>Challenge #2: My students don’t get excited about academic data. They don’t see it as useful or meaningful 91</p> <p>Challenge #3: Looking at the data feels like another thing to do. How do I make time? 95</p> <p>Learning Target 2: I can teach students to use data to evaluate their progress in relation to a learning target 97</p> <p>Challenge #4: With so many students, it’s impossible for me to keep track of each student’s data on a daily basis. How can I enlist students in organizing, tracking, and storing their own data effectively? 97</p> <p>Challenge #5: My students don’t see illuminating trends that can motivate them to persist in their learning. How do I get them to analyze data more effectively? 103</p> <p>Learning Target 3: I can support students to set meaningful and effective goals 107</p> <p>Challenge #6: My students learn “in the moment.” How do I help them see the big picture and use today’s learning to set goals for tomorrow? 107</p> <p>Lessons for Leaders: Chapter 3 113</p> <p>Post-Assessment: Track Your Progress: Chapter 3 115</p> <p><b>Chapter 4 Models, Critique, and Descriptive Feedback 117</b></p> <p>Pre-Assessment: Track Your Progress: Chapter 4 120</p> <p>Learning Target 1: I can distinguish between assignments that should be revised and polished into quality final drafts and those that can be just practice and reflection 121</p> <p>Challenge #1: There’s so much to do in my curriculum. I don’t have time for my students to critique and revise their work 121</p> <p>Challenge #2: It’s hard to predict how long it will take for students to refine their work. How do I create a plan that supports students to do quality work? 122</p> <p>Learning Target 2: I can choose engaging and effective models to help students understand what “good” looks like in that genre of work 126</p> <p>Challenge #3: I’m not sure what good work looks like 126</p> <p>Challenge #4: I don’t know where to find good models for my students. Where do I look? What do I look for? 128</p> <p>Learning Target 3: I can conduct a critique lesson that motivates students and gives them concrete takeaways they can use in their work 136</p> <p>Challenge #5: I am not sure where to begin with a critique lesson 136</p> <p>Challenge #6: My students do their work for the most part, but they don’t take much ownership of it 137</p> <p>Learning Target 4: I can structure descriptive feedback so that it helps students see their strengths and how to improve their work 140</p> <p>Challenge # 7: Giving students feedback takes too much time 140</p> <p>Challenge #8: I give verbal and written feedback to students all the time, and they don’t seem to learn from it. They continue to have the same weaknesses in their work 141</p> <p>Challenge #9: Peer conferencing feels like a waste of time. How do I help my students give and get high-quality feedback? 143</p> <p>Lessons for Leaders: Chapter 4 152</p> <p>Post-Assessment: Track Your Progress: Chapter 4 154</p> <p><b>Chapter 5 Student-Led Conferences 155</b></p> <p>Pre-Assessment: Track Your Progress: Chapter 5 158</p> <p>Learning Target 1: I can collaborate with my colleagues to build a schoolwide system for effective student-led conferences 159</p> <p>Challenge #1: Just scheduling all those conferences is a challenge! 159</p> <p>Challenge # 2: Our families can’t come to conferences during the school day and many don’t speak English 163</p> <p>Learning Target 2: I can structure portfolios and conference agendas so that families get the information they need and want 165</p> <p>Challenge #3: Students want to share their best and favorite work, but families want and need to know the full story of how their children are doing, even if they are struggling 165</p> <p>Challenge #4: My students have trouble finding, organizing, and reflecting meaningfully on their work 169</p> <p>Learning Target 3: I can ensure that students are prepared to lead a conference with a high-quality presentation 172</p> <p>Challenge #5: My students have good portfolios, but their presentations are weak 172</p> <p>Challenge #6: Students are too focused on what they did and not on what they learned 179</p> <p>Learning Target 4: I can prepare families to engage meaningfully in their student’s conference 181</p> <p>Challenge #7: This is new for families. How do I help them let go of old assumptions about conferences? 181</p> <p>Challenge #8: Families don’t understand their role in the conference. They take over instead of letting the student lead the dialogue 182</p> <p>Challenge #9: Families feel frustrated when they don’t get a full picture of their child’s learning 186</p> <p>Lessons for Leaders: Chapter 5 189</p> <p>Post-Assessment: Track Your Progress: Chapter 5 191</p> <p><b>Chapter 6 Celebrations of Learning 193</b></p> <p>Pre-Assessment: Track Your Progress: Chapter 6 196</p> <p>Learning Target 1: I can choreograph the details of a celebration of learning 197</p> <p>Challenge #1: There are so many details! How do I get it all done while I’m teaching? 197</p> <p>Challenge #2: We are disappointed with the level of family and community attendance 200</p> <p>Learning Target 2: I can support students to produce original, high-quality work for an authentic audience 203</p> <p>Challenge #3: My students’ work is too similar; if you’ve seen one example, you’ve seen them all 203</p> <p>Challenge #4: Students and community members are excited about the celebration, but the quality of student work is not as strong as it could be 204</p> <p>Learning Target 3: I can display student work with power and purpose 206</p> <p>Challenge #5: Students’ individual work is high quality, but our display doesn’t do it justice 206</p> <p>Learning Target 4: I can prepare students to tell the story of their learning in a way that informs, enlightens, and moves the audience 215</p> <p>Challenge #6: Students talk about what the work is, rather than what they learned from doing it 215</p> <p>Challenge #7: Students don’t have enough to do during the celebration 218</p> <p>Learning Target 5: I can structure celebrations of learning so that families and community members can participate meaningfully 223</p> <p>Challenge #8: Family members and guests show up to look, but don’t know what else to do 223</p> <p>Challenge #9: I’m not sure how to include the community members and experts who don’t have children at the school 225</p> <p>Lessons for Leaders: Chapter 6 227</p> <p>Post-Assessment: Track Your Progress: Chapter 6 229</p> <p><b>Chapter 7 Passage Presentations with Portfolios 231</b></p> <p>Pre-Assessment: Track Your Progress: Chapter 7 234</p> <p>Learning Target 1: I can communicate the purpose and audience for passage presentations 235</p> <p>Challenge #1: I am not clear on the purpose and value of passage presentations 235</p> <p>Challenge #2: I haven’t yet figured out how to turn passage presentations into a tradition that really matters to students and families, rather than just another event 237</p> <p>Learning Target 2: I can support students to create multi-year portfolios with reflections 243</p> <p>Challenge #3: I have student work everywhere! I need clear systems for saving, storing, and managing students’ portfolios over multiple years 243</p> <p>Challenge #4: I’m not sure what students should include in the passage portfolio 245</p> <p>Challenge #5: My students can’t find or don’t have academic work from multiple years 246</p> <p>Challenge #6: My students are focused on what they can do now. They have difficulty seeing their growth over multiple years 248</p> <p>Learning Target 3: I can ensure that students are prepared to lead passage presentations with professionalism 254</p> <p>Challenge #7: My Students have strong portfolios, but their presentation skills are weak 254</p> <p>Challenge #8: My students falter when they have to think on their feet 259</p> <p>Learning Target 4: I can prepare families and community members for the important roles they play in passage presentations 262</p> <p>Challenge #9: I am not sure how to build the panels for passages and what the role of panelists should be 262</p> <p>Challenge #10: Family and community members don’t understand their roles in passage presentations 264</p> <p>Challenge #11: Panelists listen to students but don’t give meaningful feedback 264</p> <p>Lessons for Leaders: Chapter 7 268</p> <p>Post-Assessment: Track Your Progress: Chapter 7 270</p> <p><b>Chapter 8 Standards-Based Grading 271</b></p> <p>Pre-Assessment: Track Your Progress: Chapter 8 274</p> <p>Learning Target 1: I can help families and students understand the “why” behind standards-based grading 275</p> <p>Challenge #1: How will I explain standards-based grading to students and families if I don’t fully understand it myself? 275</p> <p>Challenge #2: Students and families are used to traditional grading. How do I help them understand how standards-based grading supports students? 279</p> <p>Learning Target 2: I can effectively implement standards-based grading in my classroom, school, or district 286</p> <p>Challenge #3: I have so many standards and learning targets. Which ones should count toward grades? 286</p> <p>Challenge #4: I’m still not sure how to set up my grade book or how to calculate grades 287</p> <p>Challenge #5: How do I empower ALL students to track their progress toward standards-based grades? 289</p> <p>Learning Target 3: I can assess my students’ work habits 297</p> <p>Challenge #6: How do I measure learning behaviors that develop slowly over time? 297</p> <p>Challenge #7: I don’t have time to assess work habits regularly and consistently 297</p> <p>Challenge #8: What are my options for communicating grades for work habits on a report card so that they mean something and don’t make the report card too long? 302</p> <p>Challenge #9: Our required report card format doesn’t include work habits. What are other ways I can use to communicate a work habits grade to students and families? 303</p> <p>Challenge #10: Families and students discount work habit grades because they don’t “count” on official transcripts 304</p> <p>Lessons for Leaders: Chapter 8 307</p> <p>Post-Assessment: Track Your Progress: Chapter 8 309</p> <p>Appendix: What’s in the Online Toolbox? 311</p> <p>References 315</p> <p>Index 317</p>
<p><b>Ron Berger</b> is chief academic officer for EL Education and teaches at Harvard Graduate School of Education. <b>Anne Vilen</b> is senior writer and project manager for EL Education. <b>Libby Woodfin</b> is director of publications for EL Education.
<p><b>A New Companion to <i>Leaders of Their Own Learning</i> Puts Students in Charge of Their Learning and Growth</b> <p>Following the success of <i>Leaders of Their Own Learning,</i> EL Education is back with a new companion guide to help you tackle the common challenges of student-engaged assessment. <i>Leaders of Their Own Learning</i> has impacted more than a million students and has been a transformational resource for schools and districts. Educators have been asking ever since for more resources to help them equip and compel students to understand goals for their learning and growth, track their progress toward those goals, and take responsibility for reaching them. At last, <i>The Leaders of Their Own Learning Companion</i> is here with essential tools and tips to help you learn about and hone your implementation of EL Education's unique, student-centered approach to assessment. <p>If you already use practices from <i>Leaders of Their Own Learning,</i> this book will help you sharpen your work. If you don't yet use those practices, this book can stand alone as the perfect introduction and guide. <i>The Leaders of Their Own Learning Companion</i> is designed for teachers and leaders of all grade levels. <p>"In a world of accelerating novelty and complexity, helping young people develop agency—the ability to manage their attention and their learning—may be the most important gift we can give them. <i>The Leaders of their Own Learning Companion</i> is full of tips and tools that equip teacher teams to help students gain a clear sense of what they do well, what they need to work on, and how to improve."</br> <b> —Tom Vander Ark,</b> CEO of Getting Smart; former executive director of education, Bill & Melinda Gates Foundation <p>"As a follow-up to their excellent book, <i>Leaders of Their Own Learning</i>, EL Education offers eminently practical advice to help teachers define clear and assessable learning targets, provide learners with on-going, descriptive feedback, offer models of excellence to inspire craftsmanship, and engage students in reflective self-assessment and personalized goal setting. I recommend this book as a 'must read' for all educators!"</br> <b> —Jay McTighe,</b> educational author and consultant, coauthor of the Understanding by Design<sup>®</sup> series <p>"Once again, another book from EL Education that reminds us what engagement and student ownership of learning can really mean."</br> <b> —Larry Rosenstock,</b> founder and CEO, High Tech High <p>"<i>The Leaders of Their Own Learning Companion</i> is a practical and useful guide for educators and educational leaders who seek to make a difference where it matters most: improving the learning outcomes of students. Written in an accessible style with lots of useful examples, this book is an insightful and invaluable resource."</br> <b> —Pedro A. Noguera,</b> <b>PhD,</b> distinguished professor of education, faculty director, Center for the Transformation of Schools, UCLA Graduate School of Education & Information Studies <p>Videos and other supplementary materials are available for download after purchase.

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