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Coquitlam Jan 2010

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Day 2 in a multi-district, K-12 series, with mentors: Formative assessment and quality teaching in inclusive classrooms and schools: a community of professionals

Day 2 in a multi-district, K-12 series, with mentors: Formative assessment and quality teaching in inclusive classrooms and schools: a community of professionals

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    Coquitlam Jan 2010 Coquitlam Jan 2010 Presentation Transcript

    • Formative Assessment and Quality Teaching in Inclusive Classrooms and Schools: A Community of Professionals Coquitlam Jan. 22, 2010 Presented by Faye Brownlie
    • Learning  Inten+ons   •     I  can  apply  Universal  Design  for   Learning  and  Backwards  Design  -­‐  current   theories  of  teaching  and  learning  –  in  my   classroom.   •    I  can  iden@fy  and  give  specific  examples  of   the  six  big  AFL  strategies   •  I  understand  the  purpose  of,  and  can  design,  a   performance  based  assessment  for  my  class/ subject.   •  I  have  a  plan  to  implement  a  strategy  which  is  
    • Frameworks It’s All about Thinking – Brownlie & Schnellert, 2009
    • Universal Design for Learning Mul@ple  means:   -­‐to  tap  into  background  knowledge,  to  ac@vate   prior  knowledge,  to  increase  engagement  and   mo@va@on   -­‐to  acquire  the  informa@on  and  knowledge  to   process  new  ideas  and  informa@on   -­‐to  express  what  they  know.                        Rose  &  Meyer,  2002  
    • Backwards Design •  What  important  ideas  and  enduring   understandings  do  you  want  the  students  to   know?   •  What  thinking  strategies  will  students  need  to   demonstrate  these  understandings?                      McTighe  &  Wiggins,  2001  
    • The  Six  Big  AFL  Strategies   1.     Inten@ons   2.     Criteria   3.     Descrip@ve  feedback   4.     Ques@ons   5.     Self  and  peer  assessment   6.     Ownership  
    • Teach Content to All    Learning in Safe Schools - Brownlie, King"
    • Who are your students?
    • Standard Reading Assessment   •  Choose a common piece of text. •  Build background for the reading. •  Have students respond to common prompts. •  Have students read a short section aloud and answer several interview questions. •  Code, individually, using the Reading Performance Standards •  Make a class plan, using the Worksheets •  No plan, no point! •  Described in Student Diversity and in It’s All about Thinking
    • •  Connec+ons:    How  does  what  you  read  connect   with  what  you  already  knew?   •  Summarizing:    Choose  a  way  to  show  the  main   ideas  and  details  in  what  you  read.   •  Inferencing:    Read  between  the  lines  to  find   something  that  you  believe  to  be  true,  but  that   isn’t  actually  said.    Explain  your  reasoning.   •  Vocabulary:    Here  are  3  challenging  words  from   the  text.    Explain  what  you  think  they  mean.   •  Reflec+ng:    Was  this  easy  or  hard  to  understand?     How  did  you  help  your  self  understand?        (Student  Diversity,  p.23)  
    • Bill’s  Year  at  a  Glance-­‐Sept.  
    • Bill’s  Year  at  a  Glance-­‐Oct.  
    • Classroom Examples
    • Gr.  8  Science   “The  Diges@ve  System”   Paul  Paling,  Prince  Rupert   Learning  Inten+on:   Demonstrate  where  in  the  body   diges@on  occurs  and  what  happens   to  the  food  
    • Connec@ng/processing  Strategy:    What’s  In,   What’s  Out?       (Reading  44,  adapted  by  PPaling)   •  stomach      squeezing   •  abdomen      hungry   •  saliva          ulcer   •  bolus          tongue   •  gastric  juices    mucus   •  pepsin          carbohydrates   •  muscles        mechanical  
    • Exit  Slips   •  Day  1    Choose  1  part  of  the  diges@ve  system   and  describe  what  happens  to  food  there.   •  Day  2    Write  the  2  most  important  things   learned  today.   •  Day  4    3-­‐2-­‐1  for  diges@on.  
    • Word  Wall   •  What’s  in,  what’s  out   •  Sort  and  predict   •  Make  connec@ons  among  words   •  Point  out  vocabulary/phrases  as  you  work   •  Iden@fy  areas  of  confusion/strength   •  Mind  map  with  select  words   •  Keep  the  target  language  clear  and  visible   •  EdHelper.com  –  makes  flash  cards  
    • Response Journals   double-entry journals   initially, written in class, together   develop criteria for powerful responses
    • Left Side Right Side Notes Early Stages: 1 Title of the Book One sentence I can read from the book. Writing is very limited in the 2 Title of the Book (After reading a pattern book) early stages. A sentence of my own following the pattern of the text. 3 Title of the Book My Opinion (e.g. The part I like best is ... My favourite character is …) End of Grade 1/Beginning of Grade 2: 4 S u m m a r y (What Happened?) My Thinking About What Happened Initially, expect a lot more writing on the left side than on the right at this stage. Later: 5 Two Events My Thinking About These Events Gradually expect the length of the writing to become more balanced on each side. 6 A Quotation from the Text My Interpretation/Thinking of the By Intermediate, expect 1 – Meaning of this Quotation 2 sentences about an event and a paragraph of personal response.
    • questioning
    • Direct,  explicit  comprehension  instruc@on   •  Secret  of  the  Dance  -­‐     •  Andrea  Spalding  and  Alfred  Scow,  Illustra@ons   -­‐  Darlene  Gait   •  Orca  Publishing,  2006   •  #9  781551  433967