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Workshop Three
 

Workshop Three

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  • Human continuum – knowledge of co-operative learning placement decision is made through a conversation with the person on either side of you
  • Shirley Clark reading: Chapter 2Segment 1: Page 26 Developing a ‘learning culture’ in the schoolSegment 2: Page 30 The Power fo the visal imageSegment 3: Page 37 Questions teachers often askSegment 4: Page 41 The impact of sharing learning intentionsSelf assess their contribution based on the rubric
  • Go and number fishbone points according to principles applied
  • IndividualUnpacking a standard using UBD: nouns give you the understanding and knowledge, verbs give you the skills and the adjectives and adverbs are what you put in your rubricUnpacking a standard for the literacy requirements
  • Think pair share
  • Group discussion in numbered heads together – making summary statements about the learning and noting any areas of uncertainty. Noreen and Erin will jot these down and addressTalk to some of these
  • 2 x post it notes with their names onStick up on the rubric on the boardGive out a copy of Inside the Black Box for every teacher participating and observers too in and a set of reflection prompts for Journal Writing What is formative assessment?What are some of the benefits for your teaching that you have read in this article?Having now read this article what are some indictors that will be seen in your planning / classroom that will show you are making progress in your use of formative assessment?Use to start the next workshop through human bingo

Workshop Three Workshop Three Presentation Transcript

  • GROUPS FOR TODAY:- ONE MATHS / SCIENCE OR NEW- ONE UPPER SECONDARY- ONE LOWER SECONDARY- ONE P4 – 6- ONE P1 – 3- OR ONE ADMIN PERSONGROUPS SHOULD BE NOBIGGER THAN 5 MEMBERS(AND 5 ONLY IF THERE IS AMATHS / SCIENCE TEACHER)
  • WORKSHOPTHREELEARNING OUTCOME:learn about the importanceformative assessment(ongoing checking forlearning)identify and use specificlearning outcomes withstrategies linked to these tocreate ongoing assessment
  • You will:EXIT CARD:You will identify yourself and your understanding of formative /ongoing assessment for learning (thinking for next steps)BY THE END OF THE WORKSHOP…Beginner ExpertKnows what formativeassessment isCan describe howformative assessmentgives you informationabout learningKnows what to do with theinformation that comesfrom observing thelearning and feedbackfrom studentsCan identify a learningoutcome and use processverbs to describe thelearningMatches learningoutcomes to strategiesand can explain how thestrategy creates learningStrategies arepurposefully selected tomaximise learning
  • HOW DO YOU THINK WE ARE USINGLEARNING INFORMATION TO INFORMOUR WORK WITH THE GROUP?
  • RALLY TABLE
  • STAY AND STRAY
  • FISHBONE
  • FISHBONE EXAMPLESNext StepsWhat they have learntBeliefs as a teacherAbility to changeEvidence of what is done rather than intention
  •  You will now swap your paper in a round robin swap When you look at the new paper you are looking for twosimilarities and one difference (like two truths and a lie) This is showing how you can scaffold the thinking up a level For example, in her class on Friday, Warunee used a selection ofco-operative learning strategies to keep scaffolding the learningup a level: Think Pair Share to recap the learning from the last lesson (and the studentsidentified all aspects of the learning outcome [Colours, fruit, is / are, a / an:Use colour to describe fruit in a sentence) Human continuum to then order the students based on their confidence Used this to then create mixed ability groups Roles were then added to create co-operative groups around a task wherestudents were creating sentences using materials Numbered heads together was then added to share sentences. Some studentswho were selected (by number) to share were weaker students but, with groupsupport, they very successfully read aloud their group’s responsesSCAFFOLD THE THINKING UP A LEVEL
  • JIGSAW READFrom: Unlocking Formative Assessment: Practical strategies for enhancing students’learning in the primary and intermediate classroom (chapter 2)Shirley Clarke, Helen Timperley, John HattieJIGSAW1. Form a Home Group with a shared reading and task2. In the Home Group divide the reading (or this could be done for the group by the teacher) anddecide who will read each segment). Decisions can be based on reader strengths / interests3. Readers with the same segments then move to sit together at the teacher’s signal. Thisbecomes the expert group for that segment.4. The goal for each group is signalled. Each member needs to become an expert in theirsegment to take back the learning to the Home Group5. Read the article making notes / underlining key points that relate to the goal6. The group then work towards their goal by discussing the notes and key points. They ensurethey have a statement or summary to take back to their Home Group. This could be helpedby including group roles and teacher prompting7. Experts return to their Home Group where they take turns and each Expert shares theirstatement or summary and then makes sure that each Home Group member understands8. The Home Group checks they have carried out what is required of them by the task
  • WHY SHOULD YOU USE AND SHARESPECIFIC LEARNING OUTCOMES WITHSTUDENTS?Create a one-page guide in English for the other teachers who have not been tothese workshops that explains using only key points each of the reading sectionsyour group has been involved in. This guide can be called ‘A Guide to CreatingOngoing Learning’.You may create your guide using headings, subheadings, bullet points, and othervisual aspects to help you to explain (rather than using large chunks of text)At the end of the task:• Pass your one-page guide to the next table• When you receive the one-page guide from another group have a read of theirwork• On a separate piece of paper write up the following headings and give themfeedback:• What aspects of the guide are effective and useful?• What could now be added or made clear in the guide?
  •  Break down standard using process verbs Add a matching strategySTANDARD YOU ARE WORKING ONInput Process OutputRecall Compare /ContrastPredictDescribe Infer EvaluateDefine Analyse SpeculateIdentify Sequence ImagineName Synthesise EnvisionList Summarise Hypothesise
  • HOW DO YOU CHECK FOR LEARNING?
  • HOW DO YOU CHECK FOR LEARNING? Exit card Place mat Think Pair Share Thumbs up / thumbs down / stand up / sitdown Human continuum Reflection starters Shaping up Remote control Fuel Gauge PMI Business card Give us 5 / 3-2-1 1 word summary
  • SHAPING UPSquare Thoughts: What am I solid on / sure of?Triangle Thoughts: What am I nearly solid on / nearlysure of / half way there?Circle Thoughts: What is going round and round in myhead? What questions do I have?Heart Thoughts: How am I feeling about this learning?
  • PPositivesMMinusesIInteresting / IdeasPMI
  • FUEL GAUGEDraw an arrow on the fuel gauge to show your response to a statement or question
  •  Show document saved in SGHS+PRC>Reflection Also: Light bulb Editable smiley face etcREMOTE CONTROL
  • • Learning / Concept – TITLE• Main Point as VISUAL / ADDRESS /KEY PEOPLE• Phrase / Slogan / Logo asSOMETHING TO REMEMBERT H E N O U N C O M P A N YCompany Directors On-site• Mr Common Noun• Mrs Proper NounAssociates• Collective• MaterialOff-site IT Support• AbstractOur business is the naming of a person,place or thingBUSINESS CARD
  • Inside the Black BoxBlack and WiliamsThis is the article you took home last week. Please refresh yourmemory of this with these questions ready for the next workshop1.What is formative assessment?2.What are some of the benefits for your teaching that youhave read in this article?3.Having now read this article what are some indictors thatwill be seen in your planning / classroom that will showyou are making progress in your use of formativeassessment?READING REFLECTION
  • Identify yourself and your understanding of formative / ongoingassessment (thinking for next steps as we have collectedreflection on current learning in other ways during this session)EXIT CARDBeginner ExpertKnows what formativeassessment isCan describe howformative assessmentgives you informationabout learningKnows what to do with theinformation that comesfrom observing thelearning and feedbackfrom studentsCan identify a learningoutcome and use processverbs to describe thelearningMatches learningoutcomes to strategiesand can explain how thestrategy creates learningStrategies arepurposefully selected tomaximise learning