There are several stand alone presentations that I have delivered to multiple educational entities. A list follows with a short synopsis of each presentation:
Targets, Assessments, and Grading (3-6 hours) - In this presentation I explain how using learning targets has changed my classroom environment. I begin with development of targets from standards, take participants through using targets for formative and summative assessment design, and explain how students get multiple opportunities to master the targets without penalty. The presentation finishes with an outline of how I use the targets as the basis for my grading system, such that the student grade transparently reflects how well they understand the targets.
Deconstructing Standards, Target and Assessment Development (6 hours) - In this workshop I introduce participants to the purpose of learning targets, to make the learning intention clear to the learner. Participants develop a familiarity with the four types of targets, examples of each, and perform a target sort. They then work with either sample standards or their own standards to deconstruct, or unpack, them into the individual chunks that build to that standard. Next they examine the chucks and determine which are the most important to use as learning targets. Finally, I lead the group through an activity where they have to evaluate assessment questions for how well they address the learning target, and then we develop an assessment blueprint. At the end of the day, participants will have the skills necessary to deconstruct standards, develop targets, and create assessments aligned to those targets.
Developing Learning Targets and Formative Assessments (6 hours) - The focus of this workshop is similar to the previous one, but with more emphasis on the development of formative assessments as opposed to summative assessments.
An Introduction to the Next Generation Science Standards - This workshop introduces participants to the NGSS and their development from the Framework for K-12 Science Education document. A particular focus will be the science and engineering practices, as well as the cross-cutting concepts. Participants will engage in activities that demonstrate the type of thinking the new standards will require. They will examine the current state of science standards and education, and determine what they can do to prepare for the NGSS.
Implementing Assessment for Learning in the Secondary Classroom (2 hours) - Assessment for learning is built on a series of principles that focus on the student perspective. This session will detail a practitioner’s process for implementing them. Participants will walk through the steps that Ken used to methodically work these principles into his daily practice. We will discuss the challenges encountered and how they were overcome. Finally, an overview of the successes realized from this process will be shared.
A Teacher’s Experiences with Tracking and Reporting Formative and Summative Information (1.5 hours) - Moving toward a student-centered instructional model, as promoted in assessment for learning, leads to many logistical concerns. Primary among them is, how can I track student performance over time, while implementing formative assessment practices? Students’ grades should reflect their understanding of the learning targets presented to them. Yet as teachers, we also want to make clear to students when and how they’ve improved and show that continued effort is rewarded by increased learning. In this session, Ken will share some methods he uses to track student performance, both formative and summative, and how he shares that information with students and parents.
Planning for Student Engagement (1.5 hours) - In this session participants will explain the relationship between engagement and cognitive load. They will analyze a lesson to determine the degree of cognitive engagement of students. They will also be able to explain the role of total participation techniques in formative assessment planning. Finally, participants will purposefully integrate total participation techniques that result in cognitive engagement into their daily lesson plans.
Targets, Assessments, and Grading (3-6 hours) - In this presentation I explain how using learning targets has changed my classroom environment. I begin with development of targets from standards, take participants through using targets for formative and summative assessment design, and explain how students get multiple opportunities to master the targets without penalty. The presentation finishes with an outline of how I use the targets as the basis for my grading system, such that the student grade transparently reflects how well they understand the targets.
Deconstructing Standards, Target and Assessment Development (6 hours) - In this workshop I introduce participants to the purpose of learning targets, to make the learning intention clear to the learner. Participants develop a familiarity with the four types of targets, examples of each, and perform a target sort. They then work with either sample standards or their own standards to deconstruct, or unpack, them into the individual chunks that build to that standard. Next they examine the chucks and determine which are the most important to use as learning targets. Finally, I lead the group through an activity where they have to evaluate assessment questions for how well they address the learning target, and then we develop an assessment blueprint. At the end of the day, participants will have the skills necessary to deconstruct standards, develop targets, and create assessments aligned to those targets.
Developing Learning Targets and Formative Assessments (6 hours) - The focus of this workshop is similar to the previous one, but with more emphasis on the development of formative assessments as opposed to summative assessments.
An Introduction to the Next Generation Science Standards - This workshop introduces participants to the NGSS and their development from the Framework for K-12 Science Education document. A particular focus will be the science and engineering practices, as well as the cross-cutting concepts. Participants will engage in activities that demonstrate the type of thinking the new standards will require. They will examine the current state of science standards and education, and determine what they can do to prepare for the NGSS.
Implementing Assessment for Learning in the Secondary Classroom (2 hours) - Assessment for learning is built on a series of principles that focus on the student perspective. This session will detail a practitioner’s process for implementing them. Participants will walk through the steps that Ken used to methodically work these principles into his daily practice. We will discuss the challenges encountered and how they were overcome. Finally, an overview of the successes realized from this process will be shared.
A Teacher’s Experiences with Tracking and Reporting Formative and Summative Information (1.5 hours) - Moving toward a student-centered instructional model, as promoted in assessment for learning, leads to many logistical concerns. Primary among them is, how can I track student performance over time, while implementing formative assessment practices? Students’ grades should reflect their understanding of the learning targets presented to them. Yet as teachers, we also want to make clear to students when and how they’ve improved and show that continued effort is rewarded by increased learning. In this session, Ken will share some methods he uses to track student performance, both formative and summative, and how he shares that information with students and parents.
Planning for Student Engagement (1.5 hours) - In this session participants will explain the relationship between engagement and cognitive load. They will analyze a lesson to determine the degree of cognitive engagement of students. They will also be able to explain the role of total participation techniques in formative assessment planning. Finally, participants will purposefully integrate total participation techniques that result in cognitive engagement into their daily lesson plans.