Coquitlam/Burnaby.Jan.28.11

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2nd in a K-12 series, Formative Assessment and Quality Teaching in Inclusive Classrooms and Schools: A Community of Professionals. This inter-district series includes work with the demonstration teachers from Burnaby, Coquitlam and Mission.

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Coquitlam/Burnaby.Jan.28.11

  1. 1. Formative Assessment and QualityTeaching in Inclusive Classrooms and Schools: A Community of Professionals Coquitlam Jan. 28, 2011 Presented by Faye Brownlie
  2. 2. Learning Intentions •     I  can  explain  why  the  principles  of   universal  design  for  learning  and   backwards  design  are  important  in   suppor;ng  all  learners.   •    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.    
  3. 3. FrameworksIt’s All about Thinking – Brownlie & Schnellert, 2009
  4. 4. 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  
  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. 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. 7. Assessment for LearningLearning  inten*ons   Criteria   Descrip*ve  feedback  Ques;ons   Self  and  peer  assessment   Ownership  
  8. 8. Model Guided practice Independent practice Independent application  Pearson  &  Gallagher  (1983)  
  9. 9. Teaching  Content  to  All   Open-­‐ended          teaching          adapted      modified  
  10. 10. 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)
  11. 11. Choice
  12. 12. Erica  Foote,    Princess  Margaret  Secondary  •  If  students  were  given  the  opportunity  (4   ;mes  per  semester)  to  show  what  they  know   in  different  ways,  would  it  not  only  increase   their  interest  and  effort  but  also  increase  their   understanding?    
  13. 13. English  10  •  4  wri;ng  assignments,  4  choice  assignments   –  PowerPoint  presenta;ons,  drawing,  poetry,  collages,   crea;ng  their  own  test  with  answer  keys,  presen;ng   their  informa;on  orally  or  using  drama  to  represent   their  thinking    •  6  students    •  AFL  strategies   –  Ranked  exemplars  with  the  PS   –  Analyzed  the  exemplars  to  co-­‐create  criteria   –  Used  the  criteria  for  their  work   –  Ownership  –  with  choice  
  14. 14. 2  wri;ng  2  choice  assignments  –     demonstrate  your  knowledge  &   understanding  of  various  literature   Not  yet   Approaching   Mee*ng   Exceeding   %/#  Wri;ng   16/2   41/5   25/3   16/2  (essay/paragraph)  Choice   0/0   16/2   33/4   50/6  
  15. 15. Erica’s  Reflec;ons  •  100%  of  students  reported  they  liked  the  choice   and  wanted  to  do  have  choices  again  in  another   semester  •  91%  of  students  felt  they  did  beeer  with  choice  •  About  50%  s;ll  chose  some  form  of  wri;ng  when   given  a  choice,  but  liked  the  choice  •  Fewer  complained  about  the  non-­‐choice  wri;ng   assignments  •  Fewer  assignments  were  handed  in  late  
  16. 16. Grade 11 Math Logic Problems – Byrn Williams, Rae FigurskyThere  are  3  boxes.    One  is  labeled  APPLES,  one   ORANGES  and  one  APPLES  AND  ORANGES.    All   the  boxes  are  labeled  incorrectly.    Pick  one   piece  of  fruit  from  one  box  and  re-­‐label  all  the   labels  correctly.  
  17. 17. Grade 11 Math Logic Problems – Byrn Williams, Rae FigurskyThere  are  20  socks  in  the  drawer,  10  are  blue,  10   are  brown.    What  is  the  minimum  number  of   socks  you  can  pull  out  to  make  a  pair?  
  18. 18. Ques;on:  Givens:                      Unknowns:  Work  Space:  Answer:  Wrieen  Answer:  
  19. 19. +J.L 4 P)sR::, ltaeL K( Ni ^XF: LOGIC PROBLEM i$ss {^a- 9o: t, curulo.,,q! soek:Question: .-, SOLVING yoc-rr.zAd to pcrt 9J1 cr, po-rc cR eool.cs he, z-"^,- .rslsy.r a" i lLa 1 bt ,"2. Arrd lO 13rqrrr "Givens Unknowns 1fi - QcoL,--,n scxtL- telx* c*ooon{ o{-socl".. 1.- t"A o(,r +D S?,t apo.i c.! L[)- Btcre *:nV-.<W o r kS p a c e : ;,?pN." "ifr*,"" L c.L ul fi b k b lita wv {t@ M W b b MAnswer: 3 soclesWrlttenAnswer: .n I bLfe- i5 c /Aa lo prub" t, lrl .1 o1- pl,I,,n,1 o,l t /v a /14cil cllr t4c 3 c SC(K ".1. $
  20. 20. iQeerry llArda 9:oycr dr LOGICPROBLEM SOLVING Question: UJa]. rS$.C eas+ nuwhg,r- O€Soc_,<S Uo nze4 rF<r refyq6" | .r r-rOcn Yhlgdtarr.,,e{- ? civens Unknowns I U )U.g Gocl4J + Agsocles J e ftetr./,u bfcrr}. gocKs $ {ak" L)i +k ^"-i Ara@t., WorkSpace: Nors{ccse-scenar;o ,Elle1 i j] {cr ". =1qrtf b f"3p.* :s v.ro,,J n kc 3 /l;6 , f>zwxct r^, blueWtQ$d*" b 3d soc.4*is a$or.uran+eeal rhf/+cA Answer: f,| Can -fake- vi*il 2- 3 - l ;ry,e" written Answer:Tle tea51 nur b€r e f 5ar4r.! !d rema4- ue /)e .c".a {1u,rl 1;adrat+er 3 rfia*^ e rnjn r,,.
  21. 21. How can we work together to improve our students’ writing in the following ways: -finding a topic -ownership for and application of co- created criteria
  22. 22. Students need:•  Models and think-alouds•  Practice with applying criteria to the work of others – practicing together•  Guided choice in topics•  To share their beginning before they leave the carpet•  Time to write•  Feedback while writing
  23. 23. Assessment for LearningLearning  inten*ons   Criteria   Descrip*ve  feedback  Ques;ons   Self  and  peer  assessment   Ownership  
  24. 24. How can I move from a text-driven stance in a math curriculum that is new to me?
  25. 25. Essential Questions: What  is  a  tessella;on?      How  do  these  shapes  work   together?  
  26. 26. Learning Intentions:•  I  can  make  a  tessella;on.  •  I  know  what  polygons  will  tessellate.  •  I  know  why  some  polygons  will  tessellate  and   some  won’t.  
  27. 27. Criteria for a tessellation:•  Repeated  congruent  shape  •  No  gaps  •  No  overlaps  •  Vertex  of  any  tessella;ng  angle  is  360°    
  28. 28. We found out:•  Only  3  regular  polygons  will  tessellate:   –  Triangle   –  Square     –  Hexagon   Assessment: Be  prepared  to  explain  why  an  octagon  will  not…   I’m  listening  for  kids  who  use  the  words    -­‐polygon,  tessellate,  vertex,  line  segments  
  29. 29. Tessellations octagon   polygon   tessellate   vertex   Line   seqment  Bethany  Dylan  Luca  Emma  Sophia  
  30. 30. Math  Centres  –  gr.  1/2   Michelle  Hikada  •  4  groups  •  1  with  Michelle,  working  on  graphing  (direct   teaching,  new  material)  •  1  making  paeerns  with  different  materials   (prac;ce)  •  1  making  paeerns  with  s;ckers  (prac;ce)  •  1  graphing  in  partners  (prac;ce)  
  31. 31. •  With  your  partner,  choose  a  bucket  of   materials  and  make  a  bar  graph.  •  Ask  (and  answer)  at  least  3  ques;ons  about   your  graph.  •  Make  another  graph  with  a  different  material.  
  32. 32. Assessment for LearningLearning  inten*ons   Criteria   Descrip*ve  feedback  Ques;ons   Self  and  peer  assessment   Ownership  
  33. 33. Grade 9 Science – Starleigh Grass & Mindy Casselman Electricity•  The  Challenge:  •  Many  of  the  students  are  disengaged  and   dislike  ‘book  learning’.    They  acquire  more   knowledge,  concept  and  skill  when  they  are   ac;ve,  collabora;ve  and  reading  in  chunks.  •  Starleigh  and  Mindy  in  It’s  All  about  Thinking  (Math  and  Science)  in  press.  
  34. 34. Essential Question•  If  we  understand  how  materials  hold  and   transfer  electric  charge,  can  we  store  and   move  electric  charge  using  common   materials?    
  35. 35. •  Individually,  brainstorm  what  you  can  recall   about  the  characteris;cs  of  an  atom.  •  Meet  in  groups  of  3  to  add  to  and  revise  your   list.  •  Compare  this  list  to  the  master  list.  •  …(word  deriva;ons,  label  an  atom…)  •  Exit  slip:    2  characteris;cs  you  want  to   remember  about  atoms.  
  36. 36. The  Atom  •  All  maeer  is  made  of  atoms.    •  Atoms  have  electrons,  neutrons,  and  protons.    Electrons   move,  protons  and  neutrons  do  not  move.  •  Atoms  have  nega;ve  and  posi;ve  charges.    •  Electrons  have  a  nega;ve  charge;  protons  have  a  posi;ve   charge.  •  Protons  and  neutrons  are  located  at  the  centre  of  the  atom,   in  the  nucleus.  •  Electrons  orbit  around  the  outside  of  the  nucleus,  in  energy   “shells.”  •  An  object  can  be  nega;vely  or  posi;vely  charged,   depending  on  the  ra;o  of  protons  and  neutrons.  
  37. 37. Inquiry and Thematic Teaching•  Essen;al  ques;on  •  Gradual  release  of  responsibility  •  Open-­‐ended  ques;ons  •  Co-­‐crea;ng  criteria  for  journals  •  Journal  selec;ons  used  for  AoL  •  Krista,  Mehj  &  Leyton  in  It’s  All  about  Thinking  (English,  Social   Studies,  HumaniBes)  •  Grade  8  English  
  38. 38. Essential Question•  How  are  hope,  knowledge,  and  friendship   necessary  for  the  survival  of  the  human  spirit?  
  39. 39. Right  There   Think  and  Search  Factual  Ques*ons:   Interpreta*ve  Ques*ons:  -­‐can  locate  an  answer  by  finding  it   -­‐search  for  details,  then  put  them  together  to  directly  in  the  text…poin*ng   shape  an  answer  Author  and  Me   On  My  Own  Personal  Input  Ques;ons:   Evalua;ve  or  Apprecia;ve  Ques;ons:  -­‐search  for  informa;on  in  the  text   -­‐ongoing  inquiry  ques;ons  that  can  be  applied  and  fill  in  knowledge  gaps  with  their   to  many  situa;ons…search  for  outside  sources  personal  background  knowledge   of  informa;on  to  support  your  opinion  
  40. 40. Right  There   Think  and  Search  Factual  Ques*ons:   Interpreta*ve  Ques*ons:  -­‐What  are  some  ways  that  the  guide   -­‐Is  the  guide’s  knowledge  unique  or  special  uses  his  knowledge  to  help  others?   in  some  way?  Author  and  Me   On  My  Own  Personal  Input  Ques;ons:   Evalua;ve  or  Apprecia;ve  Ques;ons:  -­‐In  our  society,  or  in  your  experience,  do   -­‐Is  knowledge  the  same  as  wisdom?  you  know  of  people  who  have  knowledge  like  the  guide?  
  41. 41. Assessment of Learning - Journals•  Students  choose  3  journal  responses  for  their   mark.  •  Students  may  rework  any  of  their  responses.  •  Self-­‐regulated  learning:    deciding  on  and   prac;cing  what  you  feel  is  most  important  –   gives  control.  
  42. 42. Assessment for LearningLearning  inten*ons   Criteria   Descrip*ve  feedback  Ques;ons   Self  and  peer  assessment   Ownership  

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