Rupert - AFL - Jan, 2014
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Rupert - AFL - Jan, 2014

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A revisiting of assessment for learning strategies that best support the learning of all students. Building from the work of Dylan Wiliam and John Hattie. (the appie session)

A revisiting of assessment for learning strategies that best support the learning of all students. Building from the work of Dylan Wiliam and John Hattie. (the appie session)

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  • 1. Assessment for Learning Revisited The  Appie  Session   Thursday,  Jan.  9,  2014   Prince  Rupert   Faye  Brownlie   www.slideshare.net  
  • 2. AFL   •  Using  informaFon  about  student   achievement/learning  to  adjust  the   subsequent  teaching   •  Whole  class  adjustment   •  Personalized/differenFated  adjustment  
  • 3. 1. Learning Intentions “Students  can  reach  any  target  as  long        as  it  holds  sFll  for  them.”    -­‐  SFggins  -­‐   2. Criteria  Work  with  learners  to  develop  criteria  so  they  know  what  quality  looks   like.   3. Questions  Increase  quality  quesFons  to        show  evidence  of  learning  
  • 4. 4.  Descrip+ve  Feedback   Timely,  relevant    descripFve   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
  • 5. “The  most  powerful  single  influence  enhancing   achievement  is  feedback”-­‐Dylan  Wiliam   •  Quality  feedback  is  needed,  not  just  more  feedback   •  Students  with  a  Growth  Mindset  welcome  feedback   and  are  more  likely  to  use  it  to  improve  their   performance   •  Oral  feedback  is  much  more  effecFve  than  wri]en   •  The  most  powerful  feedback  is  provided  from  the   student  to  the  teacher  
  • 6. You’re  born  with  what  you  got…   and  that’s  that!   It’s  fixed......or…  
  • 7. Your  brain  is  like  a  muscle.   It  can  grow…and  will  with  pracFce    
  • 8. Test Prep – Socials 11 Canada in the 1930’s with Melanie Mattson •  People  Search  –  12  boxes   •  Students  made  notes  for  each  quesFon   •  Coached  and  listened  to  see  if  there  were  any   challenging  areas   •  2  quesFons  were  most  challenging   •  Melanie  explained  her  ‘answer’  to  each,  using  a   Fmeline  and  associaFons   •  2  addiFonal  areas  to  study   –  With  a  concept  map   –  With  a  chart  
  • 9. Canada  in  the  1930’s   People  Search  Find  someone  who:   …can  describe  3   …can  paint  a  vivid  picture   differences  between  life  in   with  words  of  relief  camps   the  city  and  life  in  rural   Canada  during  the  Great   Depression   …can  tell  the  story  of  the   beginning  of  the  labour   movement  in  Canada   …understands  the   difference  between   totalitarism,  socialism,   communism,  and  fascism   in  the  1930’s  
  • 10. Test Prep – Pre-Calc, gr. 11 (trigonometry) with Brittany Stockley •  15  minutes  –  work  on  unit  review  quesFons  with   a  partner   •  Inside/outside  circle  –  5  quesFons   •  Partner  A  explains,  B  listens,  refines,  quesFons   •  Outside  circle,  move  2  chairs,  then  Partner  A   explains,  etc.   •  Teachers  listen/coach  for  class  confusion   •  Model  process  for  soluFon  for  the  challenging   quesFon  for  the  class   •  Students  reflect:    what  I  need  to  remember  
  • 11. •  Middle/secondary   •  Use  mulFple  choice  quesFons  BEFORE  the  chapter  to   organize  quick  flips  through  the  text   •  Use  mulFple  choice  quesFons  to  begin  each  class   –  Focused  opening   –  Answer  in  teams  of  3  or  4  
  • 12. Grade 2/3 Writing Criteria •  An opening sentence with a hook •  Details •  Distinguished words
  • 13. Autumn  Bear   Author-­‐Diane  Culling   Illustrator  -­‐  Cindy  Vincent   Snowberry  Books,  2007   ISBN  978-­‐0-­‐9736678-­‐2-­‐0  
  • 14. 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   migraFng  south  as  if  leaves  followed  them    it  looked  like   they  were  air  dancing.•    -­‐Allyson,  gr.2  
  • 15. •  As  the  cool  fall  leafs  fall  the  aniamails  hide   in  thir  hafertat  an  the  people  put  worm  fire   on  and  they  have  hot  chocolet  with   mashmao.    If  feel  couze  with  the  blaket  on   you.    You  feel  like  you  want  to  stay  home   forever.    The  wind  hits  your  face  it  feels  like   somebudys  teeching  except  it’s  the  breeze.           -­‐by  Jason,  gr.3  
  • 16. Autumn  Wind   •  When  the  Autumn  wind  blows  it  makes  me  shiver.  It  really   makes  me  quiver.    The  wind  is  cold  and  really  bold,  it  feels   refreshing  on  my  face.    I  get  to  keep  my  own  pace.    My   hair  would  blow  I  can  be  slow,  I  walk  on  the  ground  I  don’t   have  a  frown,  it  feels  so  good  and  it  keeps  me  in  a  joyful   mood  it  keeps  me  happy  for  the  rest  of  the  day  and  I  want   to  play  and  play.    Aper  the  Autumn  wind  blows  on  my  face   it  is  really  cool,  it  almost  feels  as  cold  as  my  pool.            By  Samantha,  gr.3