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Cta.formativeassessment f eb12

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one hour on AFL strategies, minute by minute, day by day

one hour on AFL strategies, minute by minute, day by day

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  • 1. Minute  by  Minute,  Day  by  Day:   6  strategies   Faye  Brownlie   Coquitlam  Teachers  Associa>on   Feb.  17,  2012   www.slideshare.net  
  • 2. Learning  Inten>ons  •  Example  1:    Jacob  Martens,  VSB  •  Example  2:    from  Student  Diversity,  2nd  ed  •  Example  3:  Megan  Fraser  &  Giovanni  Thiessen  BSD  •  Example  4:    Lori  Zawada,  RSB  •  Example  5:    Krista  Ediger,  Mehjabeen  Datoo,  Leyton   Schnellert,  RSB  
  • 3. B    D    A   Learning  Inten.ons  -­‐  Knowing   I  can  define  and  relate  the  terms:    clock  reading,  posi.on  and  event.   I  can  differen>ate  between  a  clock  reading  and  a  .me  interval.   I  can  define  and  relate  distance  and  average  speed.   I  can  define  and  relate  displacement  and  average  velocity.   I  can  differen>ate  between  scalars  and  vectors.   I  can  define  instantaneous  velocity  and  instantaneous  speed.  
  • 4. B    D    A   Learning  Inten.ons  -­‐  Doing   I  can  solve  problems  involving:    displacement,  >me  interval,  and   average  velocity.   I  can  construct  posi>on-­‐>me  graphs  based  on  data  from  various   sources.   I  can  use  posi>on-­‐>me  graphs  to  determine:            •displacement  &  average  velocity            •distance  travelled  &  average  speed            •instantaneous  velocity   I  can  construct  velocity-­‐>me  graphs  based  on  data  from  various   sources.  
  • 5. Grade  6/7  Humani>es  •  I  can  understand  basic  children’s  rights  •  I  can  demonstrate  how  children’s  rights  are   denied  in  different  parts  of  the  world    
  • 6. Grade  2/3  Making  Inferences:  •  I  can  examine  a  picture  and  infer  what  is   happening  •  I  can  provide  ‘because’  reasoning  (evidence)   for  my  inference  
  • 7. K  –  choice  I  can  make  a  violin.  
  • 8. Essen>al  Ques>on  •  How  are  hope,  knowledge,  and  friendship   necessary  for  the  survival  of  the  human  spirit?  •  Grade  8  English  •  Inquiry  and  Thema>c  Teaching  in  It’s  all  about   Thinking,  2009  
  • 9. An>cipa>on  Guide  Electrons in an insulator arenot tightly bound to the atomsmaking up the material. Pure water is an insulator; tapwater is a conductor. A maple-leaf electroscopedetermines the presence ofelectric charges.
  • 10. Criteria  
  • 11. Grade  6/7  Humani>es  Response  •  At  least  3  examples  of  denied  children’s  rights  •  Specific  evidence  from  the  story  that   demonstrates  how  the  right  is  denied  •  Informa>on  presented  in  a  clear,  organized,   and  interes>ng  way  
  • 12. Grade  2/3  Wri>ng    •  An  opening  sentence  with  a  hook  •  Details  •  Dis>nguished  words  
  • 13. Band  Performance  •  Note  accuracy   –  Accurate   –  No  tuning  flaws  •  Rhythm  and  tempo   –  Accurate   –  Steady  
  • 14. Andrea   1-­‐2   3-­‐4   5-­‐6   7  Hough,  Surrey  Note   Poor   Few  notes   Generally   Strong   All  notes  are  Accuracy   Many   are  played   accurate   performanc played   mistakes   accurately   Several  note   e  with  some   accurately   or  tuning   mistakes   flaws  Rhythms   Rhythms  are   Few   Some   Most   All  rhythms  and  tempo   generally   rhythms  are   rhythms  are   rhythms  are   are  played   not  accurate   played   played   played   accurately   Tempo   accurately   accurately   accurately   Tempo  is   changes   Tempo   Tempo  is   Tempo  is   steady   throughout   changes  or   somewhat   steady  most   throughout   falters  many   steady  but   of  the  >me   >mes   changes  at   >mes  
  • 15. Ques>oning  
  • 16. Lisa  Swartz,  Colleen  Reimer,  Louese   Neuman  –    K/1/2,  Tait  We  want  our  students  to  ask  real  ques>ons  in   research.      Can  K-­‐3  students  become  insect  experts  by   following  their  own  ques>ons?  
  • 17. Students  need:  •  Forma>ve  Assessment:    To  begin  with   background  knowledge  (brainstorm-­‐categorize)  •  Modeling:     –  Looking  at  books  and  sharing  ques>ons   –  Choosing  an  insect  and  genera>ng  class  ques>ons   –  Sor>ng  ques>ons  –  big  &  quick   –  Choosing  5  to  research  as  a  class   –  Teacher  models  one  way  to  find  an  answer  to  one   ques>on  
  • 18. Students  need:  •  Guided  Prac>ce   –  Students  work  in  small  groups  to  answer  another   ques>on   –  Share  answers  and  how  they  found  it   –  Each  day,  new  ques>on  and  model  a  new  strategy   or  highlight  a  student’s  strategy   –  Students  work  in  small  groups  on  another   ques>on  
  • 19. Students  need:  •  Independent  Prac>ce   –  Repeat  process   –  Students  chose  own  insect   –  #  and  type  of  ques>on  depended  on  skill  level  of   student   –  Worked  in  common  insect  groups,  K-­‐3  
  • 20. 3  classes,  3  insects   K/1  -­‐  ants   1/2  -­‐  bunerflies   2/3  -­‐  bees  
  • 21. Tinkerplot  Ques>ons  –  gr.5/6   Fullerton  &  Ludwig,  Tait  Elem.  What  is  your  student  number?      Are  you  a  boy  or  a  girl?    What  language  do  you  speak  at  home?    What  other  language  do  you  speak?    Where  are  your  parents  from?  Do  you  have  a  computer  at  home?    What  is  your  religion?    What  is  your  grade?    How  many  people  do  you  live  with  (including  you)?    How  old  are  you?    What  kind  of  a  home  do  you  live  in?  (house,  townhouse,  apartment)?    How  long  does  it  take  you  to  get  to  school?  (1-­‐5  mins,  5-­‐10  mins,  10-­‐15  mins,  15-­‐20   mins)?  How  do  you  get  to  school?  (walk,  bike,  scooter,  car,  bus?  What  do  you  like  to  do  on  the  weekend?  (play,  read,  shop,  other)    
  • 22. Research  –  Heritage  Park  Secondary,   Mission   Kris>  Johnston,  Tracey  Snipstead  Goal:  Prior  Knowledge:    Record  two  facts  you  learned  yesterday.  Building  Knowledge:    What  3  ques>ons  will  you  pursue  today?  Reflec>on:    What  did  you  learn  today  that  will  help  you  answer  your  research  ques>on?  
  • 23. Peer  and  Self  Assessment  
  • 24. One  September  morning  •a  piece  of  fog  touched  me.    As  I  looked  out  my  window  the  gold  leaves  driped  out  of  the  tree    as  I  dragged  my  feet  down  the  stairs  to  breakfreast,  as  I  waited  for  the  school  bus  I  feel  puffs  of  wind  pick  up  my  hair  when  the  school  bus  came  I  slowley  walk  up  the  stairs  as  I  bundled  •  in  a  seat  as  I  went  down  the  steps  I  saw  birds  migra>ng  south  as  if  leaves  followed  them    it  looked  like  they  were  air  dancing.•    -­‐Allyson,  gr.2  
  • 25. Ownership  
  • 26. •  Voice  and  choice  •  Something  worth  doing  •  A  sense  of  possibility  •  Some  ambiguity/challenge  
  • 27. Resources    •  Grand  Conversa7ons,  Though9ul  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  –  collabora7ng  to  support  all  learners   (in  English,  Social  Studies  and  Humani7es)  –  Brownlie  &   Schnellert,  2009  •  It’s  All  about  Thinking  –  collabora7ng  to  support  all  learners   (in  Math  and  Science)  -­‐  Brownlie,  Fullerton  &  Schnellert,  2011  •  Learning  in  Safe  Schools,  2nd  ed  –  Brownlie  &  King,  Oct.,  2011  •  Assessment  &  Instruc7on  of  ESL  Learners,  2nd  ed  –  Brownlie,   Feniak,  &  McCarthy,  in  press