Formative Assessment and QualityTeaching in Inclusive Classrooms and Schools: A Community of Professionals Coquitlam Sept. 24, 2010 Presented by Faye Brownlie
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
Know your content • Research – eﬀec<ve programming • Curriculum – key concepts, learning outcomes
Model Guided practice Independent practice Independent application Pearson & Gallagher (1983)
Teaching Content to All Open-‐ended teaching adapted modiﬁed
FrameworksIt’s All about Thinking – Brownlie & Schnellert, 2009
Universal Design for LearningMul<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
Know your kids • Class review • Assessment for learning – the grand event
Purpose • To measure, to report out Timing ASSESSMENT of Audience • At the end to • Parents, others sum up the learning LEARNING outside the classroom Form • Rank order, marks, percentages, numbers, leZers
Purpose • to inform teaching and learning Timing ASSESSMENT Audience • while the learning is for • teachers and happening when the informa<on LEARNING students can s<ll be used Form • descrip<ve feedback – NO MARKS!
Reading and Thinking with Diﬀerent Texts • Making Inferences • Asking ques<ons • Using evidence to support your thinking • Learning Inten<ons: -‐I can use world currency informa<on to explain what this means to average people. -‐I can interpret this informa<on, providing reasoning for my interpreta<ons
A Comparison of World Currencies – what does it mean to the average ci<zen? • Ci<es being compared: – Athens, Frankfurt, Manila, Shanghai, Toronto • Number of minutes to work to buy a Big Mac: -‐12, 15, 30, 30, 88 • Number of hours to work to buy an 8gb iPod -‐10.5, 13.5, 24.5, 56.5, 128.5
• Annual average hours worked: -‐1704, 1827, 1868, 1946, 2032 • Cost of living (rela<ve to NYC) -‐28.7%, 48.9%, 54.6%, 63%, 70.6% ar#cles.moneycentral.msn.com/SmartSpending/ ConsumerAc#onGuide/burgernomics-‐whats-‐a-‐big-‐ mac-‐worth.aspx
Ques<oning • Math • Closed vs open
• 1 + 4 = • 2 + 3 = • 4 + 1 = • 0 + 5 =
How can you show yournumber for our number book?
Ques<oning • Who is answering your ques<ons? • Who is asking the ques<ons?
Cinquain Poems• Show a poem to the students and have them see if they can ﬁnd the paZern – 5 lines with 2,4,6,8,2 syllables • Create a cinquain poem together • No<ce literacy elements used • Brainstorm for a list of poten<al topics • Alone or in partners, students write several poems • Read each poem to 2 other students, check the syllables and the word choices, then check with a teacher
Garnet’s 4/5s Literary Elements • Simile • Rhyme • Allitera<on • Assonance
Sun Run Jog together Heaving pan<ng pushing The cumbersome mass moves along 10 K
Vicky Shy and happy The only child at home Always have a smile on her face my cheerful
Candy Choclate bars Tastes like a gummy drop Lickrish hard like gummys Eat Thomas
Vampires Quenching the thirst These bloodthirsty demons Eyes shine, like a thousand stars Midnight Hannah
Majic Lafa<ng Wacing throw wals ﬂiing in air Macking enment objec Drec dans. Henry
AFL • Criteria • Descrip<ve feedback • Ownership
AFL • Ques<oning • Self and peer assessment • Ownership
How can I help my students learn the vocabulary they need in science? How can I help my students link what they have learned in one chapter to the next?
Students need: • Prac<ce using the vocabulary • To link new vocabulary to what they already know, then to add on or reﬁne their understanding of the words • To make connec<ons among the words in order to retain the vocabulary
The Plan • Choose 2 key words from previous chapter and have students brainstorm what they know about each – 2 min. each – add ideas from partners • Class share 10 key ideas and clarify • “I used to think…but now…” • Introduce new chapter words with 3 column notes: – Before/during/aver
The Plan • In ‘before’ column, students write what they know about each word • Students read the sec<on of the text, collec<ng informa<on to clarify the vocabulary and recording this in the ‘during’ column • Students choose 6-‐8 words and make a concept map with them in the ‘aver’ column
Human Op<cs Vocabulary Before During A@er pupil iris cornea sclera re<na op<c nerve
Planning Goals What do we want to develop/ explore/change/ refine to better meet the diverse needs of diverse learners? Rationale Why are we choosing this focus? Plan How will we do this?