Assessment for Learning –improving practice in the adult classroom Coquitlam Con,nuing Educa,on February 18th, 2011 Faye Brownlie www.slideshare.net
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
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
Assessment for Learning• Learning inten,ons • Criteria • Descrip,ve feedback • Ques,oning • Peer and self assessment • Ownership
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
Model Guided practice Independent practice Independent application Pearson & Gallagher (1983)
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?
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…
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
power 1 power 2 power 2 power 2 2 details 2 details (power 3)
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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