Assessment for Learning –improving practice in the adult          classroom      Coquitlam	  Con,nuing	  Educa,on	        ...
Learning Intentions•  I	  understand	  what	  is	  important	  in	  designing	  a	     lesson	  for	  all	  learners,	  in...
Assessment for LearningPurpose	                           Guide	  learning,	  inform	                                     ...
Assessment for Learning•    Learning	  inten,ons	  •    Criteria	  •    Descrip,ve	  feedback	  •    Ques,oning	  •    Pee...
Essential Lesson Components•    Essen,al	  ques,on/learning	  inten,on/a	  big	  idea	  •    Open-­‐ended	  strategies:	  ...
Model                                          Guided practice                                          Independent practi...
Communicating Mathematically•  Sit	  back	  to	  back	  with	  a	  partner	  •  Partner	  A	  observes	  the	  diagram	  a...
Chunking	  Text	  to	  Respond	  •  Divide	  a	  poem	  or	  an	  ar,cle	  in	  chunks,	  several	     lines	  long,	  and...
Power Paragraphs•  Create a power structure:•  Power 1 – the big idea•  Power 2 – 3 big details about the big idea•  Power...
 	   	   	   	   	   	   	  power	  1	  power	  2	   	   	   	  power	  2	   	   	   	  power	  2	  2	  details 	   	   	 ...
References	  •  Grand Conversations, Thoughtful Responses –	     Brownlie	  (2005).	  	  Portage	  and	  Main	  Press.	  •...
Coq continuing ed.feb.2011
Coq continuing ed.feb.2011
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Coq continuing ed.feb.2011

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Transcript of "Coq continuing ed.feb.2011"

  1. 1. Assessment for Learning –improving practice in the adult classroom Coquitlam  Con,nuing  Educa,on   February  18th,  2011   Faye  Brownlie   www.slideshare.net  
  2. 2. Learning Intentions•  I  understand  what  is  important  in  designing  a   lesson  for  all  learners,  including  ESL  •  I  understand  the  6  strategies  of  assessment  for   learning  •  I  have  a  plan  to  build  to  use  at  least  one  of  the   strategies  in  the  upcoming  week  
  3. 3. Assessment for LearningPurpose   Guide  learning,  inform   instruc,on  Audience     Teachers  and  learners  Timing     On-­‐going,  minute  by  minute,   day  by  day  Form     Descrip,ve  Feedback   ¶what’s  working?   •what’s  not?   •what’s  next?  Black  &  Wiliam,  1998   HaXe  &  Timperley,  2007  
  4. 4. Assessment for Learning•  Learning  inten,ons  •  Criteria  •  Descrip,ve  feedback  •  Ques,oning  •  Peer  and  self  assessment  •  Ownership  
  5. 5. Essential Lesson Components•  Essen,al  ques,on/learning  inten,on/a  big  idea  •  Open-­‐ended  strategies:    connect-­‐process-­‐transform  •  Differen,a,on  –  choice,  choice,  choice  •  Assessment  for  learning  •  Gradual  release  of  responsibility  
  6. 6. Model Guided practice Independent practice Independent application  Pearson  &  Gallagher  (1983)  
  7. 7. Communicating Mathematically•  Sit  back  to  back  with  a  partner  •  Partner  A  observes  the  diagram  and  describes   it  to  partner  B  •  Partner  B  draws  what  he  hears  Partner  A   describing  •  Reflect:    what  worked  in  the  partnership?     What  didn’t?    How  can  it  be  improved?  
  8. 8. Chunking  Text  to  Respond  •  Divide  a  poem  or  an  ar,cle  in  chunks,  several   lines  long,  and  place  these  on  separate  papers.  •  In  teams,  learners  consider  one  chunk  and   respond  to  it.    Circle  challenging  vocabulary.  •  Share  the  text  among  the  groups.  •  Learners  read  the  en,re  text  and  respond     –  As  a  free  write  or  a  power  paragraph   –  To  create  a  found  poem   –  To  create  an  image  that  reflects  their  understanding   –  To  present  orally,  a  soundbite  on  their  understanding   of  the  text…  
  9. 9. Power Paragraphs•  Create a power structure:•  Power 1 – the big idea•  Power 2 – 3 big details about the big idea•  Power 3 – 2 more precise details/examples about the 2nd powers•  Together, write the paragraph, 1 topic sentence (power 1), and 3 explanatory sentences (powers 2 and 3)•  Reread for fluency•  Do several together, then learners can create their structure, get feedback before writing, then write independently
  10. 10.                power  1  power  2        power  2        power  2  2  details              2  details  (power  3)  
  11. 11. References  •  Grand Conversations, Thoughtful Responses –   Brownlie  (2005).    Portage  and  Main  Press.  •  Student Diversity, 2nd ed (2006)  –  Brownlie  and   Schnellert.    Pembroke  Publishers  •  It’s All about Thinking – Humanities, Social Studies and English (2009)  –  Brownlie  and   Schnellert.    Portage  and  Main  Press.  •  Assessment Instruction of ESL Learners –   Brownlie,  Feniak,  McCarthy.    Portage  and  Main   Press.  
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