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Salmon Arm Afl


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middle school/secondary full day AFL presentation, Nov. 09

middle school/secondary full day AFL presentation, Nov. 09

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  • Here’s your topic: cellular respiration – find three key wordsHere are 4 words: stomach, teeth, tongue, small intestine – which one does not belong and why Work with a partner or check with a partner or table group.
  • Task , Learning Intentions and Research Question on the inside to the research folder
  • Transcript

    • 1. Assessment for Learning across the Curriculumgrades 6-12
      Salmon Arm SD#83
      November 27, 2009
      Faye Brownlie
    • 2. Learning Intentions
      • I can understand and can explain to others the concepts of Assessment for Learning (AFL)
      • 3. I can identify and give specific examples of the six big AFL strategies
      • 4. I have a plan to implement a strategy which is new to me or my students.
      • 5. I have a plan to reconnect with someone to talk about our work.
    • Black & Wiliam (1998)Hattie & Timperley (2007)
    • 6. Assessment OF Learning
      Purpose: reporting out, summative assessment, measuring learning
      Audience: parents and public
      Timing: end
      Form: letter grades, rank order, percentage scores
    • 7. Assessment FOR Learning
      Purpose: guide instruction, improve learning
      Audience: teacher and student
      Timing: at the beginning, day by day, minute by minute
      Form: descriptive feedback
    • 8. The Six Big AFL Strategies
      Descriptive feedback
      Self and peer assessment
    • 9. The Gradual Release Model
      Guided practice
      Independent practice
      Independent application
      Pearson & Gallagher (1983)
    • 10. Gr. 8 Science“The Digestive System”Paul Paling, Prince Rupert
      Learning Intention:
      Demonstrate where in the body digestion occurs and what happens to the food
    • 11. Connecting/processing Strategy:What’s In, What’s Out?(Reading 44, adapted by PPaling)
      stomach squeezing
      abdomen hungry
      saliva ulcer
      bolus tongue
      gastric juices mucus
      pepsin carbohydrates
      muscles mechanical
    • 12.
    • 13.
    • 14. Exit Slips
      Day 1 Choose 1 part of the digestive system and describe what happens to food there.
      Day 2 Write the 2 most important things learned today.
      Day 4 3-2-1 for digestion.
    • 15.
    • 16. The Six Big AFL Strategies
      Descriptive feedback
      Self and peer assessment
    • 17. Sequence:
      Humanities 6/7
    • 18. Learning Intention
      To examine and understand children’s rights in different parts of the world
    • 19. United Nations Rights of the Child
      Food and shelter
      Name and nationality
      Own culture
      Protection from harm
      Rest and play
      Share opinions
    • 20. Middle School En/SS Project
      Mon. - Model assignment with
      picture book. Build criteria.
      Tues. - Read independently, begin assignment.
      Wed. - Read, descriptive feedback.
      Thurs. - Return assignments. Teach mini- lesson.
      Fri. - Hand in assignment for evaluation.Student Diversity, 2006
    • 21. Criteria
      At least 3 examples of denied children’s rights
      Specific evidence from the story that demonstrates how the right is denied
      Information presented in a clear, organized, and interesting way
    • 22. How you will earn your mark
      Rights and evidence: 3 denied rights with detailed, supporting evidence from the story (10 marks)
      Presentation: categorized presentation of information (3 marks)
      Conventions: few errors and these do not interfere with meaning (2 marks)
      **Drafts ready for feedback on Wed!
    • 23. My Name Is Seepeetza
      The Right to Her Own Culture
      It was in the law that the Indians couldn’t practice their own religion. The nuns taught them in school and made them practice the Catholic religion. The Indian children had to learn English; some of them even forgot how tp speak their native language. The nuns also had them change their Indian names to Catholic names. -Clint
    • 24. Good-Bye Vietnam
      Share Opinions
      -when the Government broke down the temple, and they didn’t even ask the neigbors will they like it or not.
      -when Mai’s family was on the sampan the others said now we can say what ever we want because we are on the sea and no one can hear us. -Jian
    • 25. The Six Big AFL Strategies
      Descriptive feedback
      Self and peer assessment
    • 26. Voting cards & concept questionsAliisaSarte and Joni Tsui, Port Moody Sec.
      4-6 questions, 1 at a time
      Questions review the previous content
      All questions are multiple choice
      Students choose their response
      Votes counted
      Partner talk
      2 students explain their reasoning
    • 27. Coloured Cubes, Coloured HighlightersAliisa 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
    • 28. 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?
    • 29. Group QuizJoni Tsui
      Physics 11 and 12
      Teacher places students in groups of 3 or 4 to take the quiz
      Students grouped by current achievement
      Top group – not allowed to ask questions
      Bottom group – gets 4 questions
      Groups in between – 2-3 questions
      Journal – how did you solve the questions you had in your group - consensus
    • 30. ResearchKristi Johnston & Tracey Snipstead, Heritage Park Secondary
      4-6 library periods/class
      Tweaked existing structure:
      -added learning intentions
      •research skills
      -gave descriptive feedback
      -used questioning as a note-taking strategy
    • 31. Research Topics
      Librarian now sees all Humanities and English gr. 8-12
      Gr. 8 Humanities – Middle Ages
      Gr. 10 Science - Biomes
      Gr. 10-12 Japanese
      10 – city
      11 – festival
      12 – historical figure
    • 32. Questioning – thick & thin
      Introduced in class
      Thick questions address the main idea
      Practice with a partner (? Checked by T)
      Generate 3-4 on your own
      These are your ? for the 1st day
      Each day student needs 4 ? to research
    • 33. In the Library
      Begin with a research log
      Check the LI you will work on today
      End class with exit slip:
      -something interesting you learned
      -a new question
      ••at end of each class, both teachers go through folders and highlight in 2 colours – achieved LI, what needs to be fixed
    • 34. Middle Ages
      Overarching, essential question:
      -What was life like during the Middle Ages?
      -1 letter or journal from a medieval person’s point of view
      -1 expository piece of writing such as a newspaper or magazine article or a ‘how to’ manual
    • 35. Teacher Reflections
      Students more focused in the library
      Students more able to take effective notes
      Students creating best projects ever!
      Tweaking an existing structure with very positive learning results
      Next challenge: move from criteria to rubrics
    • 36.
    • 37. RenaissanceResearch Learning Targets
      I am able to find the main ideas
      I can create a thick question from the main idea
      I am able to find supporting details for each main idea
      I am able to take notes in my own words
      I am able to write a note using 3-5 key words
      I am able to fill out a working bibliography
      I am able to complete an APA style bibliography
    • 38. RenaissanceContent Learning Targets
      I am able to state a minimum of 10 biographical facts about my person
      I can describe the achievements and or contributions _________ made during the Renaissance
      I can explain why __________ is an important historical figure
      I can explain why _________’s achievements were important to the Renaissance
    • 39.
    • 40.
    • 41.
    • 42.
    • 43.
    • 44.
    • 45.
    • 46. The Six Big AFL Strategies
      Descriptive feedback
      Self and peer assessment
    • 47. Math - Grade 12
      Rob Sidley
    • 48. Summative turned Formative
      Question 1 Question 2
    • 49. Teacher models powerful response
      Student reflects/self-assesses/makes a goal or a plan
    • 50. A math sequence
      Activate background knowledge
      Demonstrate/model new concept
      Practice in partners
      ‘Could you do these questions with 80% accuracy and confidence?’
      If ‘yes’, begin independent practice.
      If ‘no’, come to this table for more teaching.
    • 51. How can I help my students develop more depth in their responses? They are writing with no voice when I ask them to imagine themselves as a demi-god in the novel.
    • 52. Students need:
      to ‘be’ a character
      support in ‘becoming’ that character
      to use specific detail and precise vocabulary to support their interpretation
      to develop models of ‘what works’
      a chance to revise their work
    • 53. The Plan
      Review scene from novel
      Review criteria for powerful journey response
      Brainstorm who you could be in this scene
      4 minute write, using ‘I’
      Writers’ mumble
      Stand if you can share…
      What can you change/add/revise?
      Share your writing with a partner
    • 54.
    • 55. Criteria
      Write in role – use ‘I’
      Use specific names
      Phrases/words that show feeling
      Particularly descriptive details of the event
      Powerful first line
      What will you change after listening to others?
    • 56.
    • 57.
    • 58.
    • 59.
    • 60.
    • 61. The Six Big AFL Strategies
      Descriptive feedback
      Self and peer assessment
    • 62. 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?
    • 63. Students need:
      Practice 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 connections among the words in order to retain the vocabulary
    • 64. 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:
    • 65. The Plan
      In ‘before’ column, students write what they know about each word
      Students read the section of the text, collecting information 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 ‘after’ column
    • 66. Human Optics Vocabulary
    • 67.
    • 68.
    • 69.
    • 70.
    • 71.
    • 72.
    • 73. The Six Big AFL Strategies
      Descriptive feedback
      Self and peer assessment
    • 74. questioning
    • 75. A Comparison of World Currencies – what does it mean to the average citizen?
      Cities being compared:
      Athens, Frankfurt, Manila, Shanghai, Toronto
      Number of minutes to work to buy a Big Mac:
      -12, 15, 30, 30, 88
      Number of minutes to work to buy an 8gb iPod
      -10.5, 13.5, 24.5, 56.5, 128.5
    • 76. Annual average hours worked:
      -1704, 1827, 1868, 1946, 2032
      Cost of living (relative to NYC)
      -28.7%, 48.9%, 54.6%, 63%, 70.6%
    • 77. What do you know?
      What do you infer – believe to be true? Why?
      What do you wonder?
    • 78. New Book!
      It’s All about Thinking – Collaborating to support all learners in English, Social Studies and Humanities – Brownlie and Schnellert, 2009 Portage and Main Press