coquitlam/burnaby performance network series,sept.2011

Formative Assessment and Quality Teaching in Inclusive Classrooms and

Schools: A Community of Professionals

Coquitlam Sept. 24, 2010

Presented by Faye Brownlie

Learning Inten+ons

•  I can explain current theories of teaching and learning.

•  I can understand and can explain to others the concepts of Assessment for Learning (AFL)

•  I can iden<fy 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

Know your content

•  Research – effec<ve programming

•  Curriculum – key concepts, learning outcomes

Model Guided practice Independent practice Independent application

Pearson & Gallagher (1983)

Teaching Content to All

Open-‐ended teaching

adapted

modified

Open-ended strategies:

Connect-activate Process-acquire

Personalize/transform- apply

(Brownlie, Feniak & Schnellert, 2006; Buehl, 2001; Cook, 2005; Gear, 2006; Harvey & Goudvis, 2007; Kame'enui & Carnine, 2002)

Frameworks

It’s All about Thinking – Brownlie & Schnellert, 2009

Universal Design for Learning

Mul<ple means: -‐to tap into background knowledge, to ac<vate prior knowledge, to increase engagement and mo<va<on

-‐to acquire the informa<on and knowledge to process new ideas and informa<on

-‐to express what they know.

Rose & Meyer, 2002

Backwards Design

•  What important ideas and enduring understandings do you want the students to know?

•  What thinking strategies will students need to demonstrate these understandings?

McTighe & Wiggins, 2001

Know your kids

•  Class review

•  Assessment for learning – the grand event

ASSESSMENT of

LEARNING

Purpose • To measure, to report out

Audience • Parents, others outside the classroom

Form • Rank order, marks, percentages, numbers, leZers

Timing • At the end to sum up the learning

ASSESSMENT for

LEARNING

Purpose •  to inform teaching and learning

Audience •  teachers and students

Form • descrip<ve feedback – NO MARKS!

Timing • while the learning is happening when the informa<on can s<ll be used

Classroom Examples

AFL

•  Learning inten<ons

•  Descrip<ve feedback

•  Ques<oning

•  Ownership

Reading and Thinking with Different Texts

•  Making Inferences •  Asking ques<ons •  Using evidence to support your thinking

•  Learning Inten<ons: -‐I can use world currency informa<on to explain what this means to average people. -‐I can interpret this informa<on, providing reasoning for my interpreta<ons

A Comparison of World Currencies – what does it mean to the average

ci<zen? •  Ci<es being compared: – Athens, Frankfurt, Manila, Shanghai, Toronto

•  Number of minutes to work to buy a Big Mac: -‐12, 15, 30, 30, 88

•  Number of hours to work to buy an 8gb iPod -‐10.5, 13.5, 24.5, 56.5, 128.5

•  Annual average hours worked: -‐1704, 1827, 1868, 1946, 2032

•  Cost of living (rela<ve to NYC) -‐28.7%, 48.9%, 54.6%, 63%, 70.6%

ar#cles.moneycentral.msn.com/SmartSpending/ConsumerAc#onGuide/burgernomics-‐whats-‐a-‐big-‐mac-‐worth.aspx

Ques<oning

• Math

•  Closed vs open

•  1 + 4 =

•  2 + 3 =

•  4 + 1 =

•  0 + 5 =

How can you show your number for our number

book?

Ques<oning

• Who is answering your ques<ons?

• Who is asking the ques<ons?

AFL

•  Learning inten<ons

•  Criteria – co-‐created


•  Peer assessment, then self assessment

•  Ownership

Cinquain Poems •  Show a poem to the students and have them see if they can find the paZern – 5 lines with 2,4,6,8,2 syllables

•  Create a cinquain poem together •  No<ce literacy elements used •  Brainstorm for a list of poten<al topics •  Alone or in partners, students write several poems •  Read each poem to 2 other students, check the syllables and the word choices, then check with a teacher

Garnet’s 4/5s Literary Elements

•  Simile

•  Rhyme

•  Allitera<on •  Assonance

Sun Run Jog together

Heaving pan<ng pushing

The cumbersome mass moves along

10 K

Vicky Shy and happy

The only child at home

Always have a smile on her face

my

cheerful

Candy Choclate bars

Tastes like a gummy drop

Lickrish hard like gummys

Eat

Thomas

Vampires Quenching the thirst

These bloodthirsty demons

Eyes shine, like a thousand stars

Midnight

Hannah

Majic Lafa<ng

Wacing throw wals fliing in air

Macking enment objec

Drec dans.

Henry

AFL

•  Criteria


•  Ownership

AFL

•  Ques<oning

•  Self and peer assessment

•  Ownership

How can I help my students learn the vocabulary they need in science?

How can I help my students link what they have learned in one chapter to the next?

Students need:

•  Prac<ce using the vocabulary •  To link new vocabulary to what they already know, then to add on or refine their understanding of the words

•  To make connec<ons among the words in order to retain the vocabulary

The Plan

•  Choose 2 key words from previous chapter and have students brainstorm what they know about each – 2 min. each – add ideas from partners

•  Class share 10 key ideas and clarify •  “I used to think…but now…” •  Introduce new chapter words with 3 column notes: – Before/during/aver

The Plan

•  In ‘before’ column, students write what they know about each word

•  Students read the sec<on of the text, collec<ng informa<on to clarify the vocabulary and recording this in the ‘during’ column

•  Students choose 6-‐8 words and make a concept map with them in the ‘aver’ column

Human Op<cs Vocabulary

Before During A@er

pupil

iris

cornea

sclera

re<na

op<c nerve

Goals

Plan

Rationale

Planning

What do we want to develop/ explore/change/ refine to better meet the diverse needs of diverse learners?

Why are we choosing this focus?

How will we do this?

coquitlam/burnaby performance network series,sept.2011

Documents

students

learning

schnellert

plan

open

purpose