EDL 610 Final

GRR, Literacy, and Formative Assessment

By Anne O

​And how these practices will transform your school!

Prayer

+Gracious God, be with us in our learning today, let us be open to new knowledge, and trusting in Your plan for us.
Our Father
Hail Mary
Glory Be
St. Elizabeth Ann Seton: Pray for Us
+

Open Ended

What do you already know about GRR, Literacy, or Formative Assessment?

• GRR is a system of I do, We do, You do together, and You do that helps students reach the learning target

• You do together improves student efficacy

• All four elements are essential

• Transition of responsibility empowers students

• Metacognition is a key element

​

Gradual Release of Responsibility

GRR (Continued)

• While all elements are key, they do not need to be in order

• It is highly recommended that this happen in full in every class - this might vary in practice

• Students need more than a collection of notebooks and graded tests, they need the actual skill

  • GRR gets them to the skill without dropping them in the deep end

Two GRR Paths

o   Focus lesson: Explain the importance of being able to serve the ball in volleyball, showcase the different hand positions, think aloud why each might be used, do some demonstrations  

o   Guided instruction: Have them start to form the appropriate positions, ask questions about why some positions wouldn’t be suitable for getting the volleyball over the net, how much is too much or too little power, maybe let them try and fail at some ideas

o   Collaborative groupwork: break up into groups and try to serve the ball to each other, work together to correct poor form – aided by teacher circulation   

o   Independent work: students now have to serve the ball over the net in a volleyball scrimmage

PE: Volleyball

o   Collaborative groupwork: Students come into their lab to find each lab table has a collection of rocks, students work together using a worksheet to identify characteristics of the rocks that they have on their table – describe them, hard, soft, tasty, colour, etc. What is similar and what is different?

o   Guided instruction: Call the group back together and ask them to share some observations, pose some questions relating to what they bring up – have them defend their assertions

o   Focus lesson: teach an awesome lesson about different types of rocks (like the three categories or different elements? I didn’t take Earth Science)

o   Independent work: several large boxes of rocks – find a rock of each category, take a picture and put each in a Google slide with a defense of why it belongs to the category

Earth Science: Rocks

Multiple Choice

What does GRR stand for?

• Graduated Response Reflections

• Gradual Release of Responsibility

• Great Reading Responses

• Glorified Resumé Refraction

• Grated Rails of Rum

Match

Match the practice to the level of GRR.

• Students are working together to change sentences from present to past tense and vice versa at their desks.

• Teacher gives explanation of past tense in French and how to conjugate it.

• Practice sentences are put on the board and the class works together to put them in the past tense.

• Students express verbally what they did over the weekend using the past tense to the full class.

Collaborative learning

Focus lesson

Guided instruction

Independent

• Collaborative learning

• Focus lesson

• Guided instruction

• Independent

​GRR builds successful students

• More than memorizing for a test, GRR promotes independent students with the skills needed for a particular field

• Promotion of active learning

• Promotion of student (and teacher) efficacy

• Promotion of student responsibility

Your turn!

Using the chart on your worksheet, identify a lesson you teach and break it down using the GRR four step process.

Indicate which element you are starting with on the side.

You may want to talk it out with those around you if you feel stuck at a particular level.

Please work with a lesson intended for a single class period.

Reach up to Jesus
Push away the devil
Hug the Holy Spirit
Spread the Good News

Let's take a stretch break

Literacy

​Have you ever checked for an allergen, checked which filter your vacuum uses, taken an exit while driving, filed your taxes? 

• Literacy is key in all parts of life

• We are called to build literacy skills in all students - no matter what their further plans are

Literacy

• Literacy involves reading during class - not just independently

• It is intentional

• You need to read longform texts not just excerpts (overall)

• Not only do you need to integrate reading, but also WRITING

• Throwing books at students (while perhaps therapeutic) is not effective literacy instruction

TL;DR Culture

• Modern culture struggles with long format text

• Everything is presented in tiny bites of sound/video/text

• We are losing the skills that make reading long text possible and infantilizing ourselves and our potential to understand

Literacy is for All Subjects!

SPED: Out of My Mind
History: US Constitution, 1776, New York: The Novel
PE: The Last Days of Shea
Art: Heist Society
Consumer Science: Betsy Ross, The Odyssey
STEAM: Heir Apparent
Music: Just Listen

Religion: Bible, CCC, On the Incarnation
English: Shakespeare, (everything?)
Math: The Wright Three
French: Le Petit Prince
Spanish: Don Quixote
Science: Code Orange
Tech: Little Brother

​Though, while you can find a relevant read, it might not be the best use of your class.

Literacy is for All Subjects!

• The skillset you focus on in a given subject might be different

• Humanities are probably going to involve novels

  • Some might involve historical primary sources with different rules

• Math might involve working on "procedural fluency" (Bay-Williams & SanGiovanni, 2021)

• PE might involve regulations or playbooks

• Music and computers have their own languages

• Art can involve reading symbolism

• Especially for us, Biblical literacy promotes overall achievement (Jeynes, 2009)

Reading with pen in hand

• Annotation promotes understanding

• Highlights what is being read for

• Includes reader thoughts

• Looks for key ideas/unknown concepts

• Encourages active reading, not skimming

• Musicians tend to have good marking habits

• Shows an active reader/learner

• Helps when going back over things

• Not appropriate for library books

​

​Mark it up

Labelling

What types of annotation can we see?

Song of Songs 1:5-6

Drag labels to their correct position on the image

Underlining

Circling

Highlighting

Questions

Literary devices

Explanations

Draw

Practice your annotation with the passage here.

Luke 13:31-33

Knowledge is Power
Literacy begets Liberty

• Full participation in a democratic society necessitates personal responsibility

• Laws and other government publications are not written to be understandable

• Censorship and manipulative uses of language ensure that the power rests with an educated elite

• Literacy empowers personal understanding and participation

Students with different needs

• Students are all capable of literacy skills, but the ones they need might be different

• Due to vision impairment or a reading disability, traditional methods might not work

• Audio based literacy skills are a valid method of literacy

• Braille should be integrated into all vision loss supports

• Imparting literacy knowledge might be more difficult but no less essential

Good literacy skills empower students

• Literacy skills are beneficial across content areas and throughout life

• Literacy skills encourage participation in the public sphere

• Literacy skills create strong interaction with and understanding of course materials

• Literacy skills empower students to go further and dive deeper

Take a 15 Minute Break

Fun task: As you wait for the water fountain/toilet/for instagram to load on school wifi, think of a NEW long form text that you could read in one of your classes and how you might introduce it and what writing assignment you could integrate.

​Share with the class!

What text and paired writing assignment did you brainstorm over the break?

Poll

How many formative assessments would you say you typically do in a week?

• 1-3

• 3-6

• 6-9

• 9-12

• 13+

Formative Assessment

• Have you ever felt like you reached the end of a class and had no idea if you were meeting the criteria? Or how well you were doing? Or just plain lost?

• We want students to have multiple opportunities to evaluate their learning well before the end of a course

Formative Assessment

• Formative assessment involves: shared learning targets and criteria for success, feedback that feeds learning forward, student self-assessment and peer assessment, student goal-setting, strategic teacher questioning, and student engagement in asking effective questions (Moss and Brookhart, 2019)

Multiple Choice

Which is not a factor of formative assessment?

• Student engagement in asking effective questions

• Peer assessment

• Practice test results

• Shared learning targets

• Feedback that feeds learning forward

• We want students to take ownership of their learning and be able to set achievable goals for themselves

• We want students to have a clear understanding of what they are to learn and how they will be evaluated

Targets, Goals, and Criteria

• Pay attention to Timing, Amount, Mode, and Audience

• Be aware of focus, function, comparison, valence, clarity, specificity, and tone

​Method and Content

• A 85/100 or a B+ tells a student almost nothing

• You should give feedback in a way that pushes them forward

• Not just correction but advice

Giving Feedback

​(Moss and Brookhart, 2019)

Roleplaying Time!

Brave souls required to help the skit! 4-6 please!

When watching this happen, think about what practices are or are not being used and be ready to contribute your thoughts!

Inquiry and Discussion

• In a classroom with good formative practices, questions come from everyone for everyone

• We do not only want the teacher at the center of discussion, students should be able to play off of each other as well

• Students asking engaging questions builds autonomy and participation

• Developing good questioning skills can be connected to good literacy skills

• Using a SQ3R style form can help encourage this

​

​Questioning and Literacy

Poll

Given what you now know about formative assessment, would you say you give more, less, or the same amount of formative assessments as previously indicated?

• More

• Less

• Same

Pair with Partner

Knowing what you know now about formative assessment, discuss with a partner (or two) what is one formative assessment success you've experienced and what is one formative assessment fail that you've experienced.
What could switch your failure to a triumph?

Open Ended

What are three take aways from today's learning? What can these do to transform your school?

Poll

Which practices do you see yourself integrating (even if partially) into your lessons?

• GRR

• Literacy

• Formative Assessment

• None

Open Ended

Any advice for the presenter?

For Further Reference

​References

Bay-Williams, J. M., & SanGiovanni, J. J. (2021). Figuring out fluency in mathematics teaching and learning, grades K-8: Moving beyond basic .............facts and memorization. Corwin Press.

Fisher, D., & Frey, N. (2021). Better Learning through structured teaching: A framework for the gradual release of responsibility. ASCD.

Haydn, Franz Joseph. (1796). Missa in Tempore Belli ("Paukenmesse").

Jeynes, W. H. (2009). The relationship between biblical literacy, academic achievement, and school behavior among christian- and public- ............school students. Journal of Research on Christian Education, 18(1), 36–55. https://doi.org/10.1080/10656210902751826

Moss, C. M., & Brookhart, S. M. (2019). Advancing Formative Assessment in every classroom: A guide for instructional leaders. ASCD.

Schmoker, M. J. (2006). Results now: How we can achieve unprecedented improvements in teaching and learning. Association for Supervision ............and Curriculum Development.

Seven Core Jesuit values. (n.d.-a). https://www.creighton.edu/sites/default/files/Core-Values.pdf

USCCB. (2010). New American Bible Revised Edition.