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.

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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  • 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  
  • 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. 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. Student  Diversity          Chapter  1
  • 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. 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. Clustering  from  Text  –  gr.  2/3     Goal:  making  connecFons,  deepening   understanding,  building  vocabulary  
  • 16. Salmon  Creek  –  Anne]e  LeBox  and  Karen   Reczuch    Douglas  &  McIntyre,  2002  
  • 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. •  What  do  you  know?   •  What  do  you  infer  –  believe  to  be  true?    Why?   •  What  do  you  wonder?  
  • 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. •  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. Classroom     Grade 9 Science Strategies   Insulators & Conductors
  • 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. •  proton   •  neutron   •  electron   •  ion   •  atom   •  nucleus   •  charge   •  posiFve   •  negaFve   •  neutral  
  • 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. 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. • 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. •  Students  can  write  their  own  story  before   reading   •  Process  the  text  with  a  thinking  paper  
  • 28. deep  dark  cave  
  • 29. shimmery,  glimmery  sword  
  • 30. King’s  forest  
  • 31. very  tall  wall  
  • 32. dense  forest  
  • 33. crumbly,  tumbly  tower  
  • 34. clippety-­‐clop  
  • 35. very  loud  roar  
  • 36. in  his  jammies  
  • 37. very  lonely  
  • 38. Good  Night,  Good  Knight  -­‐   Shelly  Moore  Thomas   Pictures  -­‐  Jennifer  Plecas   Du]on  Children’s  Books  
  • 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?