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Formative Assessment andQuality Teaching in Inclusive Classrooms and Schools: ACommunity of Professionals	            Coqu...
Learning	  Inten+ons	  •  I	  can	  iden+fy	  and	  apply	  aspects	  of	  quality	     teaching	  •  I	  be8er	  understa...
The teeter totter  kids                curriculumkids
Powerful	  Learning:	  	  What	  We	  Know	   about	  Teaching	  for	  Understanding	                   (2008)	  Darling-­...
Powerful	  Learning:	  	  What	  We	  Know	      about	  Teaching	  for	  Understanding	  	  •  Meaningful,	  ambiguous,	 ...
The	  Six	  Big	  AFL	  Strategies	    1. 	   	  Learning	  Inten+ons	    2. 	   	  Criteria	    3. 	   	  Descrip+ve	  fe...
h8p://schwakidaschoolthought.blogspot.ca/	  h8p://schwakidaschoolthought.blogspot.ca/  search?updated-­‐  max=2012-­‐03-­‐...
There	  are	  3	  shapes	  in	  a	  bag.	  	  The	  total	   number	  of	  sides	  is	  13.	  	  What	  could	  the	   sha...
h8p://wonderopolis.org	  
Powerful	  Learning:	  	  What	  We	  Know	      about	  Teaching	  for	  Understanding	  	  •  Meaningful,	  ambiguous,	 ...
Gallery Walk – writing lesson•  In	  groups,	  3	  things	  that	  count	  in	  wri+ng	  •  Made	  class	  list	  and	  ca...
•  Place	  a	  series	  of	  pictures	  around	  the	  room	  •  Students	  in	  groups	  of	  3	  •  3	  minutes	  per	  ...
•  Eagle	  Dreams	  -­‐	  	  Wri7en	  by	  Sheryl	  McFarlane	  ;	     Illustra@ons	  by	  Ron	  Lightburn;	  	  •  ISBN:	...
•  Task:	  	  a	  piece	  of	  wri+ng,	  choose	  your	  genre,	     think	  about	  the	  criteria	  •  As	  you	  are	  ...
•  Each	  student	  shares	  what	  was	  underlined	  •  Listen	  to	  hear	  something	  you	  might	  want	  to	     bo...
Sample	  1	  One	  cool	  and	  breezy	  night,	  in	  a	  prairie,	  a	  boy	  sat	   on	  the	  rim	  of	  his	  open	  ...
Sample	  3	  Once	  upon	  a	  +me	  there	  was	  a	  boy	  that	  was	  facinated	  by	  eagles,	  he	    asked	  his	  ...
Sample	  4	  At	  Sunday,	  the	  Ximing	  and	  his	  father	  mother	  go	    travel.	  	  On,	  Ximing	  say	  “I’m	  s...
•  Kids	  can	  add/edit/con+nue	  to	  work	  •  Set	  up	  for	  next	  class	      –  Work	  on	  same	  criteria	     ...
Intro	  to	  Circula+on	  –	  Gr.	  12	  Biology	       Natalie	  Burns,	  Burnaby	  Central	  	  The	  Challenge:	     – ...
First	  Class	  –	  80	  minutes	  •    I	  wonder	  pictures	  •    Big	  idea	  –	  circula+on	  •    2	  minute	  quick...
What	  do	  you	  know	  about	  the	         circulatory	  system?	  
3	  Essen+al	  Ques+ons	  1.  How	  cri+cal	  is	  a	  heart	  to	  the	  life	  of	  an	      organism?	  2.  How	  do	  ...
Choice	  in	  Text,	  	   a	  beginning	  
Essen+al	  Ques+ons	  •  How	  do	  we	  use	  the	  world’s	  water?	  •  What	  can	  we	  do	  as	  individuals	  to	  ...
Match:	  	  Water	  needed	  to	  produce	  various	  foods	  (Water	  Wise,	  Literacy	  in	  Ac+on,	                    ...
Match:	  	  Water	  needed	  to	  produce	                       various	  foods	  1	  slice	  of	  bread	                ...
•  Choose	  an	  ar+cle	  •  Read	  the	  text	  and	  all	  the	  accompanying	  graphics	  •  Find	  3	  interes+ng	  fa...
Powerful	  Learning:	  	  What	  We	  Know	      about	  Teaching	  for	  Understanding	  	  •  Meaningful,	  ambiguous,	 ...
Our	  work	  as	  a	  school…	  
Structures•    To	  focus	  on	  instruc+on	  •    To	  enhance	  collabora+on	  •    To	  build	  the	  social	  capital	...
Your	  Plan	  –	  20	  minutes	  team	  planning	  •  What	  will	  you	  try?	  •  Who	  will	  you	  work	  with?	  •  H...
Resources	  	  •  Grand	  Conversa<ons,	  Though>ul	  Responses	  –	  a	  unique	     approach	  to	  literature	  circles...
Coquitlam pns.april2012.no pics
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Coquitlam pns.april2012.no pics

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Third in the Performance Network Series, building on the theme of quality teaching and AFL. The Grade 12 circulatory system slides are filed separately due to size limits. K-12 session.

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Transcript of "Coquitlam pns.april2012.no pics"

  1. 1. Formative Assessment andQuality Teaching in Inclusive Classrooms and Schools: ACommunity of Professionals   Coquitlam PNS April 20, 2012 Presented by Faye Brownlie
  2. 2. Learning  Inten+ons  •  I  can  iden+fy  and  apply  aspects  of  quality   teaching  •  I  be8er  understand  how  to  infuse  AFL  into  my   lessons  •  I  have  a  plan  to  try  something  new  to  me  in   my  classroom       –  High  standards,  high  engagement   –  Choice  
  3. 3. The teeter totter kids curriculumkids
  4. 4. Powerful  Learning:    What  We  Know   about  Teaching  for  Understanding   (2008)  Darling-­‐Hammond,  Pearson,  Barron,   Schoenfeld   As  discussed  in  It’s  All  About   Thinking  –  Math  and  Science,  2011  
  5. 5. Powerful  Learning:    What  We  Know   about  Teaching  for  Understanding    •  Meaningful,  ambiguous,  real  world  tasks  •  Ac+ve  learning  where  learners  try  out  what   they  know  •  Connec+ons  with  background  knowledge  •  Assessing  to  scaffold  learners  •  Assessing  to  adjust  teaching  •  Clear  standards  and  ongoing  feedback  •  Strategic  and  metacogni+ve  thinking  
  6. 6. The  Six  Big  AFL  Strategies   1.     Learning  Inten+ons   2.     Criteria   3.     Descrip+ve  feedback   4.     Ques+ons   5.     Self  and  peer  assessment   6.     Ownership  
  7. 7. h8p://schwakidaschoolthought.blogspot.ca/  h8p://schwakidaschoolthought.blogspot.ca/ search?updated-­‐ max=2012-­‐03-­‐01T21:09:00-­‐08:00&max-­‐ results=7  Math:    Geometry  Problem  Solving  
  8. 8. There  are  3  shapes  in  a  bag.    The  total   number  of  sides  is  13.    What  could  the   shapes  be?  
  9. 9. h8p://wonderopolis.org  
  10. 10. Powerful  Learning:    What  We  Know   about  Teaching  for  Understanding    •  Meaningful,  ambiguous,  real  world  tasks  •  Ac+ve  learning  where  learners  try  out  what   they  know  •  Connec+ons  with  background  knowledge  •  Assessing  to  scaffold  learners  •  Assessing  to  adjust  teaching  •  Clear  standards  and  ongoing  feedback  •  Strategic  and  metacogni+ve  thinking  
  11. 11. Gallery Walk – writing lesson•  In  groups,  3  things  that  count  in  wri+ng  •  Made  class  list  and  categorized  •  Focus  on  meaning  and  thinking   –  Descrip+on   –  Imagina+on   –  Detail   –  Knowledge   –  Focus   –  Ideas   –  Passion   –  Intriguing   –  Understandable  
  12. 12. •  Place  a  series  of  pictures  around  the  room  •  Students  in  groups  of  3  •  3  minutes  per  picture  •  Chat  –  How  could  you  use  this  image  in  your   wri+ng?  •  Build  on  one  another’s  thinking  •  View  4  pictures  
  13. 13. •  Eagle  Dreams  -­‐    Wri7en  by  Sheryl  McFarlane  ;   Illustra@ons  by  Ron  Lightburn;    •  ISBN:  1-­‐55143-­‐016-­‐9  
  14. 14. •  Task:    a  piece  of  wri+ng,  choose  your  genre,   think  about  the  criteria  •  As  you  are  moving  to  your  desk,  keep  walking   un+l  you  have  your  first  line  in  your  head  •  12  minutes  to  write  •  As  students  are  wri+ng,  move  about  the  room,   underlining  something  powerful  (criteria   connected)  in  each  person’s  wri+ng  
  15. 15. •  Each  student  shares  what  was  underlined  •  Listen  to  hear  something  you  might  want  to   borrow  •  As  a  class,  decide  on  why  each  was  underlined  •  Create  the  criteria:   –  Words  that  are  WOW   –  Details  that  showed  emo+on  or  made  a  picture   –  Hook  –  first  line  made  me  want  to  keep  reading  
  16. 16. Sample  1  One  cool  and  breezy  night,  in  a  prairie,  a  boy  sat   on  the  rim  of  his  open  window,  looking  out  at   the  moon,  hoping  for  something  to  happen.     Ajer  a  few  minutes,  he  went  back  in  and  close   his  window.    Robin  sighed.  “I  wished  my  life   has  more  excitement  in  it,  “  he  thought,   before  he  turned  off  his  light  and  went  to  bed,     he  took  one  quick  look  at  his  kite  on  top  of  his   bed  that’s  shaped  like  an  eagle,  and  went  to   sleep.  
  17. 17. Sample  3  Once  upon  a  +me  there  was  a  boy  that  was  facinated  by  eagles,  he   asked  his  father  to  get  one  for  him  but  he  couldn’t.    Then  the  boy   thought  about  a  way  to  catch  an  eagle  and  then  a  different  gender   one  for  more  eagles.    Delighted  with  his  idea  that  he  thought  of  last   night,  he  con+nued  his  plan.    He  put  3  fishes  in  the  open  with  a   trap,  and  went  to  bed.    Then  he  heard  a  noise  that  sounded  like  an   eagle.    When  he  had  checked  the  trap,  he  found  an  eagle  that  was   in  his  trap.    Happily  jumping  around,  the  eagle  made  him  inspired  to   make  a  home  for  the  eagle.    He  created  a  bond  with  the  eagle.    He   remembered  how  much  his  father  despised  eagles.    He  lead  the   eagle  to  a  secret  place  in  the  forest  where  his  father  never  went.     He  came  downstairs  and  his  father  was  in  a  rage.    He  threatened  to   ground  his  son  if  he  didn’t  kill  the  eagles.  Shocked,  the  boy  asked   why  he  told  him  so.    The  father  said  they  …  
  18. 18. Sample  4  At  Sunday,  the  Ximing  and  his  father  mother  go   travel.    On,  Ximing  say  “I’m  see  a  eagle!”    His   father  and  his  mother  is  going  to  his.    And  his   mother  say  “Oh,  Help  it!”    OK.    It  was  heal.    OK.     We  are  go  back  home!  At  home:  Today  is  very  funning.  Because  we  are  helpa  eagle!     I’m  so  happy  now!  Ximing  is  +me  to  eat  a  dinner   say  mother  say  …  
  19. 19. •  Kids  can  add/edit/con+nue  to  work  •  Set  up  for  next  class   –  Work  on  same  criteria   –  Hear  again,  pieces  that  work   –  Move  to  where  kids  can  iden+fy  criteria  in  their  own   work  and  ask  for  help  with  criteria  that  are  struggling   with  •  Ajer  repeated  prac+ce,  students  choose  one   piece  to  work  up,  edit,  revise,  and  hand  in  for   marking  •  Feedback  is  con+nuous,  personal,  +mely,  focused  
  20. 20. Intro  to  Circula+on  –  Gr.  12  Biology   Natalie  Burns,  Burnaby  Central    The  Challenge:   –  A  hook   –  More  discussion   –  Thinking  more  deeply  about  the  content   –  Building  community  in  the  classroom  
  21. 21. First  Class  –  80  minutes  •  I  wonder  pictures  •  Big  idea  –  circula+on  •  2  minute  quick  write  –  what  I  remember  •  20  min.  –  alone  or  with  a  partner,  terms  –  heart,  blood,   arteries,  veins,  capillaries,  immune  system,  circulatory   disorders  –  then  mindmap  •  Connect  to  heart  image  •  10  min.  –  lecture,  3  slides  •  15  min.  -­‐  essen+al  ques+ons  –  in  groups,  discuss  each  •  Class  discussion  on  essen+al  ques+ons  •  Exit  slip  –  1  thing  I  remembered,  2  things  I  am  excited   to  learn  
  22. 22. What  do  you  know  about  the   circulatory  system?  
  23. 23. 3  Essen+al  Ques+ons  1.  How  cri+cal  is  a  heart  to  the  life  of  an   organism?  2.  How  do  the  differences  between  arteries  and   veins  affect  their  jobs  and  their  loca+on?  3.  Why  must  blood  always  be  flowing?  
  24. 24. Choice  in  Text,     a  beginning  
  25. 25. Essen+al  Ques+ons  •  How  do  we  use  the  world’s  water?  •  What  can  we  do  as  individuals  to  make  a   difference  in  using,  sharing,  and  saving  the   world’s  water?  
  26. 26. Match:    Water  needed  to  produce  various  foods  (Water  Wise,  Literacy  in  Ac+on,   Grade  8,  Pearson)  1  slice  of  bread   185  L  1  apple   25  L  1  potato   200  L  1  bag  of  potato  chips  (200  g)   70  L  1  cup  of  coffee  (125  ml)   40  L  1  glass  of  milk  (200  g)   140  L  
  27. 27. Match:    Water  needed  to  produce   various  foods  1  slice  of  bread   40  L  1  apple   70  L  1  potato   25  L  1  bag  of  potato  chips  (200  g)   185  L  1  cup  of  coffee  (125  ml)   140  L  1  glass  of  milk  (200  g)   200  L  
  28. 28. •  Choose  an  ar+cle  •  Read  the  text  and  all  the  accompanying  graphics  •  Find  3  interes+ng  facts  that  you  would  like  to   discuss:    What?    So  what?  •  Meet  in  a  group  of  4-­‐6  •  Add  to  your  facts  page.    What  ques+ons  do  you   have?  •  Meet  in  a  mixed  ar+cle  group  
  29. 29. Powerful  Learning:    What  We  Know   about  Teaching  for  Understanding    •  Meaningful,  ambiguous,  real  world  tasks  •  Ac+ve  learning  where  learners  try  out  what   they  know  •  Connec+ons  with  background  knowledge  •  Assessing  to  scaffold  learners  •  Assessing  to  adjust  teaching  •  Clear  standards  and  ongoing  feedback  •  Strategic  and  metacogni+ve  thinking  
  30. 30. Our  work  as  a  school…  
  31. 31. Structures•  To  focus  on  instruc+on  •  To  enhance  collabora+on  •  To  build  the  social  capital  of  the  building  •  To  refine  our  mental  models  of  learning  •  To  build  trust  
  32. 32. Your  Plan  –  20  minutes  team  planning  •  What  will  you  try?  •  Who  will  you  work  with?  •  How  will  you  know  that  what  you  are  doing  is   making  a  difference?  
  33. 33. Resources    •  Grand  Conversa<ons,  Though>ul  Responses  –  a  unique   approach  to  literature  circles  –  Brownlie,  2005  •  Student  Diversity,  2nd  ed.  –  Brownlie,  Feniak  &  Schnellert,   2006  •  Reading  and  Responding,  gr.  4,5,&6  –  Brownlie  &  Jeroski,   2006  •  It’s  All  about  Thinking  –  collabora<ng  to  support  all  learners   (in  English,  Social  Studies  and  Humani<es)  –  Brownlie  &   Schnellert,  2009  •  It’s  All  about  Thinking  –  collabora<ng  to  support  all  learners   (in  Math  and  Science)  -­‐  Brownlie,  Fullerton  &  Schnellert,  2011  •  Learning  in  Safe  Schools,  2nd  ed  –  Brownlie  &  King,  Oct.,  2011  •  Assessment  &  Instruc<on  of  ESL  Learners,  2nd  ed  –  Brownlie,   Feniak,  &  McCarthy,  in  press  
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