Coquitlam/Burnaby Performance Network Series,Sept.2011

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Coquitlam/Burnaby Performance Network Series,Sept.2011

  1. 1. Formative Assessment and QualityTeaching in Inclusive Classrooms and Schools: A Community of Professionals Coquitlam Sept. 24, 2010 Presented by Faye Brownlie
  2. 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. 3. Know  your  content  •  Research  –  effec<ve  programming  •  Curriculum  –  key  concepts,  learning  outcomes  
  4. 4. Model Guided practice Independent practice Independent application  Pearson  &  Gallagher  (1983)  
  5. 5. Teaching  Content  to  All   Open-­‐ended          teaching   adapted   modified  
  6. 6. Open-ended strategies: Connect-activate Process-acquirePersonalize/transform- apply(Brownlie, Feniak & Schnellert, 2006; Buehl, 2001; Cook, 2005; Gear, 2006; Harvey & Goudvis, 2007; Kameenui & Carnine, 2002)
  7. 7. FrameworksIt’s All about Thinking – Brownlie & Schnellert, 2009
  8. 8. 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  
  9. 9. 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  
  10. 10. Know  your  kids  •  Class  review  •  Assessment  for  learning  –  the  grand  event  
  11. 11. 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  
  12. 12. 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!  
  13. 13. Classroom  Examples  
  14. 14. AFL  •  Learning  inten<ons  •  Descrip<ve  feedback  •  Ques<oning  •  Ownership  
  15. 15. 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  
  16. 16. 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  
  17. 17. •  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  
  18. 18. Ques<oning  •  Math  •  Closed  vs  open  
  19. 19. •  1  +  4  =    •  2  +  3  =  •  4  +  1  =  •  0  +  5  =  
  20. 20. How can you show yournumber for our number book?
  21. 21. Ques<oning  •  Who  is  answering  your  ques<ons?  •  Who  is  asking  the  ques<ons?  
  22. 22. AFL  •  Learning  inten<ons  •  Criteria  –  co-­‐created  •  Descrip<ve  feedback  •  Peer  assessment,  then  self  assessment  •  Ownership  
  23. 23. 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  
  24. 24. Garnet’s  4/5s  Literary  Elements  •  Simile  •  Rhyme  •  Allitera<on  •  Assonance  
  25. 25. Sun  Run   Jog  together   Heaving  pan<ng  pushing  The  cumbersome  mass  moves  along   10  K  
  26. 26. Vicky   Shy  and  happy   The  only  child  at  home  Always  have  a  smile  on  her  face                                                                  my   cheerful  
  27. 27. Candy   Choclate  bars  Tastes  like  a  gummy  drop  Lickrish  hard  like  gummys   Eat   Thomas  
  28. 28. Vampires   Quenching  the  thirst   These  bloodthirsty  demons  Eyes  shine,  like  a  thousand  stars   Midnight   Hannah  
  29. 29. Majic   Lafa<ng  Wacing  throw  wals  fliing  in  air   Macking  enment  objec   Drec  dans.   Henry  
  30. 30. AFL  •  Criteria  •  Descrip<ve  feedback  •  Ownership  
  31. 31. AFL  •  Ques<oning  •  Self  and  peer  assessment  •  Ownership  
  32. 32. 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?  
  33. 33. 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  
  34. 34. 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  
  35. 35. 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  
  36. 36. Human  Op<cs  Vocabulary  Before   During   A@er  pupil  iris  cornea  sclera  re<na  op<c  nerve  
  37. 37. 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?

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