3. Focus: Section B
Learning Target:
• I understand the components of an accurate and
effective Cover Profile.
Success Criterion:
• When contributing a resource, I can write
detailed responses in the Cover Profile fields to
support the review of the resource.
4. Let’s Get Started
• In preparation for walking through an effective
Cover Profile, you will need to watch the video
that is found on the next slide.
• You will need to click on the picture to open
up the video.
7. - Core Literacy
+ Using Evidence from informational and literary text
8. Does the resource clarify
intended learning to help
students and teachers
understand
the expectations and goals
(or “learning target”) for
their work together?
9. Does the resource elicit evidence
through interactions with
students, using appropriate
questioning strategies, focused
observations of students, or by
looking at student work and
analyzing it?
10. Does the resource help the
teacher interpret the evidence to
determine where students are in
relation to the learning target and
success criteria?
11. Does the resource help the teacher
provide feedback to students or make
adjustments to instruction to keep
learning on track?
12. - Student engagement in the formative assessment process is
clearly evident in the entire resource.
13. How does the resource enable or promote student
engagement in the formative assessment process?
14. + Student engagement in the formative assessment process is clearly
evident in the entire resource. One learning target the teacher employs
in the lesson promotes the students’ continuous involvement in self
and peer assessment. The students are owners of their work and
provide descriptive feedback to peers. The students discuss how the
next group of students can utilize the feedback to inform their work.
15. Does the resource focus
more on student
learning, educator
learning or both?
16. Hint: If you select
“Combination…,” evidence for both
must be shown in “Learning
Targets” and “Success Criteria” (to
be discussed shortly).
17. The owner of the resource may or may not be the same
as the author. For example, the resource you read earlier
entitled “Formative Assessment: An enabler of learning”
is written by Margaret Heritage but owned by the
National Center for Research on Evaluation, Standards
and Student Testing (CRESST).
18.
19.
20. Provide an “abstract.” Be specific and brief.
Avoid jargon.
Only the first 140 characters will show up in
the search.
21. This is a 10th grade ELA class focusing on citing evidence from informational and literary text. The
video shows snippets of a lesson with teacher commentary as students engage in a discussion using
the fishbowl protocol. The discussion focuses on two guiding questions: Why read? and What is a
world without books? The inner circle cites evidence from the two types of texts to support their
reasoning. At the same time, the teacher requires the outer circle to track the ideas presented as
evidence. After a set amount of time, the outer circle provides feedback to their peers. At the end
of the lesson, a debrief circle connects the intended learning to what occurred during the lesson.
23. This resource can be used be used by a teacher to help implement the fishbowl protocol as a
tool to actively involve students in the formative assessment process. This resource is used
with a whole class but could be modified for use with small groups. This fishbowl protocol
could be used to support ongoing learning by having students act on the feedback given at
the next session.
How
24. This resource can be used be used by a teacher to help implement the fishbowl protocol as a
tool to actively involve students in the formative assessment process. This resource is used
with a whole class but could be modified for use with small groups. This fishbowl protocol
could be used to support ongoing learning by having students act on the feedback given at
the next session.
Where
25. This resource can be used be used by a teacher to help implement the fishbowl protocol as a
tool to actively involve students in the formative assessment process. This resource is used
with a whole class but could be modified for use with small groups. This fishbowl protocol
could be used to support ongoing learning by having students act on the feedback given at
the next session.
When
26. The video highlights the interconnected nature of the ELA Common Core State Standards by
providing an example of the how the ELA strands of Speaking and Listening, Reading
Literature, and Reading Informational Text are combined in a lesson. The video shows a
teacher implementing the ELA instructional shifts in her classroom. Students are building
knowledge through complex text and content-rich non-fiction as well as citing specific
evidence from the texts to support their reasoning when speaking with their peers.
27. Elaborates on the “attributes” of the formative
assessment process (See page 1).
28. -The teacher emphasizes the intended learning of the activity, and the students consistently refer
back to the target throughout the lesson. Also, the teacher and students actively provide specific
feedback throughout the activity. The students utilize this feedback to adjust their presentation
when they enter the inner circle.
29. +The teacher clarifies the intended learning of the activity at each round in the discussion
protocol. Students track peer responses during the discussion and give clear, constructive
feedback at the end of each round. Subsequent groups are able to act on that feedback to
improve the quality of their responses. The end user is able to see examples of student
engagement in the formative assessment process. The teacher elicits evidence of learning at the
end of the lesson by asking what the takeaways were from using evidence to move the
discussion. The teacher ends by clarifying the learning for the next day.
30. The student will understand how to cite evidence during conversation from informational
and literary text to convey information and ideas clearly.
The student will understand how to provide clear and actionable feedback to peers.
The student can cite evidence during conversation from informational and literary text to
support their reasoning and keep a conversation flowing.
The student can give positive and constructive feedback while giving suggestions for
improvement.
The student can point out strengths and weaknesses in discussion points without evaluating
or judging.
31. - The fishbowl protocol was found in multiple lessons. For each of the lessons
reviewed, the students were actively engaged in the formative assessment process and
positive learning outcomes were achieved.
32. + I have implemented the fishbowl protocol in multiple lessons. In each of the lessons, the
students were actively engaged in the formative assessment process by providing feedback
to their peers and adjusting their learning based on peer- and teacher-feedback. Positive
learning outcomes were achieved with each lesson.
33. - The attention to text complexity, the use of informational text, and the combining of
reading, listening and speaking informs this resource. These instructional strategies highlight
CCSS English language arts shift.
34. + The attention to text complexity, the use of informational text, and the attention to speaking
and listening informs this resource. The instructional strategies used in this resource highlight the
three CCSS ELA instructional shifts. Fishbowl protocols are used to assess comprehension, to
assess group work, to encourage constructive peer assessment, to discuss issues in the
classroom, or to model specific techniques such as literature circles or Socratic Seminars.
Fishbowl protocols allow students to practice group discussion skills and provide a safe forum for
students to participate in a discussion about charged topics. This strategy for formal discussion
also allows the teacher to see what misconceptions students have and address them.
35.
36.
37.
38. Section B
Learning Target:
• I understand the components of an accurate and
effective Cover Profile.
Success Criterion:
• When contributing a resource, I can write
detailed responses in the Cover Profile fields to
support the review of the resource.
The Help Desk is an important resource to remember if you encounter any challenges with using the Digital Library. NOTE TO FACILITATOR:Share the Help Desk information with the participants.
NOTE TO FACILITATOR:Read the learning target and success criterion.
This is an example of an effective resource summary. (from “Participant Guide” Tab 7 Page 3)
This is an example of an effective resource context. (from “Participant Guide” Tab 7 Page 3)
This is an example of an effective resource context. (from “Participant Guide” Tab 7 Page 3)
This is an example of an effective resource context. (from “Participant Guide” Tab 7 Page 3)
This is an example of an effective resource connection to CCSS. (from “Participant Guide” Tab 7 Page 3)
This is an example of an effective Learning Target. (from “Participant Guide” Tab 8 Page 4)
NOTE TO FACILITATOR:Read the learning target and success criterion.
The Help Desk is an important resource to remember if you encounter any challenges with using the Digital Library. NOTE TO FACILITATOR:Share the Help Desk information with the participants.
