coquitlam apr10 - formative assessment and quality teaching in inclusive classrooms and schools: a...
DESCRIPTION
3rd in a series, conducted with mentors/demonstration leaders from Coquitlam, Burnaby, Mission and Richmond. Focus K-5 and 8-12. This is the whole group section of the day.TRANSCRIPT
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Formative Assessment and Quality Teaching in Inclusive Classrooms and
Schools: A Community of Professionals
Coquitlam April 16, 2010
Presented by Faye Brownlie
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Learning Inten+ons
• I can apply Universal Design for Learning and Backwards Design -‐ current theories of teaching and learning – in my classroom.
• 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
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The Six Big AFL Strategies
1. IntenFons
2. Criteria
3. DescripFve feedback
4. QuesFons
5. Self and peer assessment
6. Ownership
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The Frameworks
1. Universal Design for Learning
2. Backwards Design
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Teach Content to All
Learning in Safe Schools - Brownlie, King"
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The Review
1. Universal Design for Learning
2. Backwards Design
3. AFL strategies
4. Performance-‐based assessment
5. Open-‐ended strategies
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Socials 10 – Chap. 2 Self-‐Directed Project
Janice Mercuri, MacKenzie
• Who and what was responsible for the creaFon of Canada?
• What social, economic, and geographical factors led to ConfederaFon?
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Goal: deeper analysis
• Using the project of your choice, outline the parFcipants, events and major factors leading to ConfederaFon. Your project must have images as well as wri]en explanaFons to explain the historical significance of each item you include (How/why was it important to ConfederaFon?)
• 3 days of class Fme
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Rubric – 4 point scale
• Content – Events – Major factors – parFcipants
• Understandings – ExplanaFon of historical significance of items
• PresentaFon – InformaFon is clearly presented
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Goal: more descripFve feedback J. Mercuri, MacKenzie Secondary
• Grade 10 socials students – first drad of essay • Explained the rubric to the grade 12 English students, then they scored the anonymous essays
• Grade 12 students included with their feedback, 2 stars and a wish
• Grade 10 students used the feedback to revise their essay, then handed them in for marks
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Goal: more awareness of what good readers do and of what fully meeFng
expectaFons looks like • Grade 7s did their PBA (DART) • Coded and set a class goal – reflecFon and self-‐regulaFon
• Taught grade 7’s how to use the grade 4 assessment protocol, how to do a running record, how to interview/conference
• Grade 7’s each conducted the assessment with a grade 4 student, coded them, chose a class goal and strategies to meet this
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Student Diversity Chapter 1
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QuesFoning – gr. 2/3 Goal: creaFng real quesFons, using quesFons to
link background knowledge with new informaFon, create curiosity
• Present an image • Ader each image, ask students to pose quesFons about the image and to resist the urge to answer someone else’s quesFon
• Repeat with 3-‐4 images
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Clustering from Text Goal: Deeper understanding
• Read a porFon 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 connecFons
• Students choose 2 words from the cluster which spark their thinking and begin to write
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Clustering from Text – gr. 2/3 Goal: making connecFons, deepening understanding, building vocabulary
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Salmon Creek – Anne]e LeBox and Karen Reczuch
Douglas & McIntyre, 2002
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Making Inferences – gr. 4/5 Goal: thinking between the lines, moving
beyond one right answer, using what you need to create understanding
• Listen to the Wind – By Greg Mortenson and Susan L. Roth
– Collages by Susan L. Roth
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• What do you know?
• What do you infer – believe to be true? Why?
• What do you wonder?
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• We are the children of Korphe. • We live in a village in the mountains of Pakistan.
• Our families grow and gather the food we eat.
• Our mothers weave and sew the clothes we wear.
• We make up our own games, and we make our own toys....
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• That was before a stranger stumbled into our village.
• He was cold, hungry, and sick. • We gave him tea and food and a bed near the fire.
• He told us his name was Greg Mortenson and that he was a nurse.
• …
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Grade 9 Science
Insulators & Conductors
Classroom Strategies
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Grade 9 Science, Insulators & Conductors
• Learning IntenFons: – I can idenFfy and explain the key vocabulary necessary to understand insulators and conductors
– I can read to determine the accuracy of key statements about insulators and conductors
– I can provide evidence from the text to support my choices.
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• proton • neutron • electron • ion • atom • nucleus • charge • posiFve • negaFve • neutral
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AnFcipaFon Guide
Electrons in an insulator are not tightly bound to the atoms making up the material.
Pure water is an insulator; tap water is a conductor.
A maple-leaf electroscope determines the presence of electric charges.
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Building Stories – gr. 1/2
• Learning IntenFons: – I can make a story from a word clue
– I can add on and change my story from other word clues
– I can explain the strategies I use to figure out new words
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• Students, in pairs, receive a phrase from the text • Students read the phrase, decide on what strategies they used to ‘read’ it and what story would have this phrase in it • Students share their phrases, their strategies and their stories • Students note how their thinking changes as they hear new stories.
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• Students can write their own story before reading
• Process the text with a thinking paper
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deep dark cave
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shimmery, glimmery sword
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King’s forest
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very tall wall
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dense forest
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crumbly, tumbly tower
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clippety-‐clop
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very loud roar
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in his jammies
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very lonely
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Good Night, Good Knight -‐
Shelly Moore Thomas
Pictures -‐ Jennifer Plecas
Du]on Children’s Books
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QUESTIONS TO THINK & TALK ABOUT
1. How might you -‐ or do you -‐ use what you have seen in your classroom? What adaptaFons would you make to be]er fit your context?
2. How would these strategies help your students?