The Teaching & Learning Equation

Robin Fogarty and Associates

Assessment is Instruction: Routine, Reflective & Rigorous

PDF Highr Tech, High Talk

Assessment and Instruction go hand in hand. In fact, assessments inform instruction with both formative and summative data. The striking difference between assessment of instruction and assessment for instruction is found in the following two questions. Assessment of instruction asks: How did I do? Assessment for instruction asks: How am I doing? Summative assessments provide data for grades and rankings at the end point of the instruction. In this highly interactive session, participants will learn about, teacher-tested, tried and true informative assessment tools that they can apply immediately in their k12 classrooms. These tools and techniques are organized around three levels of implementation to use with ongoing, daily assessments in the classroom.

  • Routine Informative Assessments
  • Reflective Informative Assessments
  • Rigorous Informative Assessments

Book: Informative Assessment: When it’s Not About a Grade Learn More

Testimonial:

Keep doing what you do! Never Have I had a presenter commend public school educators and show data that supports such commendations in such a genuine way. You are made for this! Jose Rodriguez Social Studies .


Knowing and Growing

PDF PBL in a Nutshell

Build on existing PBIS strategies following the adage, “Think first, then, act”. With basic PBIS in place in the classroom, three life skills further enhance a robust implementation of self-management self-motivation and self-reflection. Grounded in 21st Century thinking processes: productive problem solving, mindful decision-making and creative innovation, students develop awareness and control of their own actions, words and deeds. The shift from the teacher-directed classroom environment to a student-centered culture of respect, responsibility and reliability is the ultimate goal. Learn how to teach kids to think, critically and creatively. Help students begin earlier, rather than later, to adapt self-dispositions of mindfulness that prepare them for test of life.

    Objectives and Outcomes:
  • Manage Self: Develop Self-Directed PBIS.
  • Motivate Self: Adapt a Growth Mindset
  • Metacognitive Reflection: Foster Self Awareness

Book: How to Teach Thinking Skills within the Common Core: & Student Proficiencies of the New National Standards

Testimonial:

It was all our pleasure to host you!  I would love for this to be a continuous relationship so we can cycle through all the great workshops you present.  You are certainly a treasure and I will be in touch! Tom L. Costello Principal .


RTI: Different Brains, Different Learners: Four Models

PDF PBL

And the beat goes on... The quest to address the talents and needs of each and every student in our classrooms is driven by the very nature of the human brain. Every student sitting in that classroom has a uniquely different set of wiring. What does that mean? It means if students learn differently, we must teach differently. RTI, differentiated instruction is the melody of the diverse classroom of today-special education students, English learners, transient students, physically challenged kids, including the high achievers and the gifted and talented. Using four different models -Change, Challenge, Choice, Compatibility for differentiating lessons, the methods can be used alone or in concert with each other.

    Objectives and Outcomes:
  • Differentiate with Change (Tomlinson)
  • Differentiate with Challenge (Pete & Fogarty)
  • Differentiate with Choice (Bellanca)
  • Differentiate by Compatibility (Special Ed.)

Book: Supporting Diferentiated Instruciton; A PLC Approach

Testimonial:

The initial food analogy was probably the best I’ve heard to differentiate between standards, curriculum and instruction. I will be able to refer back to these analogies as I prepare something for my students to “eat”.


The Teaching, Learning Equation: Teach + Learn = Student Success

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The teaching/learning equation has two sides to the equation. One side focuses on the teacher and teaching. The other side focuses on the learner and learning. For the teacher teaching, we have a burgeoning portfolio of "best practices" (Marzano et al) that are research-based, teacher-tested, tried and true. There are the nine families of instructional strategies that. For the learner learning, the research on the brain and learning is capsulated in these twelve principles distilled from a meta-analysis of the literature by Renate and Geoffrey Caine. The twelve principles provide a rich philosophical foundation for instructional decision-making. These comprise the basic, foundational equation, that guide the everyday decisions teacher make about instructional input, student groupings, curricular designs and the range of assessments used in classrooms today. If, in fact, these are proven practices of quality teaching and promising principles of quality learning, then it is the equation we must master. It is the equation that explains how and why learning sticks, rather than disappearing moments after it enters the brain/mind.

    Objectives and Outcomes:
  • Use Burgeoning Portfolio of Best Practices
  • Practice Principles of the Brain and Learning
  • Identify The Teaching /Learning Equation

Book: Nine Best Practices and Twelve Brain Principles.

Testimonial:

Real-life examples and common sense ideas that got me excited about going back to school. Juan Hernandez Middle School.