Earcos afl sfl pre-con

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Pre-conference session: Supervising for Learning: How Administrators Can Use Assessment for Learning Conversations with Teaches

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Earcos afl sfl pre-con

  1. 1. 10/31/10   1   Supervision  for  Learning:   How  Administrators  Can  Use   Assessment  For  Learning   Conversa>ons  with  Teachers   EARCOS  Pre-­‐Conference   Kota  Kinabalu,  Malaysia   October  30th,  2010   Faye  Brownlie   fayebrownlie@shaw.ca   We  are  in  the  business  of  learning.       Order   •  Review  of  AFL   •  Connec>on  to  SFL   •  Research  on  SFL   •  SFL  in  prac>ce   •  Self-­‐reflec>on  and  goal-­‐seSng   •  Our  focus  is  on  the  learner  
  2. 2. 10/31/10   2   Learning  Inten>ons   •  I  can  name  and  describe  the  6  Assessment  For  Learning   strategies.   •  I  can  recognize  the  Assessment  For  Learning  strategies   in  the  work  of  students  and  teachers.   •  I  can  understand  and  explain  to  others  the  concept  of   Supervising  for  Learning.     •  I  can  summarize  the  key  research  that  pertain  to  the   why  and  the  how  of  Supervising  for  Learning.   •  I  can  align  the  work  of  Supervision  for  Learning  with   Assessment  for  Learning.   •  I  can  plan  a  next  step.   Assessment of Learning Purpose   To  measure   Audience     Those  outside  the  classroom   Timing     At  the  end   Form     Marks,  rank  order,  numbers,   leYer  grades,  %   Black  &  Wiliam,  1998   Assessment for Learning Purpose   Guide  learning,  inform   instruc>on   Audience     Teachers  and  students   Timing     On-­‐going,  minute  by  minute,   day  by  day   Form     Descrip>ve  Feedback   ¶what’s  working?   •what’s  not?   •what’s  next?   Black  &  Wiliam,  1998   HaSe  &  Timperley,  2007  
  3. 3. 10/31/10   3   1. Learning Intentions “Students  can  reach  any  target  as  long        as  it  holds  s>ll  for  them.”    -­‐  S>ggins  -­‐   2. Criteria  Work  with  learners  to  develop  criteria  so  they  know  what  quality  looks   like.   3. Questions  Increase  quality  ques>ons  to        show  evidence  of  learning   4.  Descrip+ve  Feedback   Timely,  relevant    descrip>ve   feedback  contributes  most     powerfully  to  student  learning!   5. Self & Peer Assessment Involve  learners  more  in  self  &  peer  assessment 6. Ownership Have  students  communicate     their  learning  with  others
  4. 4. 10/31/10   4   Goal:    Learning  Inten>ons,  self  assessment   Kate  Giffin,  Queen  Alexandra,  gr.  4/5   Learning   Inten+on   Quiz   Mastery   Prac+ce  on   my  own   Assistance   please!   Where  I  get   stuck…   I  can  create   equivalent   frac>ons.   I  can   reduce  a   frac>on  to   its  lowest   terms.   Goal:    more  descrip>ve  feedback   Janice  Mercuri,  MacKenzie  Secondary   •  Grade  10  socials  students  –  first  drap  of  essay   •  Explained  the  rubric  to  the  grade  12  English   students,  then  they  used  the  rubric  to   highlight  the    anonymous  essays   •  Grade  12  students  included  with  their   feedback,  2  stars  and  a  wish   •  Grade  10  students  used  the  feedback  to  revise   their  essay,  then  handed  them  in  for  marks   Goal:    ques>oning,  self  &peer  feedback   Aliisa  Sarte  and  Joni  Tsui,  Port  Moody  Sec.     •  4-­‐6  ques>ons,  1  at  a  >me   •  Ques>ons  review  the  previous  content   •  All  ques>ons  are  mul>ple  choice   •  Students  choose  their  response   •  Votes  counted   •  Partner  talk   •  Revote   •  2  students  explain  their  reasoning  
  5. 5. 10/31/10   5   Goal:    feedback,  self  assessment,  ownership   Aliisa  and  Joni   •  During  lecture,  lab  or  assignment   •  3  coloured  cubes:       – Red  –  don’t  get  it   – Yellow  –  bit  confused   – Green  –  making  sense   – Used  with  AP  Biology  12,  science  10,  Biology  11   Goal:    self  assessment,  ownership   •  Highlight  your  notes  with  the  3  colours  –  helps   you  find  what  you  need  to  focus  on   •  Code  your  own  quizzes  with  coloured  pencils,   before  handing  in   •  Consider  your  errors  –  how  many  were   careless?   Goal:    criteria,  self  and  peer   assessment,  ownership,  ques>oning,   descrip>ve  feedback,  gr.2/3   •  An  opening  sentence  with  a  hook   •  Details   •  Dis>nguished  words  
  6. 6. 10/31/10   6  
  7. 7. 10/31/10   7   Autumn  Bear   Author-­‐Diane  Culling   Illustrator  -­‐  Cindy  Vincent   Snowberry  Books,  2007   ISBN  978-­‐0-­‐9736678-­‐2-­‐0   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  
  8. 8. 10/31/10   8   23   Supervising  for  Learning  is  the  process   through  which  meaningful  and  reflec>ve   dialogue  arises.    Its  first  priority  is  to  serve   the  purpose  of  promo>ng  learning  –  child,   teacher,  paraprofessional,  principal,  vice-­‐ principal,  parent.   Assessment  for  Learning/Supervision   for  Learning   Assessment  for  Learning   Supervision  for  Learning   Learning  Inten>ons   Learning  Inten>ons   Criteria   Criteria   Ques>oning   Culture  of  Inquiry   Descrip>ve  Feedback   Descrip>ve  Feedback   Self  and  Peer  Assessment   Self  Reflec>on  and  Learning  Partnerships   Ownership   Teacher  Ownership  
  9. 9. 10/31/10   9   Data   Focus  on   Learning   Evalua+on  /   Supervision  Of  Teaching   Judging   BoYom  Line/Final  Word    Conversa>on   Observa>on  /  Response   Finite   Role  Specific   To  Someone   Supervising  For  Learning   Learning   Descrip>ve  Feedback   Reflec>ve  Dialogue   Inquiry   Cyclical   Role  Flexibility   Together   Focus  on   Teaching   25 Meaningful   and   reflec+ve     dialogue  around   and  about     student     learning   Culture  of  con+nuous  learning  and  improvement   Knowledge  of  teaching  and  learning   Trust  and  posi+ve  professional  rela+onships   A  Culture  of  Inquiry   26   1.  Establishing  goals  and  expecta>ons     2.  Strategic  resourcing     3.  Planning,  coordina>ng  and  evalua>ng  teaching   and  the  curriculum     4.  Promo>ng  and  par>cipa>ng  in  teacher  learning   and  development     5.  Ensuring  an  orderly  and  suppor>ve  environment     27  
  10. 10. 10/31/10   10   28   SLF  –  Insights  from  the  Experts   •  Find  a  learning  partner  and  posi>on  yourself   next  to  one  of  the  quotes  on  the  wall.   •  Read  each  quote  and  talk  about  it  with  your   partner.   •  How  does  this  quote  resonate  with  your   school  and  your  experience?   30   Choose your top 3 words/ phrases.
  11. 11. 10/31/10   11   31     Teachers  make  a  difference     Differences  in  teacher  effec>veness  were    found  to  be  the  dominant  factor  affec>ng    student  academic  gain     “the  implica>on  …is  that  seemingly  more    can  be  done  to  improve  educa>on  by    improving  the  effec>veness  of  teachers  than    by  any  other  single  factor.”   Wright,  Horn  and  Sanders,  1997   SLF  –  Learning  Inten>ons   As  a  school  staff  and  as  individuals,  what  do  we   want  to  get  beRer  at?   •How  can  leaders  promote  professional  learning   that  will  impact  on  student  achievement?    •What  professional  learning  inten>ons  should   be  our  focus?   •How  can  we  sustain  our  focus  over  >me?   SFL  -­‐  Criteria   What  criteria  can  we  iden+fy  as  a  group  or  as   individuals  that  will  help  us  iden+fy  success?   •How  can  we  include  current  research  on       teaching,  learning,  and  engagement?   •How  will  we  know  our  efforts  are  making  a   difference  to  student  learning?  
  12. 12. 10/31/10   12   SFL  –  Culture  of  Inquiry   How  can  we  begin/maintain  a  culture  of   inquiry?   •What  big  ques>ons  will  guide  our  inquiry?   •What  ques>ons  can  I  use  to  start/sustain/ con>nue  the  conversa>on?   •What  ques>ons  do  I  ask  the  student/the   teacher?   Descrip>ve  Feedback   How  can  we  expand  the  use  of  descrip+ve  feedback   when  we  talk  about  the  learning  of  our  students  and   of  our  prac+ce?   •what’s  working?   •what’s  not?   •what’s  next?   •How  do  we  help  these  frame  our  daily  conversa>ons   and  our  reflec>ons  and  the  paYerns  we  no>ce  in  our   students  over  >me?   SFL  –  Self-­‐Reflec>on  and  Learning   Partnerships   How  can  we  promote  and  model  self-­‐ reflec+on?   •How  can  I  demonstrate  that  I  am  a  learner  and   work  with  teachers  as  a  learning  partner?   •How  can  we  create  and  maintain  learning   partnerships  and  communi>es  with  peers  that   focus  on  enhancing  student  learning?  
  13. 13. 10/31/10   13   SFL  –  Teacher  Ownership   How  can  we  structure  a  culture  in  which  we   take  ownership  of  our  own  learning  and   share  our  learning  with  each  other  in  a   nonjudgmental  manner?   •What  structures  can  we  set  up  to  promote   collabora>on  among  teachers?   38      Rethink  your  classroom   39 Supervising  for  Learning  conversa>ons  are   focused  and  strategic.    They  centre  on  learning   and  how  to  move  forward.    They  are  not  an   end  to  themselves,  but  rather  a  means  to   iden>fy  goals  and  the  process  for  achieving   those  goals  within  a  given  >me  frame.   Yrsa  Jensen,  BCELC  
  14. 14. 10/31/10   14   40     Think  about  a  teacher  or  a  group  of  teachers   with  whom  you  would  like  to  work     Think  about  their  strengths  and  their   challenges     Think  about  what  student  learning  you   would  you  like  to  focus  on,  and  how  you   would  like  to  begin  the  conversa>on     Think  about  how  you  would  share  the   framework     Discuss  with  a  learning  partner   Grand Conversations, Thoughtful Responses - a unique approach to literature circles -­‐  Faye  Brownlie        Portage  and  Main  Press,  2004   Student Diversity, 2nd ed -­‐  Brownlie,  Feniak  and  Schnellert        Pembroke  Publishers,  2005   It’s All about Thinking – Collaborating to support all learners (in English, Social Studies and Humanities)  –  Brownlie  and  Schnellert    Portage  and  Main  Press,  2009   Pulling Together – Integrating inquiry, assessment, and instruction in today’s English classroom  –  Schnellert,  Datoo,  Ediger,  Panas    Pembroke  Pub.,  2009   Webcast series:    hYp://bcelc.insinc.com/webcastseries/  

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