Formative Assessment and Quality
Teaching in Inclusive Classrooms and
     Schools: A Community of
            Professiona...
Learning	
  Inten+ons	
  
 •  	
   	
  I	
  can	
  apply	
  Universal	
  Design	
  for	
  
    Learning	
  and	
  Backward...
The	
  Six	
  Big	
  AFL	
  Strategies	
  

  1. 	
   	
  IntenFons	
  
  2. 	
   	
  Criteria	
  
  3. 	
   	
  DescripFv...
The	
  Frameworks	
  



 1. 	
   	
  Universal	
  Design	
  for	
  Learning	
  
 2. 	
  	
  	
  Backwards	
  Design	
  
Teach Content to All	
  




                        Learning in Safe Schools - Brownlie, King"
The	
  Review	
  

  1. 	
   	
  Universal	
  Design	
  for	
  Learning	
  
  2. 	
   	
  Backwards	
  Design	
  
  3. 	
 ...
Socials	
  10	
  –	
  Chap.	
  2	
  
            Self-­‐Directed	
  Project	
  
         Janice	
  Mercuri,	
  MacKenzie	
...
Goal:	
  	
  deeper	
  analysis	
  
•  Using	
  the	
  project	
  of	
  your	
  choice,	
  outline	
  the	
  
   parFcipan...
Rubric	
  –	
  4	
  point	
  scale	
  
•  Content	
  
   –  Events	
  
   –  Major	
  factors	
  
   –  parFcipants	
  
• ...
Goal:	
  	
  more	
  descripFve	
  feedback	
  
      J.	
  Mercuri,	
  MacKenzie	
  Secondary	
  
•  Grade	
  10	
  socia...
Goal:	
  	
  more	
  awareness	
  of	
  what	
  good	
  
  readers	
  do	
  and	
  of	
  what	
  fully	
  meeFng	
  
     ...
Student	
  Diversity	
  
 	
   	
   	
   	
  Chapter	
  1
QuesFoning	
  –	
  gr.	
  2/3	
  
Goal:	
  	
  creaFng	
  real	
  quesFons,	
  using	
  quesFons	
  to	
  
       link	
  ...
Clustering	
  from	
  Text	
  
          Goal:	
  	
  Deeper	
  understanding	
  
•  Read	
  a	
  porFon	
  of	
  a	
  tex...
Clustering	
  from	
  Text	
  –	
  gr.	
  2/3	
  	
  
Goal:	
  making	
  connecFons,	
  deepening	
  
 understanding,	
  b...
Salmon	
  Creek	
  –	
  Anne]e	
  LeBox	
  and	
  Karen	
  
                        Reczuch	
  
          	
  Douglas	
  &...
Making	
  Inferences	
  –	
  gr.	
  4/5	
  
   Goal:	
  	
  thinking	
  between	
  the	
  lines,	
  moving	
  
 beyond	
  ...
•  What	
  do	
  you	
  know?	
  

•  What	
  do	
  you	
  infer	
  –	
  believe	
  to	
  be	
  true?	
  	
  Why?	
  

•  ...
•  We	
  are	
  the	
  children	
  of	
  Korphe.	
  
•  We	
  live	
  in	
  a	
  village	
  in	
  the	
  mountains	
  of	
...
•  That	
  was	
  before	
  a	
  stranger	
  stumbled	
  into	
  our	
  
   village.	
  
•  He	
  was	
  cold,	
  hungry,	...
Classroom	
  	
     Grade 9 Science


Strategies	
        Insulators & Conductors
Grade	
  9	
  Science,	
  Insulators	
  &	
  
                       Conductors	
  
•  Learning	
  IntenFons:	
  
   –  I	...
•    proton	
  
•    neutron	
  
•    electron	
  
•    ion	
  
•    atom	
  
•    nucleus	
  
•    charge	
  
•    posiFv...
AnFcipaFon	
  Guide	
  

Electrons in an insulator are not tightly bound to the
atoms making up the material.	





Pure w...
Building	
  Stories	
  –	
  gr.	
  1/2	
  
•  Learning	
  IntenFons:	
  
   –  I	
  can	
  make	
  a	
  story	
  from	
  a...
• Students,	
  in	
  pairs,	
  receive	
  a	
  phrase	
  
from	
  the	
  text	
  	
  
• Students	
  read	
  the	
  phrase,...
•  Students	
  can	
  write	
  their	
  own	
  story	
  before	
  
   reading	
  
•  Process	
  the	
  text	
  with	
  a	
...
deep	
  dark	
  cave	
  
shimmery,	
  glimmery	
  sword	
  
King’s	
  forest	
  
very	
  tall	
  wall	
  
dense	
  forest	
  
crumbly,	
  tumbly	
  tower	
  
clippety-­‐clop	
  
very	
  loud	
  roar	
  
in	
  his	
  jammies	
  
very	
  lonely	
  
Good	
  Night,	
  Good	
  Knight	
  -­‐	
  

  Shelly	
  Moore	
  Thomas	
  
 Pictures	
  -­‐	
  Jennifer	
  Plecas	
  

 ...
QUESTIONS	
  TO	
  THINK	
  &	
  TALK	
  ABOUT	
  
   1.  How	
  might	
  you	
  -­‐	
  or	
  do	
  you	
  -­‐	
  
       ...
Coquitlam Apr10 - Formative Assessment and Quality Teaching in Inclusive Classrooms and Schools:  A Community of Professio...
Coquitlam Apr10 - Formative Assessment and Quality Teaching in Inclusive Classrooms and Schools:  A Community of Professio...
Coquitlam Apr10 - Formative Assessment and Quality Teaching in Inclusive Classrooms and Schools:  A Community of Professio...
Coquitlam Apr10 - Formative Assessment and Quality Teaching in Inclusive Classrooms and Schools:  A Community of Professio...
Coquitlam Apr10 - Formative Assessment and Quality Teaching in Inclusive Classrooms and Schools:  A Community of Professio...
Coquitlam Apr10 - Formative Assessment and Quality Teaching in Inclusive Classrooms and Schools:  A Community of Professio...
Coquitlam Apr10 - Formative Assessment and Quality Teaching in Inclusive Classrooms and Schools:  A Community of Professio...
Coquitlam Apr10 - Formative Assessment and Quality Teaching in Inclusive Classrooms and Schools:  A Community of Professio...
Coquitlam Apr10 - Formative Assessment and Quality Teaching in Inclusive Classrooms and Schools:  A Community of Professio...
Coquitlam Apr10 - Formative Assessment and Quality Teaching in Inclusive Classrooms and Schools:  A Community of Professio...
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Coquitlam Apr10 - Formative Assessment and Quality Teaching in Inclusive Classrooms and Schools: A Community of Professionals

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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.

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Coquitlam Apr10 - Formative Assessment and Quality Teaching in Inclusive Classrooms and Schools: A Community of Professionals

  1. 1. Formative Assessment and Quality Teaching in Inclusive Classrooms and Schools: A Community of Professionals Coquitlam April 16, 2010 Presented by Faye Brownlie
  2. 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. 3. The  Six  Big  AFL  Strategies   1.     IntenFons   2.     Criteria   3.     DescripFve  feedback   4.     QuesFons   5.     Self  and  peer  assessment   6.     Ownership  
  4. 4. The  Frameworks   1.     Universal  Design  for  Learning   2.       Backwards  Design  
  5. 5. Teach Content to All    Learning in Safe Schools - Brownlie, King"
  6. 6. The  Review   1.     Universal  Design  for  Learning   2.     Backwards  Design   3.     AFL  strategies   4.     Performance-­‐based  assessment   5.     Open-­‐ended  strategies  
  7. 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. 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. 9. Rubric  –  4  point  scale   •  Content   –  Events   –  Major  factors   –  parFcipants   •  Understandings   –  ExplanaFon  of  historical  significance  of  items   •  PresentaFon     –  InformaFon  is  clearly  presented  
  10. 10. 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  
  11. 11. 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  
  12. 12. Student  Diversity          Chapter  1
  13. 13. 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  
  14. 14. 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  
  15. 15. Clustering  from  Text  –  gr.  2/3     Goal:  making  connecFons,  deepening   understanding,  building  vocabulary  
  16. 16. Salmon  Creek  –  Anne]e  LeBox  and  Karen   Reczuch    Douglas  &  McIntyre,  2002  
  17. 17. 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  
  18. 18. •  What  do  you  know?   •  What  do  you  infer  –  believe  to  be  true?    Why?   •  What  do  you  wonder?  
  19. 19. •  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....  
  20. 20. •  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.   •  …  
  21. 21. Classroom     Grade 9 Science Strategies   Insulators & Conductors
  22. 22. 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.  
  23. 23. •  proton   •  neutron   •  electron   •  ion   •  atom   •  nucleus   •  charge   •  posiFve   •  negaFve   •  neutral  
  24. 24. 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.
  25. 25. 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  
  26. 26. • 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.  
  27. 27. •  Students  can  write  their  own  story  before   reading   •  Process  the  text  with  a  thinking  paper  
  28. 28. deep  dark  cave  
  29. 29. shimmery,  glimmery  sword  
  30. 30. King’s  forest  
  31. 31. very  tall  wall  
  32. 32. dense  forest  
  33. 33. crumbly,  tumbly  tower  
  34. 34. clippety-­‐clop  
  35. 35. very  loud  roar  
  36. 36. in  his  jammies  
  37. 37. very  lonely  
  38. 38. Good  Night,  Good  Knight  -­‐   Shelly  Moore  Thomas   Pictures  -­‐  Jennifer  Plecas   Du]on  Children’s  Books  
  39. 39. 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?  

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