learning strategies + assessment for learning + differentiation + metacognition = powerful learning...

Strategic Teaching + Assessment for Learning + Differen6a6on +

Metacogni6on = powerful learning for all students

Faye Brownlie, Vancouver, BC, Canada Mehj Datoo, Richmond, BC, Canada Kris6 Johnson, Mission, BC, Canada

IRA, Minneapolis, 2009 www.slideshare.net

•I can iden6fy powerful learning prac6ces for all students

•I can iden6fy the 6 AFL strategies •I can begin to make a plan to use a powerful

literacy prac6ce and an AFL strategy

Learning Inten6ons

Powerful Learning

Engagement & Meaning Making

•connect •process

•personalize & transform •self‐assess

Strategic Teaching

Assessment FOR Learning

Purpose: guide instruc6on, improve learning

Audience: teacher and student

Timing: at the beginning, day by day, minute by minute

Form: descrip6ve feedback


Purpose: guide instruc6on and learning

•The Grand Event

•Ongoing in the Class


•  Descrip6ve scoring •  Coding in teams

•  Class/grade profile of strengths and areas of need

•  Ac6on plans developed ‐ what’s next? •  Individual students iden6fied for further assessment

Standard Reading Assessment

•  Choose a common piece of text.

•  Build background for the reading. •  Have students respond to common prompts.

•  Have students read a short sec6on aloud and answer several interview ques6ons.

•  Code using the Reading Performance Standards

•  OR

•  DART, fall assessment FOR learning

•  Connec7ons: How does what you read connect with what you already knew?

•  Summarizing: Choose a way to show the main ideas and details in what you read.

•  Inferencing: Read between the lines to find something that you believe to be true, but that isn’t actually said. Explain your reasoning.

•  Vocabulary: Here are 3 challenging words from the text. Explain what you think they mean.

•  Reflec7ng: Was this easy or hard to understand? How did you help your self understand? (SD, p.23)

Moscrop Secondary, Burnaby

•  Literacy teacher pulled 40/70 students who were iden6fied at risk in fall assessment

•  1:1 assessment, Standard Reading Assessment

•  Read text orally •  Looked for paherns

Moscrop Secondary, Burnaby

•  Encouraged kids to mark the text •  Predic6ng from 6tle, picture, cap6on – average of 4 seconds

•  Comprehension – analyzed 3 samples, students ranked by performance standard rubric

•  Inference – adding your thinking, not summarizing ‐ prac6ced

The Class Review

What are the strengths of the class?

What are your concerns about the class as a whole?

What are your main goals for the class this year?

What are the individual needs in your class?

Class Review Learning in Safe Schools

(Brownlie & King, 2000)

Teacher: Class:

Classroom Strengths Classroom Needs

Other Socio-Emotional Learning Language Medical

Goals Decisions

Individual Concerns

Class Review Recording Form

1

From Assessment to Instruction

Brownlie, Feniak, Schnellert, 2006

2

4

3

Assess (against criteria)

Set a Goal (target)

Plan/Teach (with the goal in mind)

Reassess

Bill Juhasz K-7 Tait

Richmond

4-5 formative assessments/year Block out 4-5 weeks in school calendar All non-enrolling teachers & admin co-assess with CT Coding in teams at pro d or in- school collab time

Bill Juhasz K-7 Tait

Richmond

Sept: Class Review Meetings

Optional Jan. class review

One week later: now what meetings

Non-categorical resource model

Bill’s Year at a Glance‐Sept.

Bill’s Year at a Glance‐Oct.

Try to differentiate through…

Instructional Considerations

Teach Content to All

Learning in Safe Schools - Brownlie, King

Model Guided practice Independent practice Independent application

Pearson & Gallagher (1983)

Shabash – Ann Walsh

•  Whole class novel – gr. 6/7 •  Goals:

– Build community

– Highlight, acknowledge, respect diversity – Teach double‐entry journals as a strategy for deepening understanding

– Build and apply criteria for success

Connecting: – Gallery wall – Quick write Processing: – S6cky notes – Double‐entry journals – Criteria

Transforming and personalizing: ‐Author’s message

The Six Big AFL Strategies

1.  Inten6ons 2.  Criteria 3.  Descrip6ve feedback 4.  Ques6ons 5.  Self and peer assessment

6.  Ownership

Mehjabeen Datoo McMath Secondary, Richmond

Gr. 8 Humani6es ‐ China

3 months

The Context

SCHOOL •  1250 students, Grades 8‐12 •  French Immersion and

English streams

•  Fully inclusive classrooms

•  In a suburb south of Vancouver, BC with high ELL popula6on

CLASS •  27 students •  18 male, 9 female •  Diversity of needs •  6 receiving support •  2 at risk

Grade 8 Humani6es class combined English Language Arts and Social Studies

teacher sees class every day for 75 minutes

Performance Based Reading Assessment (PBA)

1.  Predicting: What do you think this passage will be about? How do you know?

2. Summarizing : Using a web, words, diagrams, and/or drawings, show that you can identify the key ideas and

details from this passage (use the other side of this page).

3.  Connections : How does what you read connect with what you already know?

5.  Vocabulary : Define each of the following words. Explain how you figured out what they meant. Word Definition How I figured out its meaning a. Manor b. medieval c. Heiress d. commodity e. ancestral

5. Inferring : Read between the lines to find something that you believe to be true, but that isn’t actually

said. Explain your reasoning.

6.  Reflecting: Was this reading easy or hard to understand? How did you help yourself understand? (If

this was easy, what do you do to help yourself understand something more difficult?)

Conference Sheet: Humanities 8

Ask, after reading, the following questions:

7. When you come to a challenging word, how do you figure it out?

Word strategies: _____ reread it _____ sound it out _____ look it up in the dictionary _____ skip it _____ ask someone _____ try and figure out what makes sense in the sentence

Other: ________________________

8. If your reading does not make sense, what do you do?

Sense strategies: _____ reread it _____ skip it _____ try another book _____ make a picture in my mind _____ make notes on what I’ve read _____ make a connection between the text, yourself, the world, another text Other: ______________________________

9. What was the main idea of the whole passage that you read?

Fully Meets Expectations Exceeds Expectations

The student is able to read information and procedures with

some complexity, specialized language, and graphics (as

described in the chart on page 260). Work is accurate and

complete, providing specific relevant details and examples as

required.

The student is able to read elaborated information and procedures

that include specialized language and graphics, as well as complex

relationships. Work is thorough and may be insightful, providing

well-chosen details and examples as required.

! makes logical predictions about content and structure by

recalling prior knowledge and looking at the text features

(e.g., heading, diagrams)

! anticipates content and structure by recalling prior knowledge and

looking at the text features (e.g., heading, diagrams); shows insight

! uses context clues, word structure, diagrams, and classroom

resources to figure out unfamiliar words or technical terms

! draws on a wide vocabulary; figures out unfamiliar words and

technical terms independently using a variety of strategies

! checks for understanding and adjusts comprehension

strategies to deal with challenging and unfamiliar material;

may need some guidance

! checks for understanding; independently selects from a growing

repertoire of comprehension strategies, making adjustments as

needed; often rereads to clarify

! uses text features (e.g., headings, diagrams) to preview,

support understanding, and locate information

! uses text features (e.g., headings, diagrams) effectively and

efficiently to preview, support understanding, navigate the

selection, and locate information

! responses to comprehension questions or tasks are accurate,

clear and complete

! responses to comprehension questions or tasks are precise and

thorough, and often include insights or interpretations

! accurately restates main ideas in own words

! accurately restates main ideas in own words; may attempt to

synthesize the information

! locates specific, relevant details (including those in

graphics such as illustrations and charts) to respond to

questions or tasks

! locates specific, relevant details (including those in graphics such

as illustrations and charts) as needed; may use quotations and

references as appropriate

! makes accurate notes in appropriate detail using categories

or headings that reflect the main ideas or topics; may

choose an appropriate format (e.g., mind map, outline)

! makes accurate and detailed notes, using effective formats and

categories or headings

! makes some general inferences or interpretations supported

by specific evidence from the text

! makes logical inferences and interpretations supported by specific

evidence from the text

! makes some logical connections between new information

and prior knowledge and beliefs

! makes thoughtful and insightful connections between new

information and prior knowledge and beliefs that may go outside

of the reader’s immediate experiences (e.g., social issues)

! offers simple judgements or evaluations and offers some

reasons

! makes and explains logical judgements or evaluations based on

prior knowledge; provides reasons or examples

Rating Scale: Grade 8 Reading for Information

Student achievement in reading for information by March-April of Grade 8 can generally be described as

shown in this scale.*

Aspect Not Yet Within Expectations Meets Expectations (Minimal Level) Snapshot

Note: the snapshot

can be used alone as

a holistic scale for

marking some

assignments.

The student may need help to read brief,

straightforward information and procedures and to

complete required tasks. May provide limited accurate

information for some direct, concrete tasks. Work is

often vague, incomplete, inaccurate, or irrelevant.

The student is able to read information and

procedures with some complexity, specialized

language, and graphics (as described in the chart on

page 250) with basic understanding. Work is

generally accurate but may be vague or omit some

required detail.

STRATEGIES ! predictions ! has difficulty making logical predictions about

content; may offer illogical guesses

! makes simple logical predictions about content by

recalling prior knowledge and looking at the text

features

! word skills ! tends to rely on sounding out and context to deal

with unfamiliar language; often unsuccessful

! relies on context clues, word structure, and

classroom resources to figure out unfamiliar

words or technical terms; sometimes inefficient

! checks

understanding

! may check for understanding but have limited

repertoire of comprehension strategies; often

quickly frustrated by challenging material; may

give up

! checks for understanding and adjusts

comprehension strategies when needed; may need

specific direction to select appropriate strategies

for unfamiliar types of material

! text features ! may need assistance to use text features (e.g.,

headings, diagrams) to preview or locate

information

! uses text features (e.g., headings, diagrams) to

preview and locate information, but may be

inefficient

COMPREHENSION ! accuracy and

completion

! responses to comprehension questions or tasks are

often inaccurate, vague, or incomplete

! responses to comprehension questions or tasks

are generally accurate, but may be somewhat

vague, with parts incomplete

! main ideas ! may identify some main ideas; often has difficulty

distinguishing between main ideas and supporting

details

! identifies most main ideas; may have difficulty

restating them in own words

! details ! may locate some relevant supporting details

(including those in graphics such as illustrations and

charts); omits important information

! locates some specific details (including those in

graphics such as illustrations and charts) to

respond to questions or tasks

! note-making ! needs a template or given categories to make simple

notes; notes often incomplete or inaccurate

! makes notes using logical categories or headings;

may include too little or too much information

! inferences ! needs specific direction to make simple inferences

and interpretations; may be illogical or unsupported

by evidence from the text

! makes some simple inferences and

interpretations; provides some specific evidence

from the text if prompted

ANALYSIS ! connection to

prior

knowledge

! needs prompting and help to see how new

information connects to prior knowledge or beliefs

! makes simple, obvious comparisons of new

information with prior knowledge and beliefs

! evaluation/

reflections

! offers simple reactions or judgements; may be

vague or unsupported (or may offer no reaction)

! offers simple reaction or judgements; may be able

to give some reasons (may be illogical)

* Student performance that falls within the wide range of expectations for Grade 8 by March-April generally matches the “Purposeful”

description in Evaluating Reading Across Curriculum.

! Saanich additions as per grades 6/7 Performance Standards for Middle School Consistency

Scoring Rubric: Reading for Informa6on (Gr. 8 )

Data (Ac6vity) Male

Female

COMPREHENSIONGrade 8

Assessment: Fall 07Group: Male/Female Category: All Class: Humanities DG

Accuracy andCompletion

Not Yet Meets

Not Yet Meet /Meets

Meets

Fully Meets

Fully Meets/Exceeds

Meets/Fully Meets

Exceeds

IIIIIIIIII

IIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIII

IIIIIIIIIIIIIIIIIIIIIIIIIIII



IIIIIIIIII

IIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIII

IIIIIIIIIIIIIIIIII

IIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIII

IIIIIIIIIIIIIIIIII

6

22

1744

1711

2233

11

6

IIIIIIIIII





IIIIIIIIII


IIIIIIIIIIIIIIIIII


IIIIIIIIIIIIIIIIII

M F

15

26

15

26

4

4

4

ALL

Main Ideas Not Yet Meets

Not Yet Meet /Meets

Meets

Fully Meets

Fully Meets/Exceeds

Meets/Fully Meets

Exceeds



IIIIIIIIII

IIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIII


IIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIII


IIIIIIIIIIIIIIIIII

22

17

656

2833

17

11



IIIIIIIIII

IIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIII




IIIIIIIIIIIIIIIIII

M F

11

22

30

11

4

15

ALL

Details Not Yet Meets

Not Yet Meet /Meets

Meets

Fully Meets

Fully Meets/Exceeds

Meets/Fully Meets

Exceeds

IIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIII

IIIIIIIIIIIIIIIIII




IIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIII

IIIIIIIIIIIIIIIIII

39

1122

1767

22

11

IIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIII

IIIIIIIIIIIIIIIIII




IIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIII

IIIIIIIIIIIIIIIIII

M F

15

33

15

4

26

ALL

Note-making Not Yet Meets

Not Yet Meet /Meets

Meets

Fully Meets

Fully Meets/Exceeds

Meets/Fully Meets

Exceeds



IIIIIIIIII


IIIIIIIIIIIIIIIIII


IIIIIIIIIIIIIIIIII

IIIIIIIIIIIIIIIIII

IIIIIIIIIIIIIIIIII

44

11

2256

611

1711

11



IIIIIIIIII


IIIIIIIIIIIIIIIIII


IIIIIIIIIIIIIIIIII

IIIIIIIIIIIIIIIIII

IIIIIIIIIIIIIIIIII

M F

4

33

7

15

4

30

ALL

Inferences Not Yet Meets

Not Yet Meet /Meets

Meets

Fully Meets

Fully Meets/Exceeds

Meets/Fully Meets

Exceeds




IIIIIIIIIIIIIIIIII

IIIIIIIIII




IIIIIIIIIIIIIIIIII

2222

17

3322

1144

6

11




IIIIIIIIIIIIIIIIII

IIIIIIIIII




IIIIIIIIIIIIIIIIII

M F

11

30

22

4

4

22

ALL

11/6/2007 Robert Alexander McMath Secondary

Female9Male18Student Total = 27

1.  Look over the data 2.  What do you no6ce? 3.  What are the

strengths of this class?

4.  What areas can be worked on as a class?

What are some instruc6onal goals that you could set based on what you learn from the data and also taking

into considera6on the aims of the content area?

Instruc6onal Goals

•  Social Studies content –  Development and decline of civilisa6ons –  How geography influences civilisa6on – World religions

•  Thinking Strategies –  Note‐making

•  Dis6nguishing Main Idea and Detail –  Visualisa6on

•  Note‐making

•  Paragraph wri6ng

September‐October Visualisa6on with Novels

1.  Teacher reads a shared text aloud, models strategy of recording images that come to mind as she reads

2.  Teacher con6nues to read aloud the shared text, students read novels in groups and record the images they see as they read in their journals

3.  Teacher provides feedback on images (do they iden6fy a main idea? Are they symbolic?

October‐November Visualisa6on with Myth and Non‐fic6on

1.  Students read a crea6on myth from China and record images summarizing the main ideas in the margins

2.  As students con6nue to learn about Chinese beliefs, they con6nue to use this strategy to make sense of abstract concepts in non‐fic6on text

Pangu and the

Creation of the World

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September – October Note‐making using fic6on

1.  Students take notes on “Character” as they are reading their novels.

2.  Teacher models the note‐taking on post‐its with a shared “read‐aloud” text, students prac6ce independently as they read their novels, receiving constant feedback.

3.  The class also watches a movie and takes notes on character. Together, led by the teacher, the class creates a mind‐map on the character in the movie.

4.  When they complete the novel, they make a mind‐map about their character using the informa6on from their post‐its.

Class‐created mind‐map on character

October‐November Note‐making using non‐fic6on

1.  Class develops a generic mind‐map on aspects of civiliza6on

2.  Teacher models the note‐taking using the informa6on text on the Shang dynasty and with a think‐aloud.

3.  The class par6cipates in this crea6on of a mind‐map and then students create their own on the Zhou Dynasty.

Civilisa6on

Govern‐ment

People

Arts/Culture

Beliefs

Tech‐nology

Transpor‐ta6on

October‐November Note‐taking using non‐fic6on

Read pages 80 and 82 and take notes on the mind-map below:

What did the Zhou say about the Shang?_______________________________________

Zhou Dynasty

_______________

Govern-

ment

People

Beliefs

Arts/

Culture

Upper Class

Lower Class

Read pages 77-80 and take notes on the mind-map below:

Shang

Dynasty

_______________

Govern-

ment

People

Beliefs

Arts/

Culture

Upper Class

Lower Class

How were the Shang Kings

defeated?__________________________________________________________________

__

•  Turn to a person beside and discuss what you see as important and/or interes6ng in this process?

Test!!!

Datoo – Hum 8 China Test

Part C: Comparing Dynasties

15. Fill out the table below on the Shang and Zhou Dynasties:

SHANG ZHOU

Government (2 marks)(write at least 2 points per

column)

People (2 marks)(write at least 2 points per

column)

Arts/Culture/Technology

(4 marks)(write at least 2 points per

column)

16. Transfer the above information into the VENN diagram below (3 marks)

Shang Zhou

Both

November‐December Note‐taking using non‐fic6on

1.  Class con6nues to take notes on Chinese dynas6es using the aspects of civilisa6on – focusing on how each one develops from the other

2.  Teacher models the note‐taking using a table format by transferring informa6on from the Shang and Zhou and then adding in the informa6on on Government and Beliefs, then the class con6nues to take notes on each following dynasty on the remaining aspects of civilisa6on

ZHOU DYNASTY Shang Zhou Qin Han Sui

Religion

Shang-ti Many gods

Ancestor Worship

Tien Many gods Ancestor Worship

Mandate of Heaven Taoism

Confucianism Legalism

Govern-ment

Feudal land

divided into

regions and ruled by nobles

Feudal land divided into regions and ruled by

nobles

QIN DYNASTY Shang Zhou Qin Han Sui

Religion

Shang-ti Many gods

Ancestor Worship

Tien Many gods Ancestor Worship

Mandate of Heaven Taoism


Tien Many gods

Ancestor Worship Mandate of

Heaven Taoism


Govern-ment

Feudal land

divided into

regions and ruled by nobles

Feudal land divided into regions and ruled by

nobles

land divided in to regions and ruled

by officials appointed by

emperor

Legalism

HAN DYNASTY Shang Zhou Qin Han Sui

Religion

Shang‐6 Many gods Ancestor Worship

Tien Many gods Ancestor Worship Mandate of Heaven Taoism Confucianism Legalism


Tien Many gods Ancestor Worship Mandate of Heaven Taoism Confucianism Legalism Buddhism

Govern‐ment

Feudal land divided into regions and ruled by nobles


land divided in to regions and ruled by officials appointed by emperor

Legalism

become an official based on “MERIT” by wri6ng exams

SUI DYNASTY Shang Zhou Qin Han Sui

Religion

Shang‐6 Many gods Ancestor Worship





Govern‐ment



land divided in to regions and ruled by officials appointed by emperor

Legalism

become an official based on “MERIT” by wri6ng exams

con6nued exam system of Han

November‐December Note‐taking using non‐fic6on

1.  Class con6nues to take notes on Chinese dynas6es using the aspects of civilisa6on – focusing on how each one develops from the other

2.  Teacher models the note‐taking using a table format by transferring informa6on from the Shang and Zhou and then adding in the informa6on on Government and beliefs, then the class con6nues to take notes on each following dynasty on the remaining aspects of civilisa6on

3.  This process is repeated for following unit in January‐February.

4.  By March, students are quite proficient at note‐making (using images, mind‐maps, tables, etc.) and are beginning to show evidence of deep inference and synthesis as they note‐make. They are selec6ng their own categories and using mul6ple texts.

Paragraph wri6ng

1.  Teacher models paragraph wri6ng using content (Chinese beliefs)

2.  Students prac6ce with a second paragraph 3.  Students receive feedback from teacher and

peers and set a goal for the next paragraph – using specific criteria

Paragraph sample

Consider the paragraph in your package. With reference to the criteria on the rubric, provide the following feedback to the student:

1. What is working (what he/she did well) 2. What is not working (what needs to be improved) and how

it can be improved

Paragraph wri6ng

1.  Teacher models paragraph wri6ng using content (Chinese beliefs)

2.  Students prac6ce with a second paragraph 3.  Students receive feedback from teacher and peers

and set a goal for the next paragraph 4.  Students con6nue to write incorpora6ng feedback

and goals, receive more feedback and set new goals 5.  Students are summa6vely assessed on one final

paragraph 6.  Students have to do one paragraph on demand on the

China test

Test!!!

Datoo – Hum 8 China Test

Part E: Paragraph Writing (5 marks)

Choose ONE of the topics below and write a PARAGRAPH on it. Make sure you have a

topic sentence, at least three points and a concluding sentence.

Explain in detail ONE of the beliefs from the Shang and Zhou Dynasties (Mandate of

Heaven, Ancestor Worship or Confucianism).

What did you think was the most interesting thing that we learned about in this unit so far?

Explain what it is and why it is interesting.

Kris6 Johnson & Tracey Snipstead Heritage Park Secondary, Mission

Gr. 8 ‐ Middle Ages

5‐7 classes of co‐teaching

Day 1‐ teacher

•  Give students ‘I statements’ for library and content targets

•  Give students research ques6on

Day 2 ‐ teacher

•  Same big ques6on (goal) •  Choose learning targets for the day •  Access prior knowledge (facts remembered) •  Individually ask 3 ques6ons and take notes •  Reflect on accomplishments •  Meet as a class to check off learning targets

that have been accomplished

Day 3 ‐ teacher

•  Same process as day 2

•  Conference with students, highligh6ng in colour, areas of targets that students needs to work on

•  Use different colour highlighter each day

Teacher Reflec6ons Students more focused in the library

Students more able to take effec6ve notes

Students crea6ng best projects ever!

Tweaking an exis6ng structure with very posi6ve learning results Next challenge: move from criteria to rubrics

Resources •  Learning in Safe Schools – Brownlie & King •  Student Diversity, 2nd ed – Brownlie, Feniak, Schnellert Stenhouse/Pembroke •  Assesssment and Instruc6on of ESL Learners – Brownlie, Feniak, McCarthy •  Grand Conversa6on, Thoughwul Responses – a unique approach to

literature circles – Brownlie •  It’s All about Thinking – Humani6es & English Language Arts – Brownlie,

Schnellert (in press, fall, 2009) Portage and Main Press •  Reading and Responding – grades 4,5,&6 – Brownlie, Jeroski Nelson Canada •  Adolescent Literacy – Field Tested – Parris, Fisher, Headley, ed. “Finding out what we need to know” – Brownlie IRA

learning strategies + assessment for learning + differentiation + metacognition = powerful learning...

Education

class review learning

class review meetingsoptional

class reviewone week

assessmentfor learning

assessmentforlearning

safe schools brownlie

safe schools brownlie

bill juhaszk