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Motivation, Engagement & Assessment
Motivation, Engagement & Assessment
Motivation, Engagement & Assessment
Motivation, Engagement & Assessment
Motivation, Engagement & Assessment
Motivation, Engagement & Assessment
Motivation, Engagement & Assessment
Motivation, Engagement & Assessment
Motivation, Engagement & Assessment
Motivation, Engagement & Assessment
Motivation, Engagement & Assessment
Motivation, Engagement & Assessment
Motivation, Engagement & Assessment
Motivation, Engagement & Assessment
Motivation, Engagement & Assessment
Motivation, Engagement & Assessment
Motivation, Engagement & Assessment
Motivation, Engagement & Assessment
Motivation, Engagement & Assessment
Motivation, Engagement & Assessment
Motivation, Engagement & Assessment
Motivation, Engagement & Assessment
Motivation, Engagement & Assessment
Motivation, Engagement & Assessment
Motivation, Engagement & Assessment
Motivation, Engagement & Assessment
Motivation, Engagement & Assessment
Motivation, Engagement & Assessment
Motivation, Engagement & Assessment
Motivation, Engagement & Assessment
Motivation, Engagement & Assessment
Motivation, Engagement & Assessment
Motivation, Engagement & Assessment
Motivation, Engagement & Assessment
Motivation, Engagement & Assessment
Motivation, Engagement & Assessment
Motivation, Engagement & Assessment
Motivation, Engagement & Assessment
Motivation, Engagement & Assessment
Motivation, Engagement & Assessment
Motivation, Engagement & Assessment
Motivation, Engagement & Assessment
Motivation, Engagement & Assessment
Motivation, Engagement & Assessment
Motivation, Engagement & Assessment
Motivation, Engagement & Assessment
Motivation, Engagement & Assessment
Motivation, Engagement & Assessment
Motivation, Engagement & Assessment
Motivation, Engagement & Assessment
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Motivation, Engagement & Assessment

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Presented at the BCTF New Teachers Conference - March 2, 2013

Presented at the BCTF New Teachers Conference - March 2, 2013

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  • JonathanLearning Intentions, Universal Designs for Learning, Backwards Design, Essential Questions, Enduring UnderstandingsWhatever way teachers choose to do it we are planning with the end mind.
  • JonathanLearning Intentions, Universal Designs for Learning, Backwards Design, Essential Questions, Enduring UnderstandingsWhatever way teachers choose to do it we are planning with the end mind.
  • JonathanLearning Intentions, Universal Designs for Learning, Backwards Design, Essential Questions, Enduring UnderstandingsWhatever way teachers choose to do it we are planning with the end mind.
  • Nancy
  • Nancy
  • Jonathan
  • Nancy
  • JonathanLearning Intentions, Universal Designs for Learning, Backwards Design, Essential Questions, Enduring UnderstandingsWhatever way teachers choose to do it we are planning with the end mind.
  • JonathanLearning Intentions, Universal Designs for Learning, Backwards Design, Essential Questions, Enduring UnderstandingsWhatever way teachers choose to do it we are planning with the end mind.
  • Jonathan
  • Transcript

    • 1. Motivation, Engage ment & Assessment Presented by: @jonathanvervaet BCTF New Teachers Conference: #bctfntc
    • 2. “If students have not been told where they are going, it is unlikely that they will arrive.” – Shirley Clark
    • 3. Learning Intentions“I can find evidence of current motivation and assessment research in my current practice.”
    • 4. Learning Intentions“I can become curious about something in the research Iwant to inquire further into.”
    • 5. Instructional DesignThe 8 Cognitive Functions Good Readers Use
    • 6. 1. Setting a purpose / Reading with purpose in mind2. Activating background knowledge to enhance understanding3. Monitoring comprehension and awareness of how to repair comprehension problems4. Determining what’s important
    • 7. 5. Making inferences and drawing conclusions6. Visualizing mental images7. Synthesizing and accurately summarizing information8. Making connections
    • 8. Assessment for Learning 1. Learning Intentions 2. Success Criteria 3. Descriptive Feedback 4. Questioning 5. Peer / Self Assessment 6. Ownership
    • 9. Formative SummativeOngoing Occurs at the end of aUngraded and Descriptive learning progression(uses words) Graded to determineProvides feedback to achievement levelstudents and teacher EvaluativeExamples: Examples:-Oral questioning -Inquiry projects-Draft work -Presentations-Reflections -Grade conferences-Portfolio reviews -Portfolio reviews-Peer / self assessments -Tests and quizzes
    • 10. Assessment for Learning 1. Learning Intentions 2. Success Criteria 3. Descriptive Feedback 4. Questioning 5. Peer / Self Assessment 6. Ownership
    • 11. Learning Intentions: What are we learning? Vs.Learning Activities:What are we doing?
    • 12. Learning Intentions I can statements… try and use child friendly language separate from the activity instructions make it visible discuss with students why they are learning it
    • 13. Most students canhit the target if they can see it clearly and if it stays still. -Rick Stiggins
    • 14. Assessment for Learning 1. Learning Intentions 2. Success Criteria 3. Descriptive Feedback 4. Questioning 5. Peer / Self Assessment 6. Ownership
    • 15. DetermineAcceptable Evidence
    • 16. PerformanceTasks
    • 17. What does good look like? What does good look
    • 18. Success Criteriaand the Use ofPerformanceStandards
    • 19. BeginningDevelopedAccomplishedExemplary
    • 20. Reading Performance Standard Grade 2
    • 21. Thinking Rubric: Grade 9Assignment:Name: Aspect Approaching Meeting Fully Meeting Exceeding Expectations Expectations Expectations ExpectationsMeaning Purpose is Purpose is clear; Purpose is clear; Purpose and focus unclear; may lose focus. focus is kept are clearPurpose unfocused. throughout. throughout the Accurate details, entire assignment.Ideas and Details, examples and Accurate details,information; examples and quotations; may examples and Details, examplesuse of details quotations are not clearly link to quotations and quotations are missing or are the purpose. clearly linked to fully explained not clearly Mainly summary topic with with logical linked to topic. and may rely on conclusions or conclusions or general opinions opinions. knowledge or attempted. emotion.Connections / Connections Connections Makes clear Can relate theConclusions between ideas between ideas connections topic to a broader are missing or are attempted, between ideas idea or otherConnections very weak. but weak / beyond the situations. Makes simplistic. obvious. meaningful andConclusions deep connections No conclusions Little or no Has attempted throughout. attempted or attempt at to come to arrived at. conclusions conclusions Has come to clear about the topic. about the topic. and concise conclusions about the topicComments / Suggestions:
    • 22. Summative Assessment Rubric: Athenian DemocracyIs justice / freedom key for a society to be civilized? Approaching Meeting Fully Meeting Exceeding Expectations Expectations Expectations Expectations Snapshot Does not accomplish Accomplishes the Accomplishes the Exceeds the the basic task; may be purpose at a basic purpose showing requirements of the flawed or incomplete. level with some gaps. some complexity task, showing Ideas may be Ideas are minimal and maturity. Ideas complexity and misinterpreted or and lack support. are clear and well- maturity. Ideas are overly simplistic. developed . thoroughly developed, specific and economical. Meaning · Lacks focus and · Some focus · Clearly focused · Tightly focused-Focus purpose around a around a around a-Understand · Minimal specific topic; specific specific topic,-Development understanding of purpose may be purpose, purpose,- Specific topic unclear audience audiencedetails/support · Inadequate · Basic · Understanding · Interpretation development understanding and analysis and analysis with minimal are generally demonstrate analysis evident control and · Development complexity and support are evident but simplistic Support · Limited recall of · Minimal recall · Ideas are · Ideas are-Detailed and factual content of clearly thoroughlyspecific (lacks support/details developed and developed,information to details/support) · References explained with stronglysupport argument need further appropriate supported, · May not be explanation. support. well explained. clearly linked to the topicI can describe the development of Athenian democracy and compare it todemocracy in the present day.I can describe how Athenian democracy is a reflection of Athenian values.Comments:
    • 23. Summative Assessment Rubric: The Russian Revolution Approaching Meeting Fully Meeting Exceeding Expectations Expectations Expectations Expectations Snapshot Does not Accomplishes Accomplishes Exceeds the accomplish the the purpose at the purpose requirements basic task; may a basic level showing some of the task, be flawed or with some complexity showing incomplete. gaps. Ideas are and maturity. complexity Ideas may be minimal and Ideas are clear and maturity. misinterpreted lack support. and well- Ideas are or overly developed. thoroughly simplistic. developed, specific and economical.Comprehension Struggles to Identifies some Clearly and Accurately-Identify main identify some main ideas, accurately identifies theideas main ideas; skipsmay skip over identifies most main ideas;- Define key over difficult some parts; of the main defines all keyterms or parts; doesn’t attempts to ideas; defines terms andphrases define key terms define some most key phrases. or phrases. key terms or terms or phrases. phrases.Makes logical Makes few or no Makes some Makes logical Makesconnections to connections to connections to connections to insightful andother key other key events other key other key originalevents in the in the Russian events in the events in the connections toRussian Revolution. Russian Russian other keyRevolution. Revolution. Revolution. events in the Russian Revolution.Comments:
    • 24. Quick Scale: Reading Literature (Grades 10-12)Aspect Approaching Minimally Meeting Fully Meeting Exceeding Expectations Expectations Expectations Expectations (I range) (C- to C range) (C+ to B+ range) (A range) You offer an illogical You offer a limited or You offer a logical You offer an analytic,SNAPSHOT and/or underdeveloped surface-level explanation and thorough explanation explanation and explanation and interpretation of texts. and interpretation of interpretation of texts. interpretation of texts. texts.EXPLAIN Even though I am I can attempt to explain I can explain my thinking I can explain my thinking thinking, I have difficulty my thinking, but have process and use specific process in detail,àshow your and/or don’t understand trouble clarifying my examples. including the small steps how to explain or give process. I may use or subtleties in mywork examples about my examples, but they may process. process. be limited. 4COMPREHEND Even though I can 4 I can identify the W H I can identify and explain I can identify and explain identify the W H, I may and attempt to explain a the relationships the relationships and 4 misread, confuse and/or basic understanding of between the W H. subtleties between andàwho, what, 4 omit some key elements. their relationship. amongst the W H.when, whereand how(W4H): context My examples may be I can use explicit I can effectively use limited or flawed. I can use some examples. examples. explicit and/or implicit examples.CONNECT Even though I attempt to I can establish and may I can establish and I can establish and make connections, they be able to explain basic explain clear connections synthesize insightful may be flawed, connections between the between the text and connections between theàtext to self, irrelevant, and/or text and myself, other myself, other texts text and myself, othertext to text, incomplete. texts and/or the world. and/or the world. texts and/or the world.text to world I can use some examples. I can use explicit I can effectively use My examples may be examples. explicit and/or implicit limited, flawed and/or examples. unjustifiable.INTERPRET Even though I attempt to I can use my background I can use my background I can effectively use my use my background knowledge and/or knowledge and/or background knowledge knowledge and/or evidence from the text to evidence from the text to and/or evidence fromàthe “why?”, evidence from the text, make simple and/or make clear, logical the text to makedrawing my interpretations may obvious interpretations. interpretations. thoughtful, insightfulconclusions: be general, unsupported interpretations.inferences and/or irrelevant. BK + TE = IComments:
    • 25. If students don’tunderstand thewords usedin the rubric,it might aswell bewritten in aforeign language.
    • 26. Assessment for Learning 1. Learning Intentions 2. Success Criteria 3. Descriptive Feedback 4. Questioning 5. Peer / Self Assessment 6. Ownership
    • 27. Formative Assessment = Descriptive FeedbackInforms the studentInforms the teacherInforms Learning
    • 28. Descriptive FeedbackAnother way of thinking about feed back is… What’s working? How do I know? What’s not? Why not? What’s next? What is the fix?
    • 29. Carol Dweck (2006)
    • 30. Csikzentmihalyi (1990) Flow Theory – Theexhilarating moments when we feel in control, full of purpose, and in the zone.
    • 31. Csikzentmihalyi (1990)Challenge Level Skill Level
    • 32. Daniel Pink (2009)Autonomy –over task, time, team, andtechnique.Mastery – Becoming better atsomething that matters.Purpose
    • 33. Frameworks• Frameworks Understanding by Design – Wiggins and McTighe Enduring Understandings Essential Questions
    • 34. Deliberate use of Backward Design (UBD) for planning results in more clearly defined goals, more appropriate assessments and more purposeful teaching. Stages to Consider1.Identify desired results.2.Determine acceptable evidence.3.Plan learning experiences and instruction.
    • 35. Enduring Understandings are the “big ideas” of the curriculum. They are more than goals for a unit or grade;they are the rationale for engaging in discipline.
    • 36. Essential Questions“The best questions serve not only topromote understanding of the content...they also spark connections and promotetransfer of ideas.” - Wiggins and McTighe
    • 37. The PrescribedLearning Outcomesare the goals, notcontent coverage.Use the textbook as aresource, not thesyllabus.
    • 38. Curriculum Mapping Learning Intentions – PLOs Big ideas / Enduring Understandings Essential Questions Concepts – Things to know Skills / StrategiesFormative Assessments / Instructional Activities Summative Assessment(s) Resources
    • 39. Curriculum MapUnit of StudyLearningIntentions –PLOsBig Ideas /EnduringUnderstandingsEssential ?sConcepts(What studentsneed to know)Skills & Speaking and Writing and Listening: Representing:Strategies Reading and Metacognition: Viewing:FormativeAssessments /InstructionalActivitiesSummativeAssessmentsResources Adapted from Pulling Together: Integrating Inquiry, Assessment, and Instruction in Todays English Classroom by Leyton Schnellert, Mehjabeen Datoo, Krista Ediger, Joanne Panas
    • 40. Comparative Civilizations 12 Curriculum MapQuestions to Consider in the Course:What is the goal of life?What role does happiness play in civilizations?What does it mean to be human and happy?Is vulnerability at the root of happiness? (See Brene Brown Ted Talk)Where is the balance between technological advancement and the effect on mother nature?Why are pluralism and tolerance essential for civilization?Is justice a key component in civilization?Is our pride in human achievement blinding us to the eventual end of Western Civilization?Unit of Study Introduction to Civilizations Ancient Egypt: An Inquiry Approach GreeceLearning Statements PLOs I can describe concepts that define I can using a variety of primary and I can analyse the influence of the the studies of civilizations. secondary sources and strategies in natural environment on the research, such as the Internet, texts, development and identity of Greek I can analyse elements and artefacts, visual sources, and literature civilization. characteristics that contribute to the identity of civilizations. I can develop and defend a position I can examine a variety of artistic works by establishing a thesis, taking a side, (statues) with regards to: providing supporting evidence, and - influences using a variety of sources to support - materials/techniques research - purpose I can communicate my knowledge I can analyze how the arts express a and understanding about civilizations civilizations’ cultural elements by using effective written, oral, and graphic communication skills. I can describe the development of Athenian democracy and compare it to democracy in the present day. I can describe the significance of the following to the study of civilizations: I can describe how Athenian I can research through the use of a democracy is a reflection of Athenian variety of primary and secondary values. sources (e.g., artefacts, artworks, literature, oral tradition) I can describe the role of philosophical ideas in the development of western I can describe the philosophical culture. viewpoints of various cultures with regard to universal concepts of life I can analyse how cultural values and (e.g., love, death, time, space, nature, ideas are transmitted over time. war and conflict, peace, prosperity, eternity/afterlife)
    • 41. English 10 Curriculum Map Unit of Study A Quest Toward Inevitability and Is the Grass Going to Perfection: Dystopian Fate: From Teen to be Greener?: Hope for Literature Adulthood Future Generations I can interact and collaborate in pairsLearning Intentions and groups to - understand the perspectives of others - comprehend and respond to a variety of texts During reading, I can select and use a range of strategies to construct, monitor, and confirm meaning, including: - making connections – making inferences and drawing conclusions I can write purposeful information texts that express ideas and information to – explore and respond – analyse and explain – speculate and consider – argue and persuadeBig Ideas / We use dialogue and discussion to develop, synthesize and clarify ideas. Speaking and listening, reading and viewing and writing and representing Our cultural, historical, political and social backgrounds influence ourEnduring are recursive / iterative processes. attitudes about the world. An understanding of literature is key toUnderstandings an understanding of oneself, one’s community, and the world. Our cultural, historical, political and social backgrounds influence our We need to reflect on, monitor, and attitudes. regulate our own learning in order to We need to reflect on, monitor, and improve. regulate our own learning in order to A good thinker uses interpretations, improve. analysis, synthesis and evaluation to deepen and enhance understanding. Reading the world always precedes reading the word. We need to reflect on, monitor, and regulate our own learning in order to improve. What will tomorrow look like? Is fate inevitable? Where is the basis for hope in the
    • 42. Social Studies 9 Curriculum MapUnit of Study Identity From Exploration to Modern Canada: A Colonialism Reflection of its PastPLOs I can assess how identity is shaped by: - family I can analyse the reasons for initial exploration and settlement of North I can analyse the roots of present-day regional, cultural and social issues - gender America. within Canada. - belief - ethnicity I can analyse the relationship between I can investigate to roots of Canada’s - nationality Aboriginal people and Europeans. political and legal systems, including the development of two legal systems I can describe the daily life in I can assess how economic systems from two cultures. Aboriginal communities. contributed to the development of Canada. I can analyse the effects of colonialism on trade and conflict. I can assess the impact of the fur trade on exploration and settlement.Big Ideas / Enduring Identity is shaped by many different Colonialism exploits natural resources. Present day institutions are based in the and connecting factors. It is used to past.Understandings identify one as distinct from others and Early contact allowed for an exchange also as part of a homogenous group. of technologies and goods. Artistic expression is a reflection of the society in which it was created.Essential ?s What makes us who we are? Why do people explore? What do we see in our society today that is clearly influenced by our history? How is art a reflection of culture? What is at the root of conflict? What can we expect in our future What role does ethnicity play when How do people make decisions? based on where we’ve been in the people interact? past? How does a desire for power and wealth affect relationships?Concepts (What students Identity Nationality How the Renaissance influenced exploration Anglophone / Francophone Separatistneed to know) Ethnicity Ethnocentrism Referendum Heterogeneous vs. Homogeneous Colonization – The movement of Cultures people into a new area with the intent of developing the economy, religion and culture primarily for the benefit of its members back home. Mercantilism Colony Mother country Theocracy
    • 43. Social Studies 9: Final Project Enduring Understandings Learning Intentions Essential QuestionsIdentity is shaped by many different I can assess how identity is shaped by: What makes us who we are?and connecting factors. It is used to - familyidentify one as distinct from others - gender How is art a reflection of culture?and also as part of a homogenous - beliefgroup. - ethnicity What role does ethnicity play when - nationality people interact?Colonialism exploits natural resources. I can analyse the reasons for initial Why do people explore? exploration and settlement of NorthEarly contact allowed for an America. What is at the root of conflict?exchange of technologies andgoods. I can analyse the relationship between How do people make decisions? Aboriginal people and Europeans. How does a desire for power and I can assess how economic systems wealth affect relationships? contributed to the development of Canada. I can analyse the effects of colonialism on trade and conflict. I can assess the impact of the fur trade on exploration and settlement.Present day institutions are based in I can analyse the roots of present-day What do we see in our society todaythe past. regional, cultural and social issues that is clearly influenced by our history? within Canada.Institutions and ideas are rooted in What can we expect in our futurehistorical struggles / accomplishments based on where we’ve been in the past?People are generally capable of I can analyse the ideas of the Are rules necessary for civilizedimproving themselves and their lives. Enlightenment thinkers and speculate societies to exist? how their ideas can contribute toAs ideas of around rights develop revolution and conflict. Are people generally good or bad?people are more likely to attempt tofight for those rights in the form ofarmed revolts.Science is used to uncover / discoverthe natural of human behaviour.Change in history is often rooted in I can analyse the factors that What constitutes a Rebellious Act?violence. contribute to revolution and conflict. Do people have the right to rebelThe average citizen in society has a I can analyse the contribution of the against a government they don’t like?powerful voice. American, English and French Revolutions in the development of What are the roots of democracy? democratic concepts. When is democracy actually democratic? Does democracy exist? Is democracy realistically attainable? Is democracy necessary to ensure the rights of people are upheld? How much violence is justified in securing a better future?
    • 44. When we organize our curriculum conceptually around enduring understandings and/or inquiry questions, we create a context for learning about ideas, concepts, and interpretive literacy processes students needto become accomplished readers, writers, and thinkers.
    • 45. "We must constantly remindourselves that the ultimatepurpose of evaluation is tohave students become selfevaluating. If studentsgraduate from our schoolsstill dependent upon othersto tell them when they areadequate, good, orexcellent, then we’vemissed the whole point ofwhat education is about.” - Costa and Kallick (1992)
    • 46. Contact Information Jonathan Vervaet Email: jonathanvervaet@gmail.com Twitter: @jonathanvervaetBlog: jonathanvervaet.wordpress.com

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