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Curriculum night 2011
Curriculum night 2011
Curriculum night 2011
Curriculum night 2011
Curriculum night 2011
Curriculum night 2011
Curriculum night 2011
Curriculum night 2011
Curriculum night 2011
Curriculum night 2011
Curriculum night 2011
Curriculum night 2011
Curriculum night 2011
Curriculum night 2011
Curriculum night 2011
Curriculum night 2011
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Curriculum night 2011

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This is the presentation that was shared with parents at our curriculum information evening. The focus of the evening was assessment in the PYP.

This is the presentation that was shared with parents at our curriculum information evening. The focus of the evening was assessment in the PYP.

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  • Let parents know the agenda for the evening – they will be taken through an inquiry, going through the same steps as their children would go through, but at warp speed. What we do tonight in a little under an hour would typically take 6 weeks, with a variety of tasks and learning engagements. Through the discussion if parents have question, attempt to answer, but if not, leave on the Wonder Wall and we will address at a later time – either through class blog or if it is just a specific questions pertaining to an individual, through an email.
  • Explain how with a unit we begin with the ‘big ideas’ or concepts = central idea
  • Tonight we will investigate the concept of assessment. Whenever we begin an inquiry (or ‘unit’ – stand alone included) we begin with what our students know. So.. What is assessment. Explain heads down tails upactivity. When done put on wall. Gallery Walk Explain that in a class we would use this time with students to reflect on what they know and discuss what they may have learned from others or not understood from others’ contributions. We would begin to form questions about our unit.
  • Once students have had a chance to share their prior knowledge, and we are able to look at their starting point, we share the learning intentions (or outcomes) for our unit. Basically what we want students to know, understand and do by the end of this unit of inquiry
  • Closely tied to the learning intentions are the success criteria – basically what will it look like if you do understand, know and are able to apply the skills.
  • Now we begin to ‘find-out’
  • Use examples from class to show parents
  • Transcript

    • 1. Curriculum Night
 Canadian International School" "" " " " Grade 6 " Focus on Assessment" " " Thursday 15 September 2011"To Develop Responsible Global Citizens and Leaders Through Academic Excellence !
    • 2. Central Idea:" Assessment is integral"to all teaching and learning. "
    • 3. Pre-Assessment Activity"  Heads Down, Tails Up"   What is assessment?!  Gallery Walk"
    • 4. Purpose: Learning Intentions"Parents will:"  Know what assessment looks like in the Lower School"  Know a range of assessment strategies and their purpose"  Know a range of assessment tools and how to decipher them"  Understand the cyclical nature of assessment and how it impacts teaching and learning (reflective process)"  Understand the purpose of pre-assessment, formative assessment, and summative assessment"
    • 5. Purpose: Success Criteria"To be successful, you will:"  Use assessment terminology to describe assessment types, tools and strategies "  Be able to discuss assessment with teachers and their child in a way that is mutually understood"  Support their child to value formative assessment and focus on feedback as a means of learning for success"  Consider formative assessment and success criteria as taking priority over summative assessment and grades"
    • 6. Learning Engagements:
 An Inquiry into Assessment"Tower Activity – Use the directions in your envelope to build a tower with the materials in your teamʼs basket."10 minutes"
    • 7. Learning Engagements:
 An Inquiry into Assessment"  Self-assess - How did you do?!
    • 8. Learning Engagements:
 An Inquiry into Assessment"  Self-assess - How did you do?!  Peer-assess - each group assess other groups with a different strategy"
    • 9. Learning Engagements:
 An Inquiry into Assessment"  Self-assess - How did you do?!  Peer-assess - each group assess other groups with a different strategy"  Review assessments in your own groups"
    • 10. Learning Engagements:
 An Inquiry into Assessment"Discussion " What assessments will help you! build a better tower next time? "
    • 11. Assessment: Formative"  Ongoing/continuous   Helps learner reflect on and woven into and improve knowledge teaching" and understanding"  Provides information   Promotes learning by that is used to plan giving regular and next stage of learning" frequent feedback"
    • 12. Assessment: Summative"  Culmination of  Aims to give teachers teaching and learning and students a clear process" insight into student understanding"  Provides students an opportunity to demonstrate what they have learned"
    • 13. Assessment Strategies" Performance Assessment !  Goal directed tasks with criteria set by the teacher, student or both"Process Focused Assessment !  Observation of a certain process a student goes through to achieve a certain outcome"Selected Response !  One dimensional exercise such as a test or quiz"
    • 14. Assessment Strategies"Open-ended Tasks ! Students are presented with a stimulus and are asked to respond in an original way"Self/Peer/Group Assessment! Students evaluate their own or others learning in a fair and non-judgmental way"Observations " Students are observed in different situations and from different points of view"
    • 15. Assessment Tools"  Rubrics "  Benchmarks"  Checklists"  Anecdotal Records"  Portfolios / Continual"
    • 16. Your Summative Assessment" Illustrate how thinking about assessment has changed over the course of the presentation by completing a “bridge” graphic organiser." Engage in regular discussion with your child about the success criteria for their learning, assessment tasks and how peer/teacher feedback can be used to be better meet the success criteria."

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