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Vienna IS Assessing AtLs, Session 3 (Feb. 2022)

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mrs.justine.otte@gmail.com
twitter: @justine_otte
#EKC

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The Interplay of Self-regulated Learning

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The Interplay of Self-regulated Learning

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EKC

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Jot down your thinking independently on your own piece of paper/document.

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EKC

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Got: reminded of the importance to slow down and focus on finding the opportunity in every interaction to model thinking and communication skills.

Want: continue to explore how to plan deep communication skill opportunities

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Developing Assessment-Capable Visible Learners, Grades K-12

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Developing Assessment-Capable Visible Learners, Grades K-12

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Nancy Frey, John Hattie, Douglas Fisher

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Introduction. The Foundation: Visible Learning

Chapter 1. Defining Assessment-Capable Visible Learners and the Teachers Who Create Them

Chapter 2. Assessment-Capable Visible Learners... Know Their Current Level of Understanding

Chapter 3. Assessment-Capable Visible Learners... Understand Where They're Going and Have the Confidence to Take on the Challenge

Chapter 4. Assessment-Capable Visible Learners... Select Tools to Guide Their Learning

Chapter 5. Assessment-Capable Visible Learners... Seek Feedback and Recognize That Errors Are Opportunities to Learn

Chapter 6. Assessment-Capable Visible Learners... Monitor Progress and Adjust Their Learning

Chapter 7. Assessment-Capable Visible Learners... Recognize Their Learning and Teach Others

Chapter 8. Mindframes of Schools That Create Assessment-Capable Visible Learners

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Developing Assessment-Capable Visible Learners, Grades K-12

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Introduction. The Foundation: Visible Learning Chapter 1. Defining Assessment-Capable Visible Learners and the Teachers Who Create Them Chapter 2. Assessment-Capable Visible Learners... Know Their Current Level of Understanding Chapter 3. Assessment-Capable Visible Learners... Understand Where They're Going and Have the Confidence to Take on the Challenge Chapter 4. Assessment-Capable Visible Learners...

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Create a new spreadsheet and edit with others at the same time -- from your computer, phone or tablet. Get stuff done with or without an internet connection. Use Sheets to edit Excel files. Free from Google.

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Connect with educators around the world!

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Log into Facebook to start sharing and connecting with your friends, family, and people you know.

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EKC

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IB PYP: Learning and Teaching

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Living Agency - Growing in Sound Judgment and Decision-making

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Living Agency - Growing in Sound Judgment and Decision-making

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Napper and Rao (2020)

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I feel like we have a good understanding of the ATL's, but I am wondering how we can make sure we don't overload the students with too many "things."

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I feel like we have a good understanding of the ATL's, but I am wondering how we can make sure we don't overload the students with too many "things."

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The Global Achievement Gap: Why Our Kids Don't Have the Skills They Need for College, Careers, and Citizenship—and What We Can Do About It

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The Global Achievement Gap: Why Our Kids Don't Have the Skills They Need for College, Careers, and Citizenship—and What We Can Do About It

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Tony Wagner

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Despite the best efforts of educators, our nation's schools are dangerously obsolete. Instead of teaching students to be critical thinkers and problem-solvers, we are asking them to memorize facts for multiple choice tests. This problem isn't limited to low-income school districts: even our top schools aren't teaching or testing the skills that matter most in the global knowledge economy. Our teens leave school equipped to work only in the kinds of jobs that are fast disappearing from the American economy. Meanwhile, young adults in India and China are competing with our students for the most sought-after careers around the world.

Education expert Tony Wagner has conducted scores of interviews with business leaders and observed hundreds of classes in some of the nation's most highly regarded public schools. He discovered a profound disconnect between what potential employers are looking for in young people today (critical thinking skills, creativity, and effective communication) and what our schools are providing (passive learning environments and uninspired lesson plans that focus on test preparation and reward memorization).

He explains how every American can work to overhaul our education system, and he shows us examples of dramatically different schools that teach all students new skills. In addition, through interviews with college graduates and people who work with them, Wagner discovers how teachers, parents, and employers can motivate the &"net"; generation to excellence.

An education manifesto for the twenty-first century, The Global Achievement Gap is provocative and inspiring. It is essential reading for parents, educators, business leaders, policy-makers, and anyone interested in seeing our young people succeed as employees and citizens.

For additional information about the author and the book, please go to www.schoolchange.org

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the global achievement gap: why our kids don't have the skills they need for college

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and citizenship -- and what we can do about it

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The Global Achievement Gap: Why Our Kids Don't Have the Skills They Need for College, Careers, and Citizenship -- and What We Can Do About It

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Buy The Global Achievement Gap: Why Our Kids Don't Have the Skills They Need for College, Careers, and Citizenship -- and What We Can Do About It: Read Kindle Store Reviews - Amazon.com

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Helpful AtL Resources from Around the World

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Helpful AtL Resources from Around the World

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Compass Points: Group Reflection Document

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Compass Points: Group Reflection Document

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Patrick Griffin

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Assessment for Teaching [Griffin, Patrick] on Amazon.com. *FREE* shipping on qualifying offers. Assessment for Teaching

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Handbook of Self-Regulation of Learning and Performance

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Handbook of Self-Regulation of Learning and Performance

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Edited by Dale H. Schunk and Jeffrey A. Greene

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Table of Contents

Contents

1. Historical, Contemporary, and Future Perspectives on Self-Regulated Learning and Performance

Dale H. Schunk and Jeffrey A. Greene

Section I. Basic Domains of Self-Regulation of Learning and Performance

2. Social Cognitive Theoretical Perspective of Self-Regulation

Ellen L. Usher and Dale H. Schunk

3. Cognition and Metacognition Within Self-Regulated Learning

Philip H. Winne

4. Developmental Trajectories of Skills and Abilities Relevant for Self-Regulation of

Learning and Performance

Rick H. Hoyle and Amy L. Dent

5. Motivation and Affect in Self-Regulated Learning: Does Metacognition Play a Role?

Anastasia Efklides, Bennett L. Schwartz, and Victoria Brown

6. Self-Regulation, Co-Regulation and Shared Regulation in Collaborative Learning Environments

Allyson Hadwin, Sanna Järvelä, and Mariel Miller

Section II. Self-Regulation of Learning and Performance in Context

7. Metacognitive Pedagogies in Mathematics Classrooms: From Kindergarten to College and Beyond

Zemira R. Mevarech, Lieven Verschaffel, and Erik De Corte

8. Self-Regulated Learning in Reading

Keith W. Thiede and Anique B. H. de Bruin

9. Self-Regulation and Writing

Steve Graham, Karen R. Harris, Charles MacArthur, and Tanya Santangelo

10. The Self-Regulation of Learning and Conceptual Change in Science: Research,

Theory, and Educational Applications

Gale M. Sinatra and Gita Taasoobshirazi

11. Using Technology-Rich Environments to Foster Self-Regulated Learning in the Social Studies

Eric G. Poitras and Susanne P. Lajoie

12. Self-Regulated Learning in Music Practice and Performance

Gary E. McPherson, Peter Miksza, and Paul Evans

13. Self-Regulation in Athletes: A Social Cognitive Perspective

Anastasia Kitsantas, Maria Kavussanu, Deborah B. Corbatto, and Pepijn K. C. van de Pol

14. Self-Regulation: An Integral Part of Standards-Based Education

Marie C. White and Maria K. DiBenedetto

15. Teachers as Agents in Promoting Students' SRL and Performance: Applications

for Teachers' Dual-Role Training Program

Bracha Kramarski

Section III. Technology and Self-Regulation of Learning and Performance

16. Emerging Classroom Technology: Using Self-Regulation Principles as a Guide for Effective Implementation

Daniel C. Moos

17. Understanding and Reasoning About Real-Time Cognitive, Affective, and

Metacognitive Processes to Foster Self-Regulation With Advanced Learning Technologies

Roger Azevedo, Michelle Taub, and Nicholas V. Mudrick

18. The Role of Self-Regulated Learning in Digital Games

John L. Nietfeld

19. Self-Regulation of Learning and Performance in Computer-Supported Collaborative Learning Environments

Peter Reimann and Maria Bannert

Section IV. Methodology and Assessment of Self-Regulation of Learning and Performance

20. Validity and the Use of Self-Report Questionnaires to Assess Self-Regulated Learning

Christopher A. Wolters and Sungjun Won

21. Capturing and Modeling Self-Regulated Learning Using Think-Aloud Protocols

Jeffrey A. Greene, Victor M. Deekens, Dana Z. Copeland, and Seung Yu

22. Assessing Self-Regulated Learning Using Microanalytic Methods

Timothy J. Cleary and Gregory L. Callan

23. Advancing Research and Practice About Self-Regulated Learning: The Promise of In-Depth Case Study Methodologies

Deborah L. Butler and Sylvie C. Cartier

24. Examining the Cyclical, Loosely Sequenced, and Contingent Features of Self-Regulated Learning: Trace Data and Their Analysis

Matthew L. Bernacki

25. Data Mining Methods for Assessing Self-Regulated Learning

Gautam Biswas, Ryan S. Baker, and Luc Paquette

Section V. Individual and Group Differences in Self-Regulation of Learning and Performance

26. Calibration of Performance and Academic Delay of Gratification: Individual and Group Differences in Self-Regulation of Learning

Peggy P. Chen and Héfer Bembenutty

27. Academic Help Seeking as a Self-Regulated Learning Strategy: Current Issues, Future Directions

Stuart A. Karabenick and Eleftheria N. Gonida

28. The Three Faces of Epistemic Thinking in Self-Regulated Learning

Krista R. Muis and Cara Singh

29. Advances in Understanding Young Children's Self-Regulation of Learning

Nancy E. Perry, Lynda R. Hutchinson, Nikki Yee, and Elina Määttä

30. Self-Regulation: Implications for Individuals With Special Needs

Linda H. Mason and Robert Reid

31. Culture and Self-Regulation in Educational Contexts

Dennis M. McInerney and Ronnel B. King

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Handbook of Self-Regulation of Learning and Performance

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The second edition of the popular Handbook of Self-Regulation of Learning and Performance responds to and incorporates the wealth of new research that the first edition inspired on the subject. At the same time, it advances meaningful perspectives on the scholarship and history that originally shaped the field.

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Using Formative Assessment to Enhance Learning, Achievement, and Academic Self-Regulation

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Using Formative Assessment to Enhance Learning, Achievement, and Academic Self-Regulation

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Heidi L. Andrade and Margaret Heritage

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Table of Contents

List of Figures, Tables, and Boxes

Preface

Chapter 1: Introduction to Formative Assessment

Overview

What About Grading?

Three Guiding Questions

Formative Assessment Influences Learning through Feedback

Formative Assessment and Self-Regulated Learning

Classroom Culture and Formative Assessment

Chapter 2: Actionable Principles of Formative Assessment

Overview

Middle School Classroom

Elementary Mathematics Lesson

Diagnostic Items

Self-Regulated Learning, Self-Efficacy, and Motivation

Chapter 3: Clear Learning Goals and Criteria

Overview

Learning Goals Derived From Standards

Learning Goals Derived From Learning Progressions

Performance and Product Criteria

Performance Criteria

Product Criteria

Checklists

Rubrics

Goals, Criteria, and Self-Regulation

Co-Constructing Criteria With Students

Chapter 4: Collecting and Interpreting Evidence of Learning

Overview

Collecting and Interpreting Evidence as Students Work

Collecting and Interpreting Evidence of Learning From Diagnostic Items

Collecting and Interpreting Evidence of Learning From Parallel Tests

Collecting and Interpreting Evidence of Learning With Technology

Researcher-Developed Tools

Online Assessment Response Tools

Evidence Quality

Validity in Formative Assessment

Reliability in Formative Assessment

Fairness in Formative Assessment

Using the Evidence

Collecting and Interpreting Evidence of Learning From Themselves: Student Self-Assessment

Collecting and Interpreting Evidence of Learning From Peers

Student Interpretations of Feedback

Chapter 5: Taking Action

Overview

Teachers Taking Action

Continue With the Lesson as Planned

Make Immediate Instructional Adjustments

Modeling

Prompting

Questioning

Telling

Explaining

Directing

Providing Feedback

Make Plans for Subsequent Lessons

Students Taking Action: Assessment Strategies That Prompt Corrections, Rethinking, and Revisions Connected to Learning Goals and Success Criteria

Summing Up and Moving Forward

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Using Formative Assessment to Enhance Learning, Achievement, and Academic Self-Regulation

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There is convincing evidence that carefully applied classroom assessments can promote student learning and academic self-regulation. These assessments include, but are not limited to, conversations with students, diagnostic test items, and co-created rubrics used to guide feedback for students themselves and their peers.

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Dr. Paul Napper and Dr. Anthony Rao

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Introducing The Power of Agency, a science-backed approach to living life on your own terms. Agency is the ability to act as an effective agent for yourself-reflecting, making creative choices, and constructing a meaningful life. Grounded in extensive psychological research, The Power of Agency gives you the tools to help alleviate anxiety, manage competing demands and help you live your version of success.

Renowned psychology experts Paul Napper and Anthony Rao will help you break through your state of overwhelm by showing you how to access your personal agency with seven empowering principles: control stimuli, associate selectively, move, position yourself as a learner, manage your emotions and beliefs, check your intuition, deliberate and then act.

Featuring stories of people who have successfully applied these principles to improve their lives, The Power of Agency will give you the insights and skills to build your confidence, conquer challenges, and live more authentically.

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The Power of Agency: The 7 Principles to Conquer Obstacles, Make Effective Decisions, and Create a Life on Your Own Terms

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The Power of Agency: The 7 Principles to Conquer Obstacles, Make Effective Decisions, and Create a Life on Your Own Terms - Kindle edition by Rao, Anthony . Download it once and read it on your Kindle device, PC, phones or tablets.

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Embedding Formative Assessment: Practical Techniques for K-12 Classrooms

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Embedding Formative Assessment: Practical Techniques for K-12 Classrooms

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Dylan Wiliam and Siobhan Leahy

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embedding formative assessment: practical techniques for k-12 classrooms

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Embedding Formative Assessment: Practical Techniques for K-12 Classrooms

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Embedding Formative Assessment: Practical Techniques for K-12 Classrooms [Dylan Wiliam, Siobhan Leahy] on Amazon.com. *FREE* shipping on qualifying offers. Embedding Formative Assessment: Practical Techniques for K-12 Classrooms

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Smart Schools: Better Thinking and Learning for Every Child

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Smart Schools: Better Thinking and Learning for Every Child

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David Perkins

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Smart Schools:: Better thinking and learning for every child

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Buy Smart Schools: Better thinking and learning for every child: Read Kindle Store Reviews - Amazon.com

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Linking LP & AtL to boost understanding and reflection

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Linking LP & AtL to boost understanding and reflection

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In your breakout rooms- please add your connections and ideas to the assigned slides.

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Split Screen and Triple Split Screen Examples

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Split Screen and Triple Split Screen Examples

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I'm going to try using the split screening in my upcoming punctuation lessons to help place the content we need to explore within a broader question of "why" we need to edit our work.

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Vienna IS Assessing AtLs, Session 2 (Jan. 2022)

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Choose one column of the Split Screen to check in and reflect on with students.

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Create a new spreadsheet and edit with others at the same time -- from your computer, phone or tablet. Get stuff done with or without an internet connection. Use Sheets to edit Excel files. Free from Google.

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Single Point Rubric: ATL Sample - Social Skills

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Single Point Rubric: ATL Sample - Social Skills

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Vienna IS Assessing AtLs, Session 3 (Feb. 2022)

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Give this a try and we will reflect on our experiences in our next session together.

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Vienna IS Assessing AtLs, Session 3 (Feb. 2022) (1)

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After seeing common misconceptions in children's use of commas, we had already scheduled to teach punctuation.  However, I changed the lesson to be more inquiry-based and posed the questions "How do writers use punctuation?".  I used the split screen to identify that we were being inquirers and using research skills.  I showed this explicitly to the children and asked them why we were doing this.  They could make the connection that practising these skills would support them beyond looking at punctuation to helping them as they embark on their exhibition journey.

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Creating Comparative Self Assessments based on VIS ATL Articulation

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Creating Comparative Self Assessments based on VIS ATL Articulation

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Vienna IS Assessing AtLs, Session 4 (Mar 2022) (1)

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Give this a go and we will look further in our Grade Level coaching sessions - connecting it to portfolios.

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Vienna IS Assessing AtLs, Session 4 (Mar 2022)

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Create a new spreadsheet and edit with others at the same time -- from your computer, phone or tablet. Get stuff done with or without an internet connection. Use Sheets to edit Excel files. Free from Google.

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Grade 2 ATL and Portfolio Planning - Google Jamboard

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VIS Grade 3 ATL and Portfolio Planning - Google Jamboard

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The version of the browser you are using is no longer supported. Please upgrade to a supported browser. Dismiss

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VIS Grade 4 ATL and Portfolio Planning - Google Jamboard

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The version of the browser you are using is no longer supported. Please upgrade to a supported browser. Dismiss

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VIS Grade 5 ATL and Portfolio Planning - Google Jamboard

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The version of the browser you are using is no longer supported. Please upgrade to a supported browser. Dismiss

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Add your planning notes to the shared document for sharing and referencing next year...

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VIS Grades 2-5 POI ATL Mapping