3rd in a series, conducted with mentors/demonstration leaders from Coquitlam, Burnaby, Mission and Richmond. Focus K-5 and 8-12. This is the whole group section of the day.

1. Formative Assessment and Quality
Teaching in Inclusive Classrooms and
Schools: A Community of
Professionals
Coquitlam
April 16, 2010
Presented by Faye Brownlie

2. Learning
Inten+ons
•
I
can
apply
Universal
Design
for
Learning
and
Backwards
Design
-­‐
current
theories
of
teaching
and
learning
–
in
my
classroom.
•
I
can
apply
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

3. The
Six
Big
AFL
Strategies
1.
IntenFons
2.
Criteria
3.
DescripFve
feedback
4.
QuesFons
5.
Self
and
peer
assessment
6.
Ownership

4. The
Frameworks
1.
Universal
Design
for
Learning
2.
Backwards
Design

5. Teach Content to All
Learning in Safe Schools - Brownlie, King"

6. The
Review
1.
Universal
Design
for
Learning
2.
Backwards
Design
3.
AFL
strategies
4.
Performance-­‐based
assessment
5.
Open-­‐ended
strategies

7. Socials
10
–
Chap.
2
Self-­‐Directed
Project
Janice
Mercuri,
MacKenzie
• Who
and
what
was
responsible
for
the
creaFon
of
Canada?
• What
social,
economic,
and
geographical
factors
led
to
ConfederaFon?

8. Goal:
deeper
analysis
• Using
the
project
of
your
choice,
outline
the
parFcipants,
events
and
major
factors
leading
to
ConfederaFon.
Your
project
must
have
images
as
well
as
wri]en
explanaFons
to
explain
the
historical
significance
of
each
item
you
include
(How/why
was
it
important
to
ConfederaFon?)
• 3
days
of
class
Fme

9. Rubric
–
4
point
scale
• Content
– Events
– Major
factors
– parFcipants
• Understandings
– ExplanaFon
of
historical
significance
of
items
• PresentaFon
– InformaFon
is
clearly
presented

16. Goal:
more
descripFve
feedback
J.
Mercuri,
MacKenzie
Secondary
• Grade
10
socials
students
–
first
drad
of
essay
• Explained
the
rubric
to
the
grade
12
English
students,
then
they
scored
the
anonymous
essays
• Grade
12
students
included
with
their
feedback,
2
stars
and
a
wish
• Grade
10
students
used
the
feedback
to
revise
their
essay,
then
handed
them
in
for
marks

17. Goal:
more
awareness
of
what
good
readers
do
and
of
what
fully
meeFng
expectaFons
looks
like
• Grade
7s
did
their
PBA
(DART)
• Coded
and
set
a
class
goal
–
reflecFon
and
self-­‐
regulaFon
• Taught
grade
7’s
how
to
use
the
grade
4
assessment
protocol,
how
to
do
a
running
record,
how
to
interview/conference
• Grade
7’s
each
conducted
the
assessment
with
a
grade
4
student,
coded
them,
chose
a
class
goal
and
strategies
to
meet
this

18. Student
Diversity
Chapter
1

19. QuesFoning
–
gr.
2/3
Goal:
creaFng
real
quesFons,
using
quesFons
to
link
background
knowledge
with
new
informaFon,
create
curiosity
• Present
an
image
• Ader
each
image,
ask
students
to
pose
quesFons
about
the
image
and
to
resist
the
urge
to
answer
someone
else’s
quesFon
• Repeat
with
3-­‐4
images

23. Clustering
from
Text
Goal:
Deeper
understanding
• Read
a
porFon
of
a
text
to
the
students
• Students
focus
on
the
language
of
the
text
• Ask
each
student
to
contribute
one
word
or
phrase
to
a
group
cluster
• Students
organize
the
cluster,
telling
you
where
to
place
each
word/phrase
• When
each
student
has
had
a
chance
to
contribute,
change
the
colour
of
the
pen
and
reorganize
the
cluster,
making
new
connecFons
• Students
choose
2
words
from
the
cluster
which
spark
their
thinking
and
begin
to
write

24. Clustering
from
Text
–
gr.
2/3
Goal:
making
connecFons,
deepening
understanding,
building
vocabulary

25. Salmon
Creek
–
Anne]e
LeBox
and
Karen
Reczuch
Douglas
&
McIntyre,
2002

26. Making
Inferences
–
gr.
4/5
Goal:
thinking
between
the
lines,
moving
beyond
one
right
answer,
using
what
you
need
to
create
understanding
• Listen
to
the
Wind
– By
Greg
Mortenson
and
Susan
L.
Roth
– Collages
by
Susan
L.
Roth

27. • What
do
you
know?
• What
do
you
infer
–
believe
to
be
true?
Why?
• What
do
you
wonder?

29. • We
are
the
children
of
Korphe.
• We
live
in
a
village
in
the
mountains
of
Pakistan.
• Our
families
grow
and
gather
the
food
we
eat.
• Our
mothers
weave
and
sew
the
clothes
we
wear.
• We
make
up
our
own
games,
and
we
make
our
own
toys....

30. • That
was
before
a
stranger
stumbled
into
our
village.
• He
was
cold,
hungry,
and
sick.
• We
gave
him
tea
and
food
and
a
bed
near
the
fire.
• He
told
us
his
name
was
Greg
Mortenson
and
that
he
was
a
nurse.
• …

31. Classroom
Grade 9 Science
Strategies
Insulators & Conductors

32. Grade
9
Science,
Insulators
&
Conductors
• Learning
IntenFons:
– I
can
idenFfy
and
explain
the
key
vocabulary
necessary
to
understand
insulators
and
conductors
– I
can
read
to
determine
the
accuracy
of
key
statements
about
insulators
and
conductors
– I
can
provide
evidence
from
the
text
to
support
my
choices.

33. • proton
• neutron
• electron
• ion
• atom
• nucleus
• charge
• posiFve
• negaFve
• neutral

34. AnFcipaFon
Guide
Electrons in an insulator are not tightly bound to the
atoms making up the material.
Pure water is an insulator; tap water is a conductor.
A maple-leaf electroscope determines the presence of
electric charges.

35. Building
Stories
–
gr.
1/2
• Learning
IntenFons:
– I
can
make
a
story
from
a
word
clue
– I
can
add
on
and
change
my
story
from
other
word
clues
– I
can
explain
the
strategies
I
use
to
figure
out
new
words

36. • Students,
in
pairs,
receive
a
phrase
from
the
text
• Students
read
the
phrase,
decide
on
what
strategies
they
used
to
‘read’
it
and
what
story
would
have
this
phrase
in
it
• Students
share
their
phrases,
their
strategies
and
their
stories
• Students
note
how
their
thinking
changes
as
they
hear
new
stories.

37. • Students
can
write
their
own
story
before
reading
• Process
the
text
with
a
thinking
paper

38. deep
dark
cave

39. shimmery,
glimmery
sword

40. King’s
forest

41. very
tall
wall

42. dense
forest

43. crumbly,
tumbly
tower

44. clippety-­‐clop

45. very
loud
roar

46. in
his
jammies

47. very
lonely

48. Good
Night,
Good
Knight
-­‐
Shelly
Moore
Thomas
Pictures
-­‐
Jennifer
Plecas
Du]on
Children’s
Books

49. QUESTIONS
TO
THINK
&
TALK
ABOUT
1. How
might
you
-­‐
or
do
you
-­‐
use
what
you
have
seen
in
your
classroom?
What
adaptaFons
would
you
make
to
be]er
fit
your
context?
2. How
would
these
strategies
help
your
students?