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Coquitlam Sept 09

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Quality Teaching + Assessment for Learning + Inclusion

Quality Teaching + Assessment for Learning + Inclusion

Published in: Education, Technology, Business

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  • 1. Formative Assessment and Quality Teaching in Inclusive Classrooms and Schools: A Community of Professionals Coquitlam Sept. 25, 2009 Presented by Faye Brownlie
  • 2. Learning  Inten+ons   •     I  can  explain  current  theories  of   teaching  and  learning.   •  I  can  understand  and  can  explain  to  others   the  concepts  of  Assessment  for  Learning  (AFL)   •     I  can  iden<fy  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. Frameworks It’s All about Thinking – Brownlie & Schnellert, 2009
  • 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. 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. Approaches •  Assessment  for  learning   •  Open-­‐ended  strategies   •  Gradual  release  of  responsibility   •  Coopera<ve  learning   •  Literature  circles  and  informa<on  circles   •  Inquiry   It’s All about Thinking – Brownlie & Schnellert, 2009
  • 7. Assessment  OF  Learning   Purpose:  repor<ng  out,  summa<ve        assessment,  measuring  learning   Audience:  parents  and  public   Timing:    end   Form:    leTer  grades,  rank  order,        percentage  scores  
  • 8. Assessment  FOR  Learning   Purpose:  guide  instruc<on,  improve        learning   Audience:  teacher  and  student   Timing:    at  the  beginning,  day  by        day,  minute  by  minute   Form:    descrip<ve  feedback  
  • 9. The  Six  Big  AFL  Strategies   1.     Inten<ons   2.     Criteria   3.     Descrip<ve  feedback   4.     Ques<ons   5.     Self  and  peer  assessment   6.     Ownership  
  • 10. Teach Content to All    Learning in Safe Schools - Brownlie, King"
  • 11. Open-ended strategies: connect process personalize/transform (Brownlie, Feniak & Schnellert, 2006; Buehl, 2001; Cook, 2005; Gear, 2006; Harvey & Goudvis, 2007;Kame'enui & Carnine, 2002; )
  • 12. Model Guided practice Independent practice Independent application   Pearson  &  Gallagher  (1983)  
  • 13. Lori Zawada & Faye Brownlie Grade 2/3 Tait Elementary Richmond Learning Intentions Questioning Descriptive Feedback Ownership
  • 14. Learning  Inten<on:   •  I  can  examine  a  picture  and  infer  what  is   happening   •  I  can  provide  ‘because’  reasoning  (evidence)   for  my  inference  
  • 15. •  Peter’s  Poofect  Pet  -­‐  Tina  Powell   •  www.bigfatpen.com  
  • 16. John Cunnian Chemistry 11 Penticton Criteria Self & peer assessment
  • 17. •  1st  lab  -­‐  teacher  discusses  marking  guide   •  Students  write  up  their  1st  lab   •  Exchange  labs  with  partners  and  peer  assess   •  Rewrite  with  assessment  feedback  
  • 18. Bruce Gowe Physics 12 Penticton Descriptive Feedback Questioning Peer & self assessment Ownership
  • 19. •  Students  use  Renaissance  Responders   •  Begin  class  with  a  MC  ques<on,  all  respond   •  Teachers  shares  %  of  each  a/b/c/d   •  Students  must  discuss  -­‐  as  a  class  -­‐  and   reach  consensus  on  correct  response   •  In  compe<<on  with  the  other  Physics  12   block  
  • 20. Joni Cunningham Grade 2 Spul’u-kwuks Richmond Writing portfolio Monthly samples Performance Standards Growth over time
  • 21. Learning Intention: I can write and describe a small event from my morning. Gr. 3 Writing: Model – a small moment Establish criteria Kids write Descriptive feedback on criteria   Pearson  &  Gallagher  (1983)  
  • 22. •  Choose a topic •  Write in front of the students •  Students describe ‘what works’ in your writing •  Students choose a ‘morning’ topic •  Students write •  Students self-assess •  Students meet with peers to share and provide feedback
  • 23. All  alone,  I  stepped  into  my  car.    With  my  map  in   hand,  I  began  to  drive.    At  the  lights  I  turned   led,  then  the  map  said  to  turn  right.    “Oh,  no!”      The  sign  said,  “Road  closed”.          “Help,”  I  thought.    “What  am  I  going  to  do?”  
  • 24. Notices…criteria •  Mystery •  Opening •  Detailed •  Sounds like you (Voice)
  • 25. Instruc+onal   Considera+ons   Try  to…   -­‐have  the  students  use  the   vocabulary  NOT  just  the   teacher!  
  • 26. 45  seconds   Brainstorm  the   Grade  10  Science  –  intro   words  you  know   to  physics:    mo<on   about  mo<on.   Stand  if  you  have  more  than  10.   Share  with  partner  –  get  a  few  more  words.   Move  and  share  with  someone  NOT  at  your  table  –  get  a  few   more  words.   Add  a  scenario,  an  image,  …  
  • 27. direc<on   displacement   distance   magnitude   posi<on   scalars   speed   <me   vectors   velocity   Categorize  the  above  words  into  2  groups.   2  of  these  words  are  headings   1  of  these  words  is  common  to  both  categories