We are proud to announce LearnZillion’s 2014 Dream Team

Over 4,000 people applied for the 200 spots available on the 2014 Dream Team, making it harder to get onto the Dream Team than get into any Ivy League school! Selected for their content knowledge, grit and humility, these impressive math and English Language Arts (ELA) teachers represent the best of district, charter and independent schools in 42 states and three countries (U.S., Singapore and Tunisia). Together, the 2014 Dream Team has more than 2,300 years of teaching experience, ranging from two to 42 years in the classroom.

The Dream Team will convene in New Orleans for TeachFest, a unique professional development event from June 4-7, where they will kick-off a rigorous summer-long collaboration to create high-quality formative assessment tools and resources that will support teachers implementing the Common Core across the United States. Following TeachFest, Dream Team members will return to their respective districts and continue to work in facilitated online professional learning communities (PLCs).

As the 77 returning Dream Team members will attest, being on the Dream Team is “the best professional development of my career.” However, being on the Dream Team is about more than world-class PD and creating great content — it’s about being a member of a vibrant and enthusiastic community of educators who are eager to help others and hopeful about the future.

 

2014 Dream Team Members

Dream Team Member State School District / Charter
Heidi King AK Little Rock School District
Victoria Whitfield AL Autauga County School System
Amy Ordonez AZ Kyrene School Distrcit
Ben Metcalf AZ Washington Elementary School District
Cheryl Martin AZ Dysart Unified School District
Deanna Jergenson AZ Deer Valley Unified School District
Jessica Finley AZ Wilson School District No. 7
Jill Patruno AZ Paradise Valley Unified School District #69
Cheryl Shay CA Berryessa Union School District
Debbie Neighbors CA Berryessa Union School District
Debi Bober CA Long Beach Unified School District
Helen A. Papadopoulos CA Walnut Valley Unified School District
Jaime Bonato CA San Juan Unified School District
Kim Bobadilla CA Davis Joint Unified School District
Kristen Miller CA Natomas Unified School District
Laureen-Nadirah Nayo CA Pasadena Unified School District
Lisa Stone CA Santa Clara County Office of Education
Marcello Sgambelluri CA Santa Clara Unified School District
Miriam Hannig CA Union Elementary School District
Nikole Gaines Reina-Guerra CA Davis Joint Unified School District
Rebecca Scarfone CA Temecula Valley Unified School District
Ryan Keeley CA Berkeley Unified School District
George Christopher Moore (Chris) CO Littleton Public Schools
Katherine Christie CO Littleton Public Schools
Kristi Steele CO Littleton Public Schools
Ruth A. Melendez CO Academy District Twenty
Wendy Turner CO Denver Public Schools
Colleen Haberern CT Watertown Public Schools
Jacqueline Kremer CT Ledyard, CT (JWL) & IDCS is its own district
Jameson Parker CT Danbury Public Schools
Lorrie Quirk CT New Haven Public Schools
Rachel Saunders CT Danbury Public Schools
Tiffany Dietelbaum CT Naugatuck Public School District
Tracy Yanouzas CT Monroe Public Schools
Becky Nolin DC E.L. Haynes Public Charter School
Jacqueline Christy DC Washington, DC
John F. Mahoney DC District of Columbia Public Schools
Lauren Jarrell DC District of Columbia Public Schools
Lisa Apple DC E.L. Haynes Public Charter School
Marija Crosson DC District of Columbia Public Schools
Michael Gueltig DC District of Columbia Public Schools
Valerie Krauser DC DC Prep
Caitlin Salmon DE Reach Academy for Girls Charter School
Christina Hanna DE Christina School District
Erica Matlock DE Worcester County Public Schools
Karen Warner DE Cape Henlopen School District
Kate Bowski DE Cape Henlopen School District
Kate Libby DE Woodbridge Elementary School
Margaret Brady DE Red Clay School District
Michelle Morton DE Red Clay Consolidated School District
Shani Benson DE Capital School District
Shannon Lapinsky DE Caesar Rodney School District
Jeremy Thompson FL Sarasota County Public Schools
Olga Westergaard FL Hillsborough County Public Schools
Ahmed Najm GA St. Martin’s Episcopal School
Amy Stanley GA Whitfield County Schools
Brenda Reagan GA Retired
Cathleen A Dees GA Clayton County Public Schools
Christine S Collins GA Edinburg Academy
EJ Sharif GA Richmond County Public Schools
Katherine Learnard GA DeKalb County
Lexie April Mobley GA Fayette County Board of Education Fayetteville, GA
Linda S. Smith GA Atlanta Public Schools
Linda Trawick GA Cobb County School District
Lisa Ashmeade GA Cobb County Schools
Lorenzo Dale Robinson GA Fulton County Schools
Mariaum Brunner GA Lumpkin County Public Schools
Melissa Huneycutt GA Gwinnett County Public Schools
Meredith Fletcher GA Houston County Schools
Michelle Blackwell GA Odyssey
Robin Valentine GA Gwinnett County Public Schools
Heather Dawn Harmon ID SD #271 Coeur d’Alene School District
Stacie Knight ID Meridian Joint School District #2
Alison Childers IL Carmi-White County CUSD 5
Andrew Parece IL Chicago Public Schools
Gabrielle Testerman IL Oak Park River Forest High School District/District 200
Jenni Iwanski IL Saint Charles Community Unit School District 303
Jennifer Rising IL Science & Arts Academy, Des Plains
Jessica Pilgreen IL Wesclin Community Unit District #3
Kathy Ogean IL Oak Lawn Hometown School District 123
Kim Stancl IL Illinois School District U-46
Kyle Harlow IL Herrin Community Unit School District No. 4
Terry Vaughn Jr. IL Germantown Hills School District 69
Bradley Mitchell IN Archdiocese of Indianapolis
Cory Howard IN Maconaquah School Corporation
Kristi Harris IN Wawasee Community Schools
Natalie Hines IN Indianapolis Public Schools
Ronald Shaffer IN Maconaquah School Corporation
Sarah Smith IN Evansville-Vanderburgh School Corporation
Holly Milam-Bush KY Warren County Public Schools
Kelly Boles KY Floyd County Schools
Kimberly Johnson KY Jefferson County Public Schools
Leslie Lloyd KY Bullitt County Public Schools
Katy Patterson LA Orleans Parish School Board
Laci Maniscalco LA Lafayette Parish School System
Stephanie Renoda Gullage LA St. Charles Parish Public Schools
Andrew Vickstrom MA Wachusett Regional School District
Barbara Delaney MA Bellingham Public Schools
Dorrian Galvin MA Oakland Unified School District
Jil Blake MA Hartford
Alison Giska MD Worcester County Public Schools
Analin Adriano MD Mary Mcleod Bethune Day Public Charter School
Ashleigh Swiontek MD National Board Certified//Graduate School
Jennifer Reynolds MD Frederick County Public Schools
Julia Hill MD Worcester County Public Schools
Meghan Hearn MD Howard County Public Schools
Nick Pyzik MD Frederick County Public Schools
Rafael Velez MD District of Columbia Public Schools
Shanna Williams-Carr MD District of Columbia Public Schools
Rebecca Schouvieller ME Falmouth Public Schools
Anita Vecziedins MI Grand Rapids Public Schools
Abby Kahara MN Barnum Publich Schools
Carol DeFreese MO Ft. Zumwalt School District
Carolyn Sue Nixon MO Willard R-II School District
Amanda Gosek NC Johnston County Schools
Amy Barsanti NC Washington County Public Schools
Amy Phillips NC Chatham County Schools
Anna Gustaveson NC Orange County Public Schools
Carol Sholette-Gillespie NC Cumberland County Schools
Dana Marie Stachowiak NC Guilford County Schools
Daylen Moore NC Onslow County Schools
Kimberly Shelor NC New Hanover County School
Michelle Barnhill NC North Carolina Department of Public Instruction
Rachel Sanchez NC Winston-Salem/Forsyth County Schools
William Jarrett NC Guilford County
Lisa Vojacek ND Grand Forks Public Schools
Shana Lindeman ND Grand Forks Public Schools
Elisabeth Chestnutt NH Amherst School District
Steve Lebel NH Derry Cooperative School District
Tim Putnam NH SAU 41 – Brookline Public Schools
Dianne Leoni NJ Hillsborough Township Public Schools
Elizabeth Stupar NJ Point Pleasant Borough School District
Mary Jane Custy NJ Flemington Raritan Schools
Rebecca Alvarado-Alcantar NM Las Cruces Public Schools
Chris Hayes NV Washoe County School District
Jodi Westmont NV Washoe County School District
Richard Villanueva NV Clark County School District
Alice Lombardo NY Rochester City School District
Caitlyn Calabrese NY New Visions for Public Schools
Daniel Steinberg NY Harlem Link Charter School
Dennis Pawlikowski NY Oswego City School District
Jacqueline Wagner NY District 15
Jeanette Simpson NY Penn Yan Central School
Jesse Goodglass NY Syracuse City School District
Juaneika Agyeman NY Lansingburgh Central School District
Julie Bocciolatt NY LaFargeville Central School
Lauren McIntyre NY Great Neck Public School District
Leslie Hefez NY New York City Public Schools District 15
Luciano D’Orazio NY New York City Department of Education
Mark Anderson NY Bronx District 10
Sarah Merchlewitz NY Manhattan District 3, Childrens First Network 408
Sarah Peterson NY New York City Public Schools
Staci Intriligator NY Various
Tammy Plucknette NY Elba Central School District
Wendy Sachel NY Phoenix Central School District
Samantha Fales OH Nordonia Hills City School District
Sarah Cummings OH Gahanna-Jefferson Public Schools
Sierra Cooley OH Electronic Classroom of Tomorrow
Susan Nolan OH Coshocton City Schools
Michelle Collum OK Tulsa Public Schools
Stephanie Eggen OK Oklahoma City Public Schools
Elizabeth Tautalamoto Ellis OR Portland Public School District
Erin Maass OR North Clackamas School District #12
Jaimee Massie OR Eugene District 4J
Lisa Nichols OR Salem Keizer School District
Elizabeth Kim PA School District of Philadelphia
Ellen Hartman PA Commonwealth Connections Academy
Emily Edmonds PA Charter School Network
Leah R Weimerskirch PA New York City Department of Education
Megan Maples PA KIPP: Philadelphia Schools
Michael Cote PA Commonwealth Connections Academy
Rebecca Ritenour PA Uniontown Area
Stephanie Clarke PA Commonwealth Connections Academy
Sue Choi PA Spring-Ford Area School District
Stephen Skaggs RI North Kingstown School Department
Ashley Gombar SC Dorchester District 2
Daniel Stewart Beasley SC York District 3
Elizabeth Beerbower SC Dorchester District 2 Schools
Melissa Huffman SC Orangeburg Consolidated School District 5
Michelle Greene SC Darlington County School District
Kimberly Clark SD Multiple Districts in SD
Terri McComb Singapore Singapore American School
Christina Foran TN Tennessee State Special Schools
Tifin Calcagni Tunisia American Cooperative School of Tunis
Jennifer Yu TX Richardson Independent School District
Leslie Hirsh Ceballos TX Richardson Independent School District
Jennifer Shirts UT Jordan School District
Lauren Burton UT Alpine School District
Melissa Hesterman UT Mountain Heights Academy
Christine Gault VA Prince William County Schools
Jennifer Newman VA Friendship Public Charter Schools
Lindsay M. Stuart VA Alexandria City Public Schools
Sara Elizabeth Equi VA Roanoke City Public Schools
Michael Signal WA Auburn School District #408
Sarah Spring WA Auburn School District
Aaron Beiniek WI Whitnall School District
Dr. Michele Schmidt Moore WV Loudoun County Public Schools
Kayleigh Gillespie WV Putnam County Schools
Stephanie L. Runion WV Harrison County Schools
Virginia Guynn WV Berkeley County Public Schools

LearnZillion Math Webinar Archive

This page is updated with our webinars focused on implementing the Common Core math standards — be sure to create a free account on LearnZillion to receive invitations to future events.

 

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Using the EQuIP Rubric: Math

Recorded 03/18/14 5:00pm EST Ensure your math resources are Common Core aligned. (All grades)

 

 

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An Introduction to the EQuIP Rubric

Recorded 03/13/14 5:00pm EST Learn how to identify high quality materials aligned to the Common Core. (All grades)

 

 

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How Principals Can Relieve Anxiety Around Common Core Implementation

Recorded 3/4/14 3:00pm EST Help your teachers implement the Common Core (All grades; Administrators)

 

 

Thumbnail.Practicaltipsforusinglessonplans.Webinar.2014Practical tips for using LearnZillion’s Math Lesson Plans in the classroom

Recorded 2/27/14 6:00pm EST Learn how to use LearnZillion’s Math Lesson Plans in your classroom. (Grades 3-8)

 

 

Thumbnail.Streamlineprofessionaldevelopment.Webinar.2014Save time, reduce stress. Streamline planning and supercharge your professional growth with LearnZillion.

Recorded 2/30/14 3:30pm EST Learn how to integrate LearnZillion into your lesson planning process. (All grades)

 

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Learn how LearnZillion Lesson Plans can help you ensure students master the essential math standards

Recorded 2/12/14 5:00pm EST Ensure that your students master the essential math standards. (Grades 3-8)

 

thumbnail.BackmappingSkip.Webinar.2013Back-mapping from PARCC and SBAC items to Formative Assessments

Recorded 1/8/14 2:00pm EST Prepare for Common Core math formative assessments. (All grades)

 

 

Ready for more? Click the button below to view our ELA webinars:

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My First Year Teaching: Discovering the Magic of Watching Great Teachers Work

Boaz Munro, former 3rd grade teacher

Boaz Munro, former 1st grade teacher

My first day teaching on my own came about two weeks into the school year.   I worked at an elementary charter school that devoted the beginning of the year almost entirely to promoting an orderly yet joyful school culture.  My first several days in the classroom, therefore, were spent supporting my more experienced co-teacher as she led activities and games to prepare our kids to be diligent scholars and responsible citizens.

By the end of this initial period, I felt much less nervous than I had on the first day of the year.  I had bonded in small ways with my students, met their parents, and even led some brief activities in front of the class under my co-teacher’s supervision.  I was cautiously confident about being a teacher.

A Confident Start

During those first few weeks, we had assessed each student’s reading level and organized them into leveled guided reading groups named for the planets in the solar system.  I was in charge of Uranus—10 students at a small, crescent-shaped table—until the next assessment six weeks later.  I had planned the next six weeks carefully, organizing my library, downloading resources, and studying research on reading comprehension.

And now the day had come.  I had a hand-drawn visual anchor up on my easel, a fresh container of sharpened pencils, and placed a shiny book in front of each little seat.  I expected the students to file in and sit down respectfully, hands folded, eyes on me.  And that’s exactly what happened.

A Humbling Realization

Just kidding.  That first class quickly fell apart, as would many others.  As anyone who has ever taught knows, and as my colleagues Posie Wood and Alix Guerrier have vividly related in their own stories, the first year of teaching is one of the most humbling experiences a person can have. I spent hours preparing for each day’s class, and was still not moving my students nearly far enough.  My students’ reading levels were not increasing as quickly as those of their schoolmates.

Looking back, it’s easy to see why.  So often, I taught my students skills or standards I had never seen anyone teach before.  All of the lessons I planned started with an “I-do”—a modeling of the skill I was trying to teach—and yet I was not watching enough people model the skills I was trying to learn.

A Hope for Support

The times when I improved the most were the times when I stopped toiling alone for a moment and learned from mentors around me.  Occasionally my coach would cover a class so I could observe my co-teacher explaining a difficult concept, or I would sit with the academic dean and we would plan a lesson together.  Just like my students, I learned best by watching talented people work.  This simple realization improved my teaching significantly.  The well-known “beg, borrow, and steal” mantra described by my colleague Lisa Bernstein in a recent post is apt, but I would add a fourth verb: watch.  Watching great teachers work, by sitting next to them to plan or observing their instruction, was unquestionably the single best thing I did to improve my teaching practice during my time in the classroom.  

But there were obstacles to watching these great teachers as much as I wanted to.  I had my own students to look after, and they had theirs; I could only visit other classrooms occasionally.    

Technology has removed these obstacles.  Watching great teachers work is exactly what LearnZillion enables us to do—every day.  Each LearnZillion video is created by an exceptional teacher from around the country, with support from academic coaches, LearnZillion media experts, and peers. These teachers have watched and worked with the best.   They have struggled with the question how best to teach the same standards millions of teachers are adjusting to, and the results of their work are available for old and new teachers to learn from.

Watching the lessons on LearnZillion is like standing in back of a great teacher’s classroom—you’ll see concepts your kids need to learn a new way.  Most likely, you’ll customize or improve on what you see.  As we grow as teachers, our students benefit.

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“Shouldn’t you have known?”, or “How I learned to value formative assessment the hard way”

Posie Wood, former 3rd grade teacher

Posie Wood, former 3rd grade teacher

There’s nothing quite like the heartbreak of administering a test to a group of eight and nine year olds that you have come to love dearly—and knowing instantly that you let them down.

As a first year teacher, it wasn’t that I didn’t believe my students were smart and capable, I did. But I also knew from the moment that I saw page 1 of the test booklet that I hadn’t done enough to prepare them for questions and tasks like the ones I saw on the test. As I circulated through my classroom on that humid April morning, I entered into a state of despair, panic, and most of all, shame that I had so failed my students.

Later that day, looking for sympathy from my father, I sobbed the whole story into the phone while sitting in the school parking lot.

“Hold on,” he said. “I don’t want to be a jerk, but shouldn’t you have known?”

“Known what?”

“That they were going to struggle on the test. Shouldn’t you have understood better than anyone else where your students were?

With those four words (“Shouldn’t you have known?”) my father (who, by the way, is not an educator) shifted my entire orientation as a teacher. Even though he didn’t know the name for it, my father had turned me on to formative assessment and forced me to see, with cruel clarity, just how powerful a tool it is.

Five lessons from a formative assessment failure

Here are the lessons I have since learned about formative assessment—while intellectually, many of these are things that I had known before I stepped into the classroom, it took a year of teaching to really recognize them:

1.  Formative assessment needs to be constant—and it’s more than paper-and-pencil

Formative assessment is more than an exit ticket at the close of a lesson or a set of “check in questions” at the end of the week. It’s really an action and a habit that should be occurring consistently in the classroom. Formative assessment takes many shapes and comes in many sizes: yes, my exit tickets and weekly question sets, were a type of formative assessment, but formative assessment can also be well-timed questions, monitoring of student discussion, observation checklists, interviews, notes pages, one-on-one check-ins, and more. Like learning how to balance on a surfboard, it requires time and practice to build up a teacher’s formative assessment muscle and make it a routine part of daily practice. By thinking about formative assessment as paper-and-pencil strategies only, I’d limited myself to examining only a tiny fraction of the actionable data coming from my students and therefore lost valuable opportunities to fill learning gaps.

2. Formative assessment demands follow up

Formative assessment by definition is meant to inform instructional choices and next steps. Formative assessment without follow-up therefore is not really formative assessment. All those well-meaning exit tickets I’d painstakingly prepared (but rarely had time to review) my first year teaching? All those thoughtful questions I added into my lesson plans? (but never strategically listened to student answers)?  I thought I was formatively assessing, but without the expertise that comes with experience (not to mention the time as a first year teacher) to examine my student work, bucket my class into groups based on their demonstrated understanding, and meet each student in the right place, providing the just-right interventions, redirection, questioning, and prompting—I was asking questions, but not following up. I was only doing half the battle.

3. Formative assessment takes planning, coordination, and pedagogical content knowledge

Great formative assessment is planned and backmapped from a larger learning goal. It’s not enough to just ask questions and redirect or reteach when necessary, great formative assessment drives towards an end understanding or challenge (such as adding fractions with like denominators) and provides insight into where understanding breaks down at critical moments, allowing you to adjust course as necessary. When I reviewed the questions and exit slips from my first year, I realized in horror that they were scattered, often uncoordinated with my lesson objective, my modeling, and my targeted state standard. Even when I did have time to review student work, because my formative probing wasn’t always thoughtfully aligned with my instruction or designed to unveil misunderstandings, it did me little good.

4. Formative assessment is an art—but we don’t like to think about it that way.

Looking back on my experience that first year, I realize that something else was at work as well. In both my training prior to entering the classroom and the ongoing professional development I received through my school, as well as classes I sought out on my own, formative assessment was treated as an afterthought, a secondary or supporting character that was constantly upstaged by the star of the show: the state test. In third grade, the first official testing year, this was especially true.

When formative assessment was mentioned at all, it was as an aside—a given, something that everyone MUST be doing, and something so elementary that it did not merit discussion or elaboration. The message that this sent to me as a new teacher was: “Formative assessment is easy, something you should just ‘know’ how to do, it shouldn’t take too much of your time, effort, or thought.” It took the state test, like a bucket of icy water, to wake me up.

The truth is that formative assessment is an art. To be done well, a teacher must exercise the pedagogical content knowledge to craft questions that will reveal and anticipate particular student misunderstandings, quickly interpret student work, responses, and data, rapidly take action—whether that be a follow up question or prompt, regrouping students, or re-teaching a particular concept with a different approach—and juggle all this with the time allotted for instruction and classroom management concerns. As a first year teacher, I was struggling to keep my head above water and blissfully ignorant of delicate balancing act that is formative assessment.

5. Formative assessment gets easier with practice—and support

Building up an approach to formative assessment that is reflexive, one that a teacher can instinctively fire at critical moments with the right questions, prompts, and follow-through takes time and practice. It also takes advice and modeling from veteran teachers, support and feedback from administrators, guidance and examples from curricular tools, and professional development that builds pedagogical content knowledge. This kind of support is made all the more important with the adoption of the Common Core State Standards, which raise the bar and require students to flexibly attack challenging, real-life math tasks and deeply understand complex text. Without routine and thoughtful formative assessment that is anchored by strategic follow-up, students will struggle. Without these supports as a first year teacher, I grappled daily (even though I wasn’t fully aware of that until it was too late).

Scaling our impact

At LearnZillion, the academic team spends a lot of time thinking and talking about formative assessment. Sometimes, I leave these conversations wanting to go back in time to shake my first year teacher self into an earlier realization of the role that formative assessment should have been playing in my classroom all along. More often though, I leave with a sense of respect and awe of teachers and colleagues who have mastered this delicate art—and a desire to take their best practices, habits, and content knowledge and share it with others so that come spring time, there aren’t other first year teachers facing the question, “Shouldn’t you have known?”

—-

Editor’s note: For more on how to leverage some of the techniques Posie mentions in this post, check out:

For Math: http://blog.learnzillion.com/2014/01/16/backwards-mapping-from-parcc-and-sbac-math-items-to-formative-assessments-2/

For ELA: http://blog.learnzillion.com/2014/01/31/text-talks-a-first-step-in-planning-for-close-reading-2/

Google

Backwards mapping from PARCC and SBAC math items to formative assessments

Learn how to prepare for Common Core math formative assessments.

Millions of educators across the country are crafting formative assessments to monitor student misconception and progress.

To support you, we asked Skip Fennell, a past president of the National Council of Teachers of Mathematics, to share his perspective on how to effectively implement formative assessments in the classroom. Skip is the current Project Director for Elementary Mathematics Specialists and Teacher Leaders Project and the Stanley Bowlsbey Professor of Education and Graduate and Professional Studies at McDaniel College.

In the webinar, Skip addresses the the keys to creating strong formative assessments, common pitfalls, implementation techniques, places to find resources, questions from the audience, and more.

He begins with a great quote: “Observation, discussion, and interviews serve better than paper-pencil tests in evaluating a pupil’s ability to understand the principles he/she uses” (Sueltz, Boynton, and Sauble, 1946, p. 145), and it only gets better from there. Since we ran out of time to answer all the questions from our audience, Skip kindly agreed to share his thoughts on a few more, below:

1. Where can teachers go to find strong examples of formative assessments?

2. Where can I find examples of teachers using formative assessments? Could you point us to some online resources?

I would check out some of the YouTube videos from Dylan William.  I am sure there are others AND frankly I have often just looked at videos of teachers teaching and asked my students to spot ACTUAL uses of formative assessment strategies AND when might they have say asked to do an interview or when a response ‘begged’ for a ‘Show Me’ OR what would you use as a Hinge Question for this lesson, etc.

3. What specific resources should we checkout on mathspecialist.org?

Go to the presentations tab and check out the NCTM regional presentations for Baltimore and Louisville – about the Pathways AND feel free to see what else we have been up to!

4. What is a step-by-step process in creating formative assessments?

I am not sure I would suggest a step-by-step process for creating formative assessments.  I would want teachers to be comfortable using a ‘menu’ of formative assessments (perhaps the Pathways presented yesterday) and then as they plan a lesson consider how they might use one of more of these assessments (what a great discussion for a grade level learning community!) and then implement them ALL the while recognizing that formative assessment, to some extent, is VERY serendipitous – in the middle of a learning you may want someone to ‘Show Me’ or need to alter the proposed Hinge Question, etc.  Hope this gets at the issue.  To me, this is all about building confidence and comfort in using assessment to monitor instruction.

5. Where can I find Hinge Questions aligned to the common core standards?

I see Hinge Questions being integral to specific lessons so I would not see a one-size (one question) fits this lesson here.  Such questions are the responsibility of the teacher responsible for the lesson.  NOW, that I preached a bit – I could see a ‘bank’ of possible questions for standards which could/should then be adapted for lessons planned by a teacher.  I KNOW OF NO SUCH SET OF QUESTIONS. [Readers: Do you?  If so, please share them in the comments section.]

6. Do you have any tips for using Hinge Questions in a flipped classroom?

What a great question and I have been thinking about this.  I would use the Hinge Questions IN THE CLASSROOM as a way to gauge what was done at home/on line wherever and then plan accordingly.

7. How can we convert the student performance on our formative assessments into success on high stakes tests?

Another great question.  The rationale for the SMARTER/PARCC and other summative targets driving the formative assessment Pathways is for teachers and others to consider that as students deepen their understandings and proficiency the elements of the Pathways will approach summative assessments.  One could argue that really good exit tasks could be summative ‘prep’ for summative targets – similarly, really thought provoking Hinge Questions might approach summative expectations, as could ‘Show Me’ opportunities like – show me what happens to the area of a rectangle when the length of each side is doubled.

8. How can we assist teachers who do not have math content knowledge to develop Hinge Questions and the ability to create those questions on a regular basis?

Huge issue.  Lots of help needed here – at the pre-service level, within professional development, and related to planning expectations of teachers.  Mathematical knowledge for teaching must address the content background necessary for teaching important mathematics and this must be an ongoing professional development commitment.  Additionally, teacher planning must consider the formative assessments to be used within a proposed lesson.  Short, albeit, cryptic response to a VERY important issue which needs attention every day.

9 Ways to Use LearnZillion with Students

We’ve built LearnZillion’s free resources to support teachers, students, and parents. To that end, here are the nine most popular ways LearnZIllion is already being used to drive student learning and maximize positive student outcomes.

Learn about the most popular ways to use LearnZillion with Students

Learn about the most popular ways to use LearnZillion with Students

Before class you can…

1) Review prerequisite knowledge

Use a Quick Code to jump start your introduction to new concepts or standards by assigning videos that address your lesson’s foundational knowledge and skills before students arrive for class. This not only helps to reactivate prior knowledge, but also preemptively addresses lingering learning gaps from previous grades or units.

Quick Code on a LearnZillion lesson page

Quick Code on a LearnZillion lesson page

2) Pre-teach concepts on an individualized basis

Rather than assign the next day’s lesson to the entire class, you can assign “pre-work” to certain students to ensure they have a leg up on tricky concepts. For those students with concept or skill-gaps, pre-teaching can help to increase student engagement and understanding of your lesson the next day. Plus, this “pre-work” can build student confidence (suddenly, they’re already familiar with what you’re teaching), and seed “peer experts” or helpers within your room.

3) Flip the classroom

Maximize the amount of time your students have for exploration, discussion, and project-based learning by front-loading your direct instruction. Select the LearnZillion lesson or lessons that address the key instructional concepts, assign them to your students, and center the next day’s plan around a meaningful problem, discussion topic, task, or project. Spend the first few minutes of class clarifying any questions students still have after watching the video, then dive into your higher-order activity.

It may take a while for students (and you!) to transition to this new routine, so you’ll want to provide them with plenty of modeling and empower them to come prepared to ask questions.

You may want to use LearnZillion’s notes template (which can be found on each lesson page) to promote strong study habits, focus, and accountability.

During class you can…

4) Drive whole group instruction

Switch-up your direct instruction with a LearnZillion video. As you play the video for the class, strategically pause or re-watch the video at key moments in order to check for understanding, solicit student reactions, and allow students the chance to solve problems before seeing the answer modeled.

Lesson videos do more than provide a change of pace for you, as a third grade teacher at Hyde Addison School in Washington, DC recently told us, “My students found it more engaging hearing someone else’s voice.”

Additionally, the videos enable dynamic visuals — such as the volume of melting ice pictured in this lesson — that can strongly articulate the concept and further engage students.

5) Focus small group work or centers

Turbocharge centers or small group instruction by anchoring student work with a relevant lesson video. Whether the goal is direct instruction, group review, practice, or extension, you can use quick codes to set a targeted group agenda and focus student work. For each Common Core math standard, we also have a library of practice problems that students can tackle independently online, or collaborate to complete via a paper handout.

6) Coordinate with colleagues 

Use LearnZillion to create a consistent and rigorous instructional environment for your students throughout your building. Find the LearnZillion lessons that support your instructional goals for the week, and share the relevant quick codes with other colleagues who work with your students. This way, you can ensure that regardless of whether they’re going to a pull-out class, physical education, art, recess, or an RTI block, your students will be getting con sistent reinforcement, support, and messaging from all of the adults around them.

After class you can… 

7) Differentiate your instruction

Respond to data from your formative assessments by creating customized playlists for the students or small groups in your class. After you’ve analyzed your formative data and identified learning gaps or areas that need additional reinforcement, use LearnZillion’s Common Core Navigator to find the target standard, and then narrow the list by finding the lesson objective that fit your students’ needs. Once you’ve assigned a custom playlist, students can log into their LearnZillion account to watch videos at home, during computer lab, centers, or study hall.

8) Support homework

Assign videos to provide your students with clear and conceptual scaffolds to help them tackle homework assignments or independent projects. Use these videos to clarify the key concepts or provide background knowledge or review to support your assignment.

9) Engage and empower parents

Increase parent involvement and engagement by providing a window into the standards and concepts you and your students are tackling in the classroom. By sharing the lesson quick codes for your current classwork or unit of study, you’ll not only provide your parent community with transparency around the Common Core Standards and your expectations, but also empower them with a useful tool to support learning at home.

So there you have it: the nine most popular ways to use LearnZillion with students.

Let us know how you’re using LearnZillion – we’d love to feature your success stories and share your tips with the rest of the LearnZillion community!