Topic: Clarifying, Sharing, and Understanding Learning Intentions

and Success Criterion

5:00-5:05 Welcome and review of group norms

5:05-5:30 Sharing session--Discussion of participants’ Reflective Workshop submissions.

5:30-6:50 Discussion of reading (pg. 56-69 of Wiliam book.) AND of two teacher videos that demonstrate the use of Clarifying, Sharing, and

Understanding Learning Intentions and Success Criterion (Ed

Week video (elementary one about writing) and Teachingchannel.org video about ___________) 6:50-7:00 Complete a Creative Workshop Journal entry and submit it Prompts for discussion:

Prompt 1: Reread Wiliam’s comments about the “wallpaper objective”. Does your school require this practice? If so, how do you make it work within the realm of Clarifying, Sharing, and Understanding Learning Intentions and Success

Criterion?

Prompt 2: On pg. 57, Wiliam says “Sometimes telling the students where they are going completely spoils the journey!” Describe any experiences you have had with letting students explore their own learning paths or with “co-construction” that he describes on pg. 59.

Prompt 3: Discuss the difference between learning intentions—What we want students to learn—and success criteria—the criteria we use to determine whether the activities in which we engaged our students were successful or not.

For next time: Please read pgs. 78-105 in Ch. 4 of the Wiliam book. Also, prior to our next session, please fill out at least one (but more if you want) Reflective Workshop Journal entry based on your practice of what we discussed today about Clarifying,

Appendix D

Letter sent from Capitol View School District Office to potential participants

Greetings! The purpose of this email is to inform you that you are eligible to participate in an exciting professional learning opportunity. If you choose to participate, you would receive the following upon completion of the professional learning sessions: 1. $100 cash 2. As many LPS FLEX hours that you need to meet your district’s Flex requirement once you have completed all required LPS FLEX sessions 3. A free book entitled Embedded Formative Assessment by author Dylan Wiliam This professional learning opportunity will provide you with time to collaborate and plan classroom activities around formative assessment strategies with other teachers. Kim Snyder, a doctoral student at the University of Nebraska-Lincoln, and a former Capitol View High School Reading teacher, will be conducting this professional learning opportunity in order to provide teachers with a forum to explore formative assessment strategies for their own classrooms. The sessions will take place at Capitol View High School this summer and fall on the following dates and times: 5:00 p.m.-8:00 p.m. July 16 5:00 p.m.-8:00 p.m. July 20 5:00 p.m.-8:00 p.m. July 22 5:00 p.m.-7:00 p.m. August 25 5:00 p.m.-7:00 p.m. September 10 5:00 p.m.-7:00 p.m. September 24 5:00 p.m.-7:00 p.m. October 6 5:00 p.m.-7:00 p.m. October 20 5:00 p.m.-7:00 p.m. Final exit interview (date and time TBA) This opportunity is not associated with Capitol View Schools other than the fact that I am sending this email to Capitol View School District teachers who are eligible and also the fact that if you participate and complete the sessions, you will receive the FLEX hours as mentioned above. No Capitol View District Office employees are involved in the planning or conducting of these professional learning sessions, nor are any Capitol View District employees monitoring the participants. Upon completion of the sessions, Kim will let the Capitol View District Office know which teachers completed the sessions and the professional development hours will be applied at that time.

If you are interested in participating or have questions, please email Kim at (redacted) or call her at (redacted). She would like to hear from you as soon as possible so that she can finish planning for the summer and fall. Thank you for your time. (Name redacted) Capitol View District Office

Appendix E Creative Workshop Journal Entry (Group Session) What sparked your creativity today?

What concepts, if any, were discussed today that you hadn’t considered before or that run contrary to your beliefs or values? Describe your thoughts and opinions regarding these new concepts based on your professional experiences.

If applicable, how and why have your goals changed since the last time you journaled? What do you plan to do between now and our next session with formative assessment in your classroom?

Appendix F Reflective Workshop Entry

What did my students and I attempt to accomplish? What’s left to do in order to accomplish it?

How did we do? What was the most effective part of what we accomplished? What parts need more creativity in order to work?

What’s next?

What if? (Could we have done something differently? Should we adapt it and try again? What would the adaptations look like?)

What made this task formative in nature? (Added on February 18)

Appendix G

Perspective Transformation Individual Pre-Session Interview Questions

1. Please discuss any reflection opportunities that you have had in any professional development sessions that you have been a part of in your teaching career. What if any impact did they have on the outcomes that you experienced as a result of that professional development session. Did you continue to use the reflection practices that you just mentioned?

2. Please discuss the most meaningful experiences that you have had as a result of professional development sessions in the past. What made them the most meaningful?

3. Please discuss your (and your students’) knowledge of and use of formative assessment in your classroom. To what do you attribute your knowledge of formative assessment?

Appendix H Additional Reading and Videos

Gewertz, C. (2015, November 9). Searching for clarity on formative assessment: Is

formative assessment ‘just good teaching’ or something more specific? Retrieved

from www.edweek.org/go/formativeassessment-digital

Gewertz, C. (2015, November 11). Questions and answers: Formative-assessment

misconceptions. Retrieved from www.edweek.org/go/formativeassessment- digital

Heitin, L. (2015, November 11). Should formative assessments be graded? Four experts

offer their takes on the question and suggest some alternatives. Retrieved from

www.edweek.org/go/formativeassessment-digital

Teaching Channel (Website). (2016). Formative Assessment: Proportional relationships. Retrieved from https://www.teachingchannel.org/videos/formative-assessment- example-math-sbac

Teaching Channel (Website). (2016). Making feedback meaningful. Retrieved from https://www.teachingchannel.org/videos/personalize-feedback-for-students Teaching Channel (Website). (2016). Making learning personalized and customized.

Retrieved from https://www.teachingchannel.org/videos/workshop-model- customized-learning

Zubrzycki, J. (2015, November 11). Putting students in charge of their own learning:

Can students learn more by assessing their progress? Retrieved from