burnaby primary afl, april 2010
DESCRIPTION
3rd in a series of assessment for learning strategies in K-3 classrooms.TRANSCRIPT
Primary Literacy and Assessment for Learning
an a3er-‐school series for primary educators in Burnaby
April 13, 2010
Faye Brownlie
Learning Inten+ons
• I can apply and give specific examples of the six big AFL strategies
• I have a plan to implement a strategy which is new to me.
• I can determine a next step
The Six Big AFL Strategies
1. IntenHons
2. Criteria
3. DescripHve feedback
4. QuesHons
5. Self and peer assessment
6. Ownership
QuesHoning Goal: creaHng real quesHons, using quesHons to
link background knowledge with new informaHon, create curiosity
• Present an image • A3er each image, ask students to pose quesHons about the image and to resist the urge to answer someone else’s quesHon
• Repeat with 3-‐4 images
Clustering from Text Goal: Deeper understanding
• Read a porHon of a text to the students • Students focus on the language of the text • Ask each student to contribute one word or phrase to a group cluster
• Students organize the cluster, telling you where to place each word/phrase
• When each student has had a chance to contribute, change the colour of the pen and reorganize the cluster, making new connecHons
• Students choose 2 words from the cluster which spark their thinking and begin to write
Clustering from Text Goal: making connecHons, deepening understanding, building vocabulary
AFL in WriHng • Learning IntenHons – tell the kids what the big idea is in what
you are wriHng about today
• Criteria – what is the special a\ribute you are working on? • DescripHve feedback – move about as they write and noHce
‘what’s working’ and give a hint or ask a quesHon to extend the ‘what’s not’ into a plan for ‘what’s next’
• QuesHoning – have the wriHng focus be open enough and supporHve enough that all can parHcipate. Ask invitaHonal, reasoning quesHons
• Peer and self assessment – have students idenHfy in their work, the criteria you have been working on
• Ownership – watch the excitement and the fun of the collaboraHon. If you think you CAN do it and you WANT to do, you WILL do it.
WriHng – grade 2/3
• Consistent criteria over Hme – Strong hook – Powerful vocabulary – Detail, detail
• Repeated pracHce a3er plenty of ‘warm-‐up’
• 2 different scenarios: – Using what you know from science (salmon study) – Using what you know from a grab bag
• Model, model, model • Analyze and advise – ‘What do you noHce?’
– ‘How would you help me?’
• Wander, noHce and quesHon as the students are wriHng
• In sharing, have students respond to the criteria as they noHce and quesHon
Science Journals – an open-‐ended tool for assessment for learning
Lisa Schwartz – gr. 1/2
• Learning IntenHon: – I can observe and record like a scienHst
Lori Johnson Grade 1
Coldstream Elementary Richmond
Learning Intentions
Self Assessment Descriptive Feedback Portfolio Assessment
Reading – Gr.1 March Portfolio – Lori Johnson,
Coldstream Elem., Vernon, BC • I can read this book easily, stopping at the periods for a breath and
also using some expression. • I can retell the story I have just read in my own words from
beginning to end. • I can “make pictures or movies” in my head when I read a story that
has no pictures. Ask me to tell you about the pictures and feelings I had when Ms. Johnson read us “Big Al”. Visualizing helps me understand be\er.
• I can read by using sight words ( the words I know really well are highlighted on the list in the folder ) and I can also figure out new words by sounding out the le\ers, then blending the le\ers together.
• My goal for next term in reading is to ___________________
Writing – Gr. 1 March Portfolio, Lori Johnson, Coldstream Elem, Vernon, BC
• Here is some of my latest wriHng. I can write about things that happen in my life. Usually I print neatly, use fingerspaces and include details. I have several words I can just spell easily, others I try to stretch by saying the sounds, then wriHng the le\ers down.
• I can read my wriHng to you. Thanks for listening. • I can tell you about my wriHng – what criteria I am trying to meet as I wrote these pieces.
• I can tell you what I want to do next in my wriHng. • My goal for next term in wriHng is to _____________________________
SOCIAL STUDIES – FRIENDSHIP UNIT • I can tell you the qualiHes that make up a good friend. Let’s do the Friendship Puzzle together.
SCIENCE • I know how a leaf culng can grow roots to become a plant. Ask me to explain my “Plant Journal” to you.
• I can tell you how magnets work. I know that magnets a\ract some things and not others. I know they have a North and a South Pole. I can explain my Magnet Map to you.
• I can count by ones while doing acHons with my hands and feet. I like to do something different on the fives and tens. Let’s do it together!
• I can count this bag of _______ by first sorHng it into groups of ______ on the counHng mat. SorHng makes it easier to count big numbers.
• I can solve a problem using addiHon or subtracHon. I can show you how I do this using objects or pictures. Here are some problems we can solve.
• I can look at a bunch of objects, then esHmate how many might be there. It won’t be the exact number! Let’s esHmate the hearts on this paper using an elasHc as a “referent set”.
• I am learning my math facts by playing “AddiHon and SubtracHon War”. I can show you how to play.
• My goal for next term in math is to _____________________________
QUESTIONS TO THINK & TALK ABOUT
1. How might you -‐ or do you -‐ use what you have seen in your classroom? What adaptaHons would you make to be\er fit your context?
2. How would these strategies help your students?