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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...
Frameworks


It’s All about Thinking – Brownlie & Schnellert, 2009
Universal Design for Learning
Mul@ple	
  means:	
  
-­‐to	
  tap	
  into	
  background	
  knowledge,	
  to	
  ac@vate	
  
...
Backwards Design
•  What	
  important	
  ideas	
  and	
  enduring	
  
   understandings	
  do	
  you	
  want	
  the	
  stu...
The	
  Six	
  Big	
  AFL	
  Strategies	
  

  1. 	
   	
  Inten@ons	
  
  2. 	
   	
  Criteria	
  
  3. 	
   	
  Descrip@v...
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 r...
•  Connec+ons:	
  	
  How	
  does	
  what	
  you	
  read	
  connect	
  
   with	
  what	
  you	
  already	
  knew?	
  
•  ...
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...
Connec@ng/processing	
  Strategy:	
  	
  What’s	
  In,	
  
                               What’s	
  Out?	
  	
  	
  
     ...
Exit	
  Slips	
  
•  Day	
  1	
  	
  Choose	
  1	
  part	
  of	
  the	
  diges@ve	
  system	
  
   and	
  describe	
  what...
Word	
  Wall	
  
•    What’s	
  in,	
  what’s	
  out	
  
•    Sort	
  and	
  predict	
  
•    Make	
  connec@ons	
  among	...
Response Journals



  double-entry   journals
  initially, written in class, together
  develop criteria for powerful ...
Left Side                             Right Side                             Notes
Early Stages:
1   Title   of   the Book...
questioning
Direct,	
  explicit	
  comprehension	
  instruc@on	
  
•  Secret	
  of	
  the	
  Dance	
  -­‐	
  	
  
•  Andrea	
  Spaldin...
Coquitlam Jan 2010
Coquitlam Jan 2010
Coquitlam Jan 2010
Coquitlam Jan 2010
Coquitlam Jan 2010
Coquitlam Jan 2010
Coquitlam Jan 2010
Coquitlam Jan 2010
Coquitlam Jan 2010
Coquitlam Jan 2010
Coquitlam Jan 2010
Coquitlam Jan 2010
Coquitlam Jan 2010
Coquitlam Jan 2010
Coquitlam Jan 2010
Coquitlam Jan 2010
Coquitlam Jan 2010
Coquitlam Jan 2010
Coquitlam Jan 2010
Coquitlam Jan 2010
Coquitlam Jan 2010
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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

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Transcript of "Coquitlam Jan 2010"

  1. 1. Formative Assessment and Quality Teaching in Inclusive Classrooms and Schools: A Community of Professionals Coquitlam Jan. 22, 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  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  
  3. 3. Frameworks It’s All about Thinking – Brownlie & Schnellert, 2009
  4. 4. 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  
  5. 5. 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  
  6. 6. The  Six  Big  AFL  Strategies   1.     Inten@ons   2.     Criteria   3.     Descrip@ve  feedback   4.     Ques@ons   5.     Self  and  peer  assessment   6.     Ownership  
  7. 7. Teach Content to All    Learning in Safe Schools - Brownlie, King"
  8. 8. Who are your students?
  9. 9. 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
  10. 10. •  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)  
  11. 11. Bill’s  Year  at  a  Glance-­‐Sept.  
  12. 12. Bill’s  Year  at  a  Glance-­‐Oct.  
  13. 13. Classroom Examples
  14. 14. 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  
  15. 15. 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  
  16. 16. 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.  
  17. 17. 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  
  18. 18. Response Journals   double-entry journals   initially, written in class, together   develop criteria for powerful responses
  19. 19. 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.
  20. 20. questioning
  21. 21. Direct,  explicit  comprehension  instruc@on   •  Secret  of  the  Dance  -­‐     •  Andrea  Spalding  and  Alfred  Scow,  Illustra@ons   -­‐  Darlene  Gait   •  Orca  Publishing,  2006   •  #9  781551  433967  
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