A4L summary
Upcoming SlideShare
Loading in...5
×
 

A4L summary

on

  • 973 views

 

Statistics

Views

Total Views
973
Views on SlideShare
972
Embed Views
1

Actions

Likes
0
Downloads
10
Comments
0

1 Embed 1

http://channing.studywiz.com 1

Accessibility

Categories

Upload Details

Uploaded via as Apple Keynote

Usage Rights

© All Rights Reserved

Report content

Flagged as inappropriate Flag as inappropriate
Flag as inappropriate

Select your reason for flagging this presentation as inappropriate.

Cancel
  • Full Name Full Name Comment goes here.
    Are you sure you want to
    Your message goes here
    Processing…
Post Comment
Edit your comment
  • \n
  • \n
  • \n
  • \n
  • \n
  • \n
  • \n
  • \n
  • \n
  • \n
  • \n
  • \n
  • \n
  • \n
  • \n
  • \n
  • \n
  • \n
  • \n

A4L summary A4L summary Presentation Transcript

  • Assessment for Learning ‘the process of seeking and interpreting evidence foruse by learners and their teachers to decide where thepupils are in their learning, where they need to go next and how to get there’ NOTAssessment of Learning summative assessment for the use of grading and reporting
  • WHY?
  • What’s in it for our girls?
  • What’s in it for our girls?• They become more responsible for their own learning• They recognise the next steps in their learning• Feel more secure about taking risks• Raises self-esteem and moves them towards ‘I can’ rather than ‘I can’t’• Active involvement in the learning process (partner not recipient)• Increases independence and motivation
  • What’s in it for us?
  • What’s in it for us?❖ Shift of responsibility from teacher to pupil❖ Smoother, more efficient lessons❖ Pupils provide us with feedback so we can monitor progress❖ Identifies next steps for a group/individual❖ Pupils start to explain themselves more clearly❖ More opportunities to challenge the most able❖ Pupils do more of the work!
  • My lessons ...❖ Spoon-feeding❖ Predictability of activities / routine❖ I give them the answers too easily❖ Focuses on learning content, not skills or thinking❖ Pupils become MORE dependent on me the longer they are in school
  • HOW?
  • AfL should ...
  • AfL should ...❖ Use effective questioning techniques❖ Use marking and feedback strategies❖ Share learning goals❖ Use peer and self-assessment
  • 4 main categories of AfL❖ Questioning❖ Feedback❖ Peer assessment❖ Sharing objectives and marking critieria
  • 10 Top Tips
  • 10 Top Tips
  • 10 Top Tips❖ Use ‘Even Better If ’ ... leads on to the next steps of learning
  • 10 Top Tips❖ Use ‘Even Better If ’ ... leads on to the next steps of learning❖ Hands up, but not yet ... let them think
  • 10 Top Tips❖ Use ‘Even Better If ’ ... leads on to the next steps of learning❖ Hands up, but not yet ... let them think❖ Get girls to translate level descriptors into their own language so they understand better what is required
  • 10 Top Tips❖ Use ‘Even Better If ’ ... leads on to the next steps of learning❖ Hands up, but not yet ... let them think❖ Get girls to translate level descriptors into their own language so they understand better what is required❖ Thumbs up / sideways / down after asking a question
  • 10 Top Tips❖ Use ‘Even Better If ’ ... leads on to the next steps of learning❖ Hands up, but not yet ... let them think❖ Get girls to translate level descriptors into their own language so they understand better what is required❖ Thumbs up / sideways / down after asking a question❖ Marking with comments, not grades
  • 10 Top Tips❖ Use ‘Even Better If ’ ... leads on to the next steps of learning❖ Hands up, but not yet ... let them think❖ Get girls to translate level descriptors into their own language so they understand better what is required❖ Thumbs up / sideways / down after asking a question❖ Marking with comments, not grades❖ Use dialogue when handing back books and work
  • 10 Top Tips❖ Use ‘Even Better If ’ ... leads on to the next steps of learning❖ Hands up, but not yet ... let them think❖ Get girls to translate level descriptors into their own language so they understand better what is required❖ Thumbs up / sideways / down after asking a question❖ Marking with comments, not grades❖ Use dialogue when handing back books and work❖ Modelling: look at a finished product before starting a task
  • 10 Top Tips❖ Use ‘Even Better If ’ ... leads on to the next steps of learning❖ Hands up, but not yet ... let them think❖ Get girls to translate level descriptors into their own language so they understand better what is required❖ Thumbs up / sideways / down after asking a question❖ Marking with comments, not grades❖ Use dialogue when handing back books and work❖ Modelling: look at a finished product before starting a task❖ Learning objectives ... could be in the form of what we are learning today
  • 10 Top Tips❖ Use ‘Even Better If ’ ... leads on to the next steps of learning❖ Hands up, but not yet ... let them think❖ Get girls to translate level descriptors into their own language so they understand better what is required❖ Thumbs up / sideways / down after asking a question❖ Marking with comments, not grades❖ Use dialogue when handing back books and work❖ Modelling: look at a finished product before starting a task❖ Learning objectives ... could be in the form of what we are learning today❖ Peer assessment, either in pairs of groups. Get the girls to decide on success criteria first
  • 10 Top Tips❖ Use ‘Even Better If ’ ... leads on to the next steps of learning❖ Hands up, but not yet ... let them think❖ Get girls to translate level descriptors into their own language so they understand better what is required❖ Thumbs up / sideways / down after asking a question❖ Marking with comments, not grades❖ Use dialogue when handing back books and work❖ Modelling: look at a finished product before starting a task❖ Learning objectives ... could be in the form of what we are learning today❖ Peer assessment, either in pairs of groups. Get the girls to decide on success criteria first❖ Share good work: show the class some examples of work they have done.