I am fortunate to be able to attend ASCD’s annual conference for teaching excellence held this year in Denver, Colorado. I’ll share my thoughts here on this blog along with some of the interesting things I have seen and heard. Today is the first day of the conference with many fantastic sessions planned–I was able to get to four of them.
Session I: Using guided inquiry to promote equity in the math classroom
In this session, Nick Counts who is the math chair at Culver Academies in Indiana shared some of the things he has done to make math accessible to all students regardless of race. Nick shared four books that have made a fundamental difference on how he understands math instruction (right). Of the four, I am familiar with Jo Boaler’s Mathematical Mindset but have not read the others. They seem like interesting books and are worthy of checking out. Nick also shared some of the strategies he uses to ensure all students remain interested in math.
- Make the problems relevant to your students–ensure the questions asked of students will engage all of them.
- Decide as a group of math faculty what you want to see when students are working in groups. During group work, expectations for each group should be visible for all learners.
- Assess group work using rubrics. Teachers should assess how students work in groups, not just the final product.
The PowerPoint from this presentation can be found here.
Session II: Making real-time formative assessment moves that make a difference
This session was hosted by Brent Duckor, a professor at San Jose State University, and Carrie Holmberg, a researcher also at San Jose State. I was looking forward to this session as I am familiar with Dr. Duckor’s books on formative assessment and a 2014 article he wrote in ASCD’s Educational Leadership magazine (link here). This session focused entirely on the role formative assessment should play in the classroom. We have focused a great deal on formative assessment in our school district over the past few years so I was interested in hearing from these two experts. These are some key takeaways:
- Brent and Carrie started the session by having everyone fill out a 3×5 card asking attendees to write down a “burning question.” They both used these questions later in the presentation. I thought this was a great way to start a presentation at a conference.
- Both Carrie and Brent were high school teachers earlier in their careers which gave them credibility to speak about how assessment can be realistically used in the classroom.
- Formative assessment was a term coined in the late 1990s.
- Dylan Wiliam and Paul Black’s 1998 essay on formative assessment “Inside the Black Box” is considered the beginning of formal studies on formative assessment. (I already had read this article so shout out to me).
- Hattie found that formative assessment is top 3 out of 138 educational influences on learning. “We have hard data that soft data in the classroom matters.”
- We should chart how many students we have 1:1 interaction with during a class period.
- This slide was shared and I thought it nicely summed up what this presentation was about:
In short, this was one of the best conference presentations I have attended. It was very impressive.
Session III: Coteach SMART: Coteaching and the highly engaged classroom
This session was presented by Susan Hentz who is an educational consultant. She presented on effective models for classroom delivery with an emphasis on coteaching. Throughout her presentation, she modeled the effective communication that general education and special education teachers must have. Both must learn to communicate. When looking at coteaching, conversation and planning has to start before the class period starts.
“What value are you bringing into the room as a special educator?” –Susan Hertz
Susan shared some key strategies that I thought were important to consider when developing a coteaching classroom:
- Use color or bold print on your handouts and slides to make sure important words or concepts jump out.
- Both general education and special education teachers must focus on executive function. Coteachers need to be aware of how every child’s disability impacts learning and make proper modifications/accommodations.
- Coteachers need to listen to each other. Oftentimes, people do not listen to understand; people listen to respond.
Session IV: Making teachers better, not bitter: Balancing evaluation, supervision, and reflection
This session featured Tony Frontier who is a noted author on educational topics and Paul Mielke who is a superintendent in Wisconsin. Both presenters spoke about the current evaluation process and how it does little (in their opinion) to encourage and support expertise.
Here are the session notes from Tony and Paul.
Please excuse typos as I have been typing fast during each session.