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SFU - grad diploma - formative assessment and student diversity
SFU - grad diploma - formative assessment and student diversity
SFU - grad diploma - formative assessment and student diversity
SFU - grad diploma - formative assessment and student diversity
SFU - grad diploma - formative assessment and student diversity
SFU - grad diploma - formative assessment and student diversity
SFU - grad diploma - formative assessment and student diversity
SFU - grad diploma - formative assessment and student diversity
SFU - grad diploma - formative assessment and student diversity
SFU - grad diploma - formative assessment and student diversity
SFU - grad diploma - formative assessment and student diversity
SFU - grad diploma - formative assessment and student diversity
SFU - grad diploma - formative assessment and student diversity
SFU - grad diploma - formative assessment and student diversity
SFU - grad diploma - formative assessment and student diversity
SFU - grad diploma - formative assessment and student diversity
SFU - grad diploma - formative assessment and student diversity
SFU - grad diploma - formative assessment and student diversity
SFU - grad diploma - formative assessment and student diversity
SFU - grad diploma - formative assessment and student diversity
SFU - grad diploma - formative assessment and student diversity
SFU - grad diploma - formative assessment and student diversity
SFU - grad diploma - formative assessment and student diversity
SFU - grad diploma - formative assessment and student diversity
SFU - grad diploma - formative assessment and student diversity
SFU - grad diploma - formative assessment and student diversity
SFU - grad diploma - formative assessment and student diversity
SFU - grad diploma - formative assessment and student diversity
SFU - grad diploma - formative assessment and student diversity
SFU - grad diploma - formative assessment and student diversity
SFU - grad diploma - formative assessment and student diversity
SFU - grad diploma - formative assessment and student diversity
SFU - grad diploma - formative assessment and student diversity
SFU - grad diploma - formative assessment and student diversity
SFU - grad diploma - formative assessment and student diversity
SFU - grad diploma - formative assessment and student diversity
SFU - grad diploma - formative assessment and student diversity
SFU - grad diploma - formative assessment and student diversity
SFU - grad diploma - formative assessment and student diversity
SFU - grad diploma - formative assessment and student diversity
SFU - grad diploma - formative assessment and student diversity
SFU - grad diploma - formative assessment and student diversity
SFU - grad diploma - formative assessment and student diversity
SFU - grad diploma - formative assessment and student diversity
SFU - grad diploma - formative assessment and student diversity
SFU - grad diploma - formative assessment and student diversity
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SFU - grad diploma - formative assessment and student diversity

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  • 1. Maple Ridge Graduate Diploma  March 3rd, 2009  Faye Brownlie 
  • 2. Formative assessment to determine students strengths and needs Brownlie, Feniak & Schnellert, 2006; Earl & Katz, 2005; Schnellert, Butler & Higginson, in press; Smith & Wilhelm, 2006
  • 3. Activating prior knowledge & helping students connect what they are learning to what they already know (Brownlie, Close & Wingren, 1988; Brownlie, Feniak & Schnellert, 2006; Buehl, 2001; Kame'enui & Carnine, 2002; Wilhelm, 2007)
  • 4. Helping students process new content/ building their repertoire of meaning making strategies (Brownlie, Feniak & Schnellert, 2006; Buehl, 2001; Cook, 2005; Gear, 2006; Harvey & Goudvis, 2007;Kame'enui & Carnine, 2002; )
  • 5. Provide opportunities for students to personalize and transform (synthesize) their learning in reference to key concepts and essential questions (Brownlie, Feniak & Schnellert, 2006; Buehl, 2001; Cook, 2005; Daniels, & Bizar, 2005; Tomlinson & McTighe, 2006; Wilhelm, 2007)
  • 6. Ensuring students self-assess, set goals and take actions to manage and improve their learning (Brown, Cocking & Bransford, 2000; Brownlie, Feniak & Schnellert, 2006; Butler & Cartier, 2004; Butler, Schnellert, & Cartier, 2005; Davies, 2000; Gregory, Cameron & and Davies, 2000; Zimmerman & Schunk, 2001)
  • 7. Teaching Content to All  Open-ended teaching adapted modified
  • 8. The Class Review  •  What are the strengths of the class?  •  What are your concerns about the class as  a whole?  •  What are your main goals this year?  •  What are the individual needs in your class? 
  • 9. •  Meet as a school‐based team, with the  administrator  •  Each classroom teacher (CT) joins the team  for 45 minutes to speak of her class  •  TOC’s provide coverage for CTs  •  Follow the order of strengths, needs, goals,  individuals  •  The CT does not do the recording or the  chairing 
  • 10. The Class Review  What are the strengths of the class? What are your concerns about the class as a whole? What are your main goals for the class this year? What are the individual needs in your class?
  • 11. Class Review Learning in Safe Schools (Brownlie & King, 2000)  Class Review Recording Form Classroom Strengths Classroom Needs Teacher: Class: Goals Decisions Individual Concerns Other Socio-Emotional Medical Language Learning
  • 12. Class Review   Learning in Safe Schools   (Brownlie & King, 2000) 
  • 13. Bill Juhasz K-7 Tait Richmond 4-5 formative assessments/year Block out 4-5 weeks in school calendar All non-enrolling teachers & admin co-assess with CT Coding in teams at pro d or in- school collab time
  • 14. Bill Juhasz K-7 Tait Richmond Sept: Class Review Meetings Optional Jan. class review One week later: now what meetings Non-categorical resource model
  • 15. Bill’s Year at a Glance‐Sept. 
  • 16. Bill’s Year at a Glance‐Oct. 
  • 17. Menu for Resource Teachers  •  Co‐teaching  •  Working with small groups or individual students  •  Help administer, score and create a plan from a bi‐ monthly Standard Reading Assessment  •  ConsultaXon  •  Peer/Parent/Tutor programming  •  Special EducaXon Assistants 
  • 18. A Possible Day for a Non‐categorical  Resource Teacher  •  8:15‐8:45  Co‐plan with classroom                 teacher  •  9:00‐9:20  Meet with students re:                  behaviour/learning plans  •  9:20‐10:30  Gr. 4/5 Reading strategy ‐                 co‐teaching  •  10:45‐12:00  Gr. 1/2 Writer’s Workshop 
  • 19. PM  •  1:00‐1:45  Gr.6/7  Works with small group           of students on pre‐teaching social           studies’ vocabulary/building   background knowledge  •  1:45‐2:15  Gr. 1/2 Browsing Boxes  •  2:15‐2:45  Primary Math Centres  •  2:45‐3:00  Meets with SEAs 
  • 20. Roz’s Schedule  A  CommunicaXons 12 ‐ co‐teaching with Joanne  •  B  Literacy  •  C  English 9 ‐ co‐teaching with Doug  •  D  Science 9 ‐ co‐teaching with Barry  •  E  Prep  •  F  Learning Support 9  •  G  CPWE 12  •  H  Social Studies 9 ‐ co‐teaching with Colin  • 
  • 21. Classroom Strengths ‐ gr.4/5  Kind to each another  •  Like to write  •  High energy  •  Some models of responsibility  •  Some will take risks in their learning  • 
  • 22. Classroom Needs ‐ gr. 4/5  Self‐control ‐ too loud!  •  Interdependence  •  Listen to group instrucXons  •  Wide academic range  •  Very teacher dependent  •  Easily distracted  • 
  • 23. Classroom Goals ‐ gr. 4/5  •  Help individuals within class to  become more  independent  •  Help students make wise decisions in choice  wriXng and in research quesXons  •  Help students choose appropriate reading  materials 
  • 24. Medical  •  Challis ‐ ritalin, see file  •  Karmvir ‐ severe diabetes 
  • 25. Language  •  ESL 1 ‐ Sharon  •  ESL 2‐4 Ammen, Karmjit, Janel, Amrit, Ekam,  Tommy, Iris, Osama, Jasdeep, David  •  IniXate oral language ‐ Jasdeep  •  Pose quesXons ‐ Challis, Dion, Ekam 
  • 26. Learning  •  Focusing ‐ Jordan, Janel, Jasdeep, Challis,  KriXes, Ekam, Sigman  •  Comprehension ‐ Sigmund, Oscan, Ekam,  Janel, Challis, David  •  Limited wriien output ‐ KriXes, Challis,  Tommy 
  • 27. Social‐emoXonal  •  Jordan ‐ severe behavior  •  Janel ‐ anger management  •  Jasdeep ‐ withdrawn, silent 
  • 28. Other  •  Extensions:  Chloe, Taylor, Janelle, Josie, Emily,  KrisXe, Andrew, Amanda 
  • 29. Decisions 
  • 30. Decisions  •  RT/CT meet to plan unit on social responsibility  •  Include in this unit comprehension strategies of think aloud and quadrants  of a thought  •  Begin Writers’ Workshop with CT/RT.  Use interview process to model  choosing topics wisely  •  Counsellor to begin ‘magic circle’ group with targeted students (behavior,  withdrawn, overpowering)  •  Individual behavior plans:  Challis, Jordan Jasdeep, Janel ‐ RT check in on  goals at 8:40, CT at 3:00  •  EA with class for core subjects 
  • 31. Classroom Strengths ‐ gr.1/2  •  Teacher is former librarian so extensive  knowledge of school’s books  •  High energy, keen  •  AccepXng, generally of Ray  •  Strong parental support  •  Students report they are readers/writers  •  Students love to be read to and browse books 
  • 32. Classroom Needs ‐ gr. 1/2  •  Social responsibility:   ‐how to treat each other fairly   ‐how to take turns   ‐how to not call out   ‐how to use an inside voice  •  Wide academic range ‐ early learners to very  able reader 
  • 33. Classroom Goals ‐ gr. 1/2  Make this class a team  •  Write daily  •  Guided reading, as able  •  Encourage independence  • 
  • 34. Medical gr. 1/2 
  • 35. Language‐gr. 1/2  •  ESL 1&2 ‐ Elvira, Tom, Juno, Michelle,Tony, Ray,  Annie, Jerad  •  Ray ‐ omen incomprehensible  •  ESL 1‐4 ‐ 13 students, including 8 different first  languages 
  • 36. Learning ‐ gr. 1/2  •  Briiney ‐ very weak skills  •  Dominic ‐ knows few, if any, sounds  •  Ray, Elvira, Annie, Juno, Tony, Darren ‐ help  hearing sounds ‐ phonemic awareness  •  Maihew ‐ won’t write  •  Ray ‐ is he reading for meaning? 
  • 37. Social‐emoXonal ‐ gr. 1/2  •  Briiney ‐ inappropriate friendship skills  •  Jared, Trevor, Maihew ‐ demanding, liile self  control  •  Trevor ‐ low self esteem  •  Michelle ‐ inaudible speech, whisper  •  Ray ‐ wanders 
  • 38. Other ‐ gr. 1/2  •  Challenge ‐ Wilson, Catherine 
  • 39. Decisions 
  • 40. Decisions  •  RT assess for guided reading  •  RT with class on RW strategy while CT works on leier/sound  matching, hearing sounds in words (elasXc,snap)  •  CT reinforce elasXc/snap during whole class reading & wriXng,  small group and 1:1  •  CT read twice/week on friendship, geong along with others  •  RT/CT spend a week on ‘Lily Sequence’  •  ConXnue Ray’s full‐Xme EA and reassess amer 1 month 
  • 41. Shabash – Ann Walsh  •  Whole class novel – gr. 6/7  •  Goals:    –  Build community  –  Highlight, acknowledge, respect diversity  –  Teach double‐entry journals as a strategy for  deepening understanding   –  Build and apply criteria for success 
  • 42. Connecting: –  Gallery wall  –  Quick write  Processing: – SXcky notes  – Double‐entry journals  – Criteria  Transforming and personalizing: ‐Author’s message 
  • 43. •  Chad’s slides 

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