coquitlam pns.april2012.no pics

Formative Assessment and Quality Teaching in Inclusive Classrooms and Schools: A

Community of Professionals Coquitlam PNS April 20, 2012

Presented by Faye Brownlie

Learning Inten+ons

•  I can iden+fy and apply aspects of quality teaching

•  I be8er understand how to infuse AFL into my lessons

•  I have a plan to try something new to me in my classroom – High standards, high engagement – Choice

The teeter totter

kids

kids curriculum

Powerful Learning: What We Know about Teaching for Understanding

(2008) Darling-‐Hammond, Pearson, Barron,

Schoenfeld

As discussed in It’s All About Thinking – Math and Science, 2011


•  Meaningful, ambiguous, real world tasks •  Ac+ve learning where learners try out what they know

•  Connec+ons with background knowledge •  Assessing to scaffold learners •  Assessing to adjust teaching •  Clear standards and ongoing feedback •  Strategic and metacogni+ve thinking

The Six Big AFL Strategies

1.  Learning Inten+ons

2.  Criteria

3.  Descrip+ve feedback

4.  Ques+ons

5.  Self and peer assessment

6.  Ownership

h8p://schwakidaschoolthought.blogspot.ca/ h8p://schwakidaschoolthought.blogspot.ca/search?updated-‐max=2012-‐03-‐01T21:09:00-‐08:00&max-‐results=7

Math: Geometry Problem Solving

There are 3 shapes in a bag. The total number of sides is 13. What could the shapes be?

h8p://wonderopolis.org

Gallery Walk – writing lesson •  In groups, 3 things that count in wri+ng •  Made class list and categorized •  Focus on meaning and thinking

–  Descrip+on –  Imagina+on –  Detail –  Knowledge –  Focus –  Ideas –  Passion –  Intriguing –  Understandable

•  Place a series of pictures around the room •  Students in groups of 3 •  3 minutes per picture

•  Chat – How could you use this image in your wri+ng?

•  Build on one another’s thinking •  View 4 pictures

•  Eagle Dreams -‐ Wri7en by Sheryl McFarlane ; Illustra@ons by Ron Lightburn;

•  ISBN: 1-‐55143-‐016-‐9

•  Task: a piece of wri+ng, choose your genre, think about the criteria

•  As you are moving to your desk, keep walking un+l you have your first line in your head

•  12 minutes to write

•  As students are wri+ng, move about the room, underlining something powerful (criteria connected) in each person’s wri+ng

•  Each student shares what was underlined •  Listen to hear something you might want to borrow

•  As a class, decide on why each was underlined •  Create the criteria: – Words that are WOW – Details that showed emo+on or made a picture

– Hook – first line made me want to keep reading

Sample 1

One cool and breezy night, in a prairie, a boy sat on the rim of his open window, looking out at the moon, hoping for something to happen. Ajer a few minutes, he went back in and close his window. Robin sighed. “I wished my life has more excitement in it, “ he thought, before he turned off his light and went to bed, he took one quick look at his kite on top of his bed that’s shaped like an eagle, and went to sleep.

Sample 3 Once upon a +me there was a boy that was facinated by eagles, he

asked his father to get one for him but he couldn’t. Then the boy thought about a way to catch an eagle and then a different gender one for more eagles. Delighted with his idea that he thought of last night, he con+nued his plan. He put 3 fishes in the open with a trap, and went to bed. Then he heard a noise that sounded like an eagle. When he had checked the trap, he found an eagle that was in his trap. Happily jumping around, the eagle made him inspired to make a home for the eagle. He created a bond with the eagle. He remembered how much his father despised eagles. He lead the eagle to a secret place in the forest where his father never went. He came downstairs and his father was in a rage. He threatened to ground his son if he didn’t kill the eagles. Shocked, the boy asked why he told him so. The father said they …

Sample 4

At Sunday, the Ximing and his father mother go travel. On, Ximing say “I’m see a eagle!” His father and his mother is going to his. And his mother say “Oh, Help it!” OK. It was heal. OK. We are go back home!

At home: Today is very funning. Because we are helpa eagle! I’m so happy now! Ximing is +me to eat a dinner say mother say …

•  Kids can add/edit/con+nue to work •  Set up for next class – Work on same criteria – Hear again, pieces that work – Move to where kids can iden+fy criteria in their own work and ask for help with criteria that are struggling with

•  Ajer repeated prac+ce, students choose one piece to work up, edit, revise, and hand in for marking

•  Feedback is con+nuous, personal, +mely, focused

Intro to Circula+on – Gr. 12 Biology Natalie Burns, Burnaby Central

The Challenge: – A hook – More discussion – Thinking more deeply about the content – Building community in the classroom

First Class – 80 minutes

•  I wonder pictures •  Big idea – circula+on •  2 minute quick write – what I remember •  20 min. – alone or with a partner, terms – heart, blood, arteries, veins, capillaries, immune system, circulatory disorders – then mindmap

•  Connect to heart image •  10 min. – lecture, 3 slides •  15 min. -‐ essen+al ques+ons – in groups, discuss each •  Class discussion on essen+al ques+ons •  Exit slip – 1 thing I remembered, 2 things I am excited to learn

What do you know about the circulatory system?

3 Essen+al Ques+ons

1.  How cri+cal is a heart to the life of an organism?

2.  How do the differences between arteries and veins affect their jobs and their loca+on?

3.  Why must blood always be flowing?

Choice in Text, a beginning

Essen+al Ques+ons

•  How do we use the world’s water?

•  What can we do as individuals to make a difference in using, sharing, and saving the world’s water?

Match: Water needed to produce various foods (Water Wise, Literacy in Ac+on,

Grade 8, Pearson) 1 slice of bread 185 L

1 apple 25 L

1 potato 200 L

1 bag of potato chips (200 g) 70 L

1 cup of coffee (125 ml) 40 L

1 glass of milk (200 g) 140 L

Match: Water needed to produce various foods

1 slice of bread 40 L

1 apple 70 L

1 potato 25 L

1 bag of potato chips (200 g) 185 L

1 cup of coffee (125 ml) 140 L

1 glass of milk (200 g) 200 L

•  Choose an ar+cle •  Read the text and all the accompanying graphics

•  Find 3 interes+ng facts that you would like to discuss: What? So what?

•  Meet in a group of 4-‐6

•  Add to your facts page. What ques+ons do you have?

•  Meet in a mixed ar+cle group

Our work as a school…

Structures •  To focus on instruc+on •  To enhance collabora+on •  To build the social capital of the building •  To refine our mental models of learning

•  To build trust

Your Plan – 20 minutes team planning

•  What will you try?

•  Who will you work with?

•  How will you know that what you are doing is making a difference?

Resources •  Grand Conversa<ons, Though>ul Responses – a unique

approach to literature circles – Brownlie, 2005 •  Student Diversity, 2nd ed. – Brownlie, Feniak & Schnellert,

2006 •  Reading and Responding, gr. 4,5,&6 – Brownlie & Jeroski,

2006 •  It’s All about Thinking – collabora<ng to support all learners

(in English, Social Studies and Humani<es) – Brownlie & Schnellert, 2009

•  It’s All about Thinking – collabora<ng to support all learners (in Math and Science) -‐ Brownlie, Fullerton & Schnellert, 2011

•  Learning in Safe Schools, 2nd ed – Brownlie & King, Oct., 2011 •  Assessment & Instruc<on of ESL Learners, 2nd ed – Brownlie,

Feniak, & McCarthy, in press

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