Clustering PLC
Meeting 3
November 12, 2012, 2:15-3:35
SSHS’s Vision: Utilizing the best teaching practices, we will ensure that our students have the essential academic, ethical and workplace skills and knowledge to be successful in an ever-changing world.
Goals for PLC
Identify, utilize and share pre- and post- assessment tools in order to gauge what students know and can do.
Provide targeted, differentiation strategies to use with our ELL and GT clusters in the American Studies and English 9 classrooms.
Use common language to use when discussing and making decisions around clusters, differentiated instruction, and other aspects of our courses.
Debriefing the readings
[Assessments: Formative, Summative and Differentiated (38-56 green), “Compacting and Differentiating Curriculum that Students have Already Mastered” (Ch. 5), “Compacting and Differentiating Curriculum When the Contest is New to Students” (Ch. 6)]
Reflecting back on the readings, write a question that you would like to discuss as a group on the whiteboard.
Examining our Pre- and Post- Assessments
Learning from Student Work Protocol to examine Pre- /Post- assessments
Discuss questions with partner and each complete individual sheet.
Divide into two groups.
Share your pair’s results and some student work with group.
Reflect on framing question as a group.
Continue conversation in large group if necessary.
Preview of GT conference in Denver
Daily Grammar Practice Check-in
Assignments for next time (December 17):
With your partner, design a lesson using one at least one of the strategies discussed in the readings. For the next meeting bring…
Student work samples from clustered students
Student work samples from non-clustered students
Learning from Student Work
Goal:Since we last met, our goal was to use a pre-assessment and post-assessment with our students. The intent behind the pre-assessment is to use the results to inform our instruction; the intent behind the post-assessment is to measure our students’ growth since the pre-assessment.
Framing question connected to our goal:
How did using a pre-assessment inform your instruction and, ultimately, student outcomes?
Describe the context in which you used a pre-assessment and what you were hoping to gauge.
What pre-assessment strategy did you use and why?
How did you utilize the information from the pre-assessment to plan your lesson, unit, etc.? What changes, enhancements, etc. were made?
What post-assessment strategy was used and why?
When looking at your student work samples, what do you notice?
What would you do differently next time?
What other thoughts do you have connected to the framing question (above)?
Adopted from the National School Reform Faculty and the Harmony Education Center