what might this mean? - joseph chamberlain college€¢ is this an inductive or deductive argument...

What might this mean?

What is AFL?

Task 1: • Read the short description of what AFL is• On your post it note, try to sum up what AFL is in three bullet points or less.

Challenge:• Can you sum up why AFL is so important in a sentence on your MWB? • Do you think anything is missing/ would you add anything to the definition here?

Task 2:

• Pair up and compare your answer with your partner‐ add/ amend your answer if you spot any areas of improvement in your answer.

• Be ready to share with the class.

Post 16 Assessment for learning

L.O To investigate what Assessment for Learning is and why it is so important to engaging learners, who go on to make progress.

By the end of the session

You MUST be able to explain 3 key principles of AFL and explain how AFL benefits learners.

You SHOULD be able to identify how the activities you plan enable effective AFL at a number of points throughout the lesson.

You could analyse your own use of AFL and use this to establish opportunities to embed AFL in future lessons.

Key questions:• Why is AFL valuable to

both students and the teacher?

• When should I use AFL within a lesson?

• Which strategies would work best for my classes?

Key Words:• Assessment• Summative assessment• Formative assessment• Learning gaps• Impact

Post 16 Assessment for learning

What is Assessment for learning? Assessment for Learning is the process of seeking and interpreting evidence for use by students and their teachers, to decide where the students are in their learning, where they need to go and how best to get there.

(Assessment Reform Group 2002)

Key Principles:

1)What does this student already know?

2)Now I have taught them, how much have they understood?

3)Now I know this, how can I help them progress further?

Is there a learning gap?

Have my actions closed the learning gap?

Key ideas from research Idea No. 1Students need to know what skills, knowledge or understanding they are expected to learn, so they can improve their performance.

Idea No. 2Students need to be told how they will be assessed, so that they can judge for themselves whether or not they have learned what they were expected to.

Idea No. 3It is crucial that students learn how to self‐assess so they can monitor their own learning, and teachers must consciously build in opportunities for this to happen.

Idea No. 4'Comment‐only' feedback is a more effective aid to learning than 'comment plus grade' or 'grade only' feedback.

Idea No. 5Students can be taught how to provide effective feedback to their peers, and this process benefits both the student who gives the feedback and the student who receives it

Idea No. 6Assessment activities designed to produce an evaluation of student performance can also be used in formative ways.

Black and William (2001)

AFL should ideally happen after every learning episode‐ several times a lesson

Idea No. 1Students need to know what skills, knowledge or understanding they are expected to learn, so they can improve their performance.

Idea No. 2Students need to be told how they will be assessed, so that they can judge for themselves whether or not they have learned what they were expected to.

Idea No. 3It is crucial that students learn how to self‐assess so they can monitor their own learning, and teachers must consciously build in opportunities for this to happen.

Idea No. 4'Comment‐only' feedback is a more effective aid to learning than 'comment plus grade' or 'grade only' feedback.

Idea No. 5Students can be taught how to provide effective feedback to their peers, and this process benefits both the student who gives the feedback and the student who receives it

Idea No. 6Assessment activities designed to produce an evaluation of student performance can also be used in formative ways.

Key ideas 1 and 2: Sharing intentions and success criteria

Ways of establishing what pupils already know and sharing learning intentions.

The teacher knows why the students are engaged in a particular activity, but the students are not always able to differentiate between the activity and the learning that it is meant to promote. A carefully framed learning intention will direct students' attention to the learning. The learning intention emphasises what the students will learn, rather than what they will do.

The learning intention is expressed in terms of knowledge, understanding and skills, and links directly with the relevant curriculum document.

The design of learning intentions starts with the answers to these questions. What do I want students to know?

What do I want students to understand?

What do I want students to be able to do?

How will I know whether I've achieved the learning intention?

• By referring to the success criteria students are able to evaluate their progress while in the process of completing an assessment task or activity, and then evaluate their achievement on completion.

• Peers are able to provide feedback to other students at strategic points while they are in the process of completing the assessment task or activity

• The teacher is able to provide feedback which students can act on to improve their performance.


Success criteria – knowing that the learning intention has been met

Brainstorm – what methods could you use to assess what students know in the first 5 minutes and then in what ways do you can share intentions and

criteria?


Starter activities: • Open ended (how, why, what would happen) • use of ‘might’• Pictures• brainstorms

Learning outcomes: use of key vocabulary (I use vocabulary from the mark scheme) to set learning outcomes, pupils can then see for themselves how they are moving through the outcomes

Set targets at the beginning • ‘check the map’ – bullet point where you will be going, where are they?

Use of success criteria/modelling ‐ used with learning outcomes

Embedding AFL

Which might be the odd one out and why?

By the end of the lesson: Evaluate why Hume may argue the universe is the

odd one out?

What might the relationship between Man and God be?What kind of world do you think that God has created?

‘Elohim creating Adam’By the end of the lesson: How could Hick argue that this illustrates the soul making theodicy?

Aquinas’ teleological argumentL.O.To explore Aquinas’ Fifth way – the teleological argument.

By the end of the lesson

You MUST be able to explain why Aquinas believes regularity and order in the world infers design. (Grade D/C)

You SHOULD be able to apply a number of analogies to illustrate Aquinas’ argument and accurately describe their meaning. (Grade B)

You COULD use key words and terms confidently and accurately to analyse Aquinas’ argument from designuse a range of examples. (Grade A)

Key Questions:• How did Aquinas

attempt to combine both revelation and reason?

• Where may we see features of design in our universe?

• Is this an inductive or deductive argument and why?

Key Words:• Design• Purpose• Final Cause• Telos• Teleological• Reason• Revelation

Grade Success Criteria/AFL Notes A: accurate and relevant, appropriate examples , reasoned argument, different views.

• Include 3 reasons why a literal understanding of the Bible is rejected.

• Analyse how science, psychology and medicine may have developed liberal ideas.

• Provide an alternate suggestion for the resurrection of Jesus if it is not to be understood literally or explain how this may be problematic.

B: mostly accurate and relevant. appropriate example, different views are explained

• Explain how a liberal Christian would interpret the Bible using an example of a miracle.

• Include reasons why a literal understanding of the Bible is rejected.

• Suggest how science, psychology and medicine may have developed liberal ideas.

C: Key ideas and facts are included, with some development use of relevant example.

• Explain how a liberal Christian would interpret the Bible.

• Describe how a liberal Christian would understand miracle events in the Bible using an example.

• Conclude 3 reasons why a literal understanding of the Bible is rejected.

D: Key ideas and facts are included, showing some understanding and coherence.


• Describe how a liberal Christian would understand miracles events in the Bible using an example.

E: A summary of key points. Limited in depth or breadth.


Idea 3 – Assessment throughout the lesson

Mid point plenaries :• one sentence summaries• odd one out• muddiest point• “what’s the big idea?”

Student self assessment• making choices• Self assessment against criteria/models

Use of flash cards – how many ways could you use these to assess learning throughout the lesson?

How can we check student progress throughout the lesson?Think. Pair. Share

Decide where students are in their learning

Perhaps against success criteria, ‐ then use this to inform the next section of the work.

Questioning: How should we ask questions to assess learning?

What’s the difference between these two questions?Which one would more effectively assess student learning an

why?

• Aled, how would you define democracy?

• I’d like everyone to think about this question, and I’ll ask for an answer in a few seconds‐ how would you define democracy?

• Ok, Ella, could we hear your answer first, and everyone be ready to support, develop or challenge Ella’s answer

Thinking time-more developed

answer. No hands up-everyone is engaged

Address learning gaps


Support: Give a different reason for a similar point.

Develop: Give further evidence or examples to back up someone else’s point.

Challenge: Explain why you have a different point of view to someone else.

“The most significant threat to the planet in 2017 is global warming.”

Agree

Disagree

Decide where your opinion fits on the continuum and be ready to justify your view.

Good for debates, assessing whether students can justify their answer, whether they have understood

something.”

Questioning: The human continuum:


Jung and ‘The God within’

What’s the big idea?!

• You MUST refer to the collective unconscious

• You SHOULD include at least 4 of the different archetypes.

• You COULD explain intergration of the self and God archetype.

AFL: Working by yourself

Conservative Christians believe…

Liberal Christians believe…

The Bible is inerrant because…

Miracles might be considered

symbolic because…

The purpose of miracles if they are

not literal is…

Choose 3 to answer

You MUST be able to describe how conservative and liberal Christians understand the Bible.You SHOULD be able to explain why the Bible may be understood in different ways.You COULD analyse the importance of miracles if they are not to be understood literally.

The Universe is brute fact. Walk around the room returning to the quotes that

we originally looked at.

This time however: You must decide which of the quotes the person you have been studying would agree with.

You should explain why you have chosen to put this person here.

You could analyse the differences between their view and your own.

Stop, collaborate and listen…

Now put this into 4 words.

Working with the person next to you...

Write 4 sentences that summarise • What is AFL?

• How is AFL used?• When is AFL used?

You MUST be able to explain 3 key principles of AFL and explain how AFL benefits learners.

You SHOULD be able to identify how the activities you plan enable effective AFL at a number of points throughout the lesson.

You could analyse your use of AFL so far this year and use this to establish opportunities to embed AFL in future lessons.

Ideas 4 + 5 – Assessing learning at the end of a lesson and providing effective feedback

Plenaries• Splat• Students as teachers• Exit tickets• If this is the answer…

Seeking and interpreting evidence

How can the plenary evidence what students know and how they have

progressed?

Referring back to learning outcomes and assessing where we are and what to do to progress.

What plenaries have you used that have enabled you to understand where

individual students are their learning?

AGH! You find that you have 5 minutes left at the end of a lesson. No resources, only students, yourself and your brains.

How could you utilise this time?

What evidence for God can you see?

Easy:

Medium:

Challenge:

Explain Aquinas’ answer to the question: include the words purpose, design, telos and regularity

Explain Aquinas’ answer to the question: include the words purpose, design, telos, regularity, archer and

analogy

Explain Aquinas’ answer to the question however you cannot use the words purpose, design, regularity,

evidence

You MUST be able to explain why Aquinas believes regularity and order in the world infers design.You SHOULD be able to apply a number of analogies to illustrate Aquinas’ argument

You COULD use key words and terms confidently and accurately to conclude Aquinas’ argument from design.

Smarty‐Pants…………. You have been chosen as todays smarty pants! To prove

your worth, it is you VS the rest of the class!

Rules: You can choose from Easy (1 point)Medium (2 points)Difficult (3 points)

Class – you must know the answer to yourOwn question.

Easy: You must include 2 key words in either the question or the answer.Medium: This cannot be a one word answer. You are looking for a developed question.Difficult: The answer must opportunity for a personal response.

Peer feedback is not the same thing as peer assessment.

Peer feedback occurs when students offer each other advice about their work which incorporates reference to:

•what has been done well in relation to the success criteria•what still needs to be done in order to achieve the success criteria•advice on how to achieve that improvement.

Peer assessment occurs when students assess each other's work in a summative way. That is, they provide each other with an actual grade.

Ideas 4 + 5 – providing effective feedback

Warm and cool feedback‐ Positive aspects of a peer's work is giving warm feedback ‐‐When they identify areas that need improvement, they are providing cool feedback. –They provide hints on 'how to raise the temperature' when they give advice about how their peer could improve their work.

Traffic lights‐Students green‐light (using a green highlighter) the work of their peer to indicate where the success criteria have been achieved, or amber‐light where improvement is needed.‐ This strategy is best used on a work‐in‐progress, although it could also be used, with coloured sticky notes, to provide feedback on a final piece of work.

Using models or exemplars‐Teachers demonstrate for students how they can match the work of a peer to an exemplar ‐Students explain why they have selected this particular exemplar and, using other exemplars, explain what the peer needs to do in order to improve.‐Exemplars of various products can be displayed in the classroom for use both by individuals to self‐assess and also by peers to provide feedback‐When employing exemplars as a self‐assessment strategy, students use the exemplars to help them articulate what changes they need to make to their own work in order to achieve the success criteria

Examples of peer feedback


Marking with just one question one instruction:‐ this allows a learning gap to be addressed.

1. As you mark the classes work‐ identify common errors. Make a list.

2. Reteach these at the start of the next lesson

3. At the end of the student’s work, identify the biggest ‘learning gap’ in their work and ask them one question which, if answered correctly would close the gap.

4. In maths, or science, it might be a set of practice exercises‐ so you might write: “Turn to page 94, look at the example of how to find the square root. Then complete activity 3.

5. Mark the student’s work and check the learning gap is closed.

Here the student didn’t manage to answer my question correctly first time, but a follow up question closed the learning gap.

“Abortion violates the sanctity of life” Do your agree?

Task: Can you identify the learning gap and mark this work with just one question?

Pass it to a partner who will respond to your question.


Evaluation

Key questions:• Why is AFL valuable to

both students and the teacher?

• When should I use AFL within a lesson?

• Which strategies would work best for my classes?

what might this mean? - joseph chamberlain college€¢ is this an inductive or deductive argument...

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