Third in the Performance Network Series, building on the theme of quality teaching and AFL. The Grade 12 circulatory system slides are filed separately due to size limits. K-12 session.

1. Formative Assessment and
Quality Teaching in Inclusive
Classrooms and Schools: A
Community of Professionals
Coquitlam PNS
April 20, 2012
Presented by Faye Brownlie

2. Learning
Inten+ons
• I
can
iden+fy
and
apply
aspects
of
quality
teaching
• I
be8er
understand
how
to
infuse
AFL
into
my
lessons
• I
have
a
plan
to
try
something
new
to
me
in
my
classroom
– High
standards,
high
engagement
– Choice

3. The teeter totter
kids curriculum
kids

4. Powerful
Learning:
What
We
Know
about
Teaching
for
Understanding
(2008)
Darling-­‐Hammond,
Pearson,
Barron,
Schoenfeld
As
discussed
in
It’s
All
About
Thinking
–
Math
and
Science,
2011

5. Powerful
Learning:
What
We
Know
about
Teaching
for
Understanding
• Meaningful,
ambiguous,
real
world
tasks
• Ac+ve
learning
where
learners
try
out
what
they
know
• Connec+ons
with
background
knowledge
• Assessing
to
scaffold
learners
• Assessing
to
adjust
teaching
• Clear
standards
and
ongoing
feedback
• Strategic
and
metacogni+ve
thinking

6. The
Six
Big
AFL
Strategies
1.
Learning
Inten+ons
2.
Criteria
3.
Descrip+ve
feedback
4.
Ques+ons
5.
Self
and
peer
assessment
6.
Ownership

7. h8p://schwakidaschoolthought.blogspot.ca/
h8p://schwakidaschoolthought.blogspot.ca/
search?updated-­‐
max=2012-­‐03-­‐01T21:09:00-­‐08:00&max-­‐
results=7
Math:
Geometry
Problem
Solving

8. There
are
3
shapes
in
a
bag.
The
total
number
of
sides
is
13.
What
could
the
shapes
be?

9. h8p://wonderopolis.org

10. Powerful
Learning:
What
We
Know
about
Teaching
for
Understanding
• Meaningful,
ambiguous,
real
world
tasks
• Ac+ve
learning
where
learners
try
out
what
they
know
• Connec+ons
with
background
knowledge
• Assessing
to
scaffold
learners
• Assessing
to
adjust
teaching
• Clear
standards
and
ongoing
feedback
• Strategic
and
metacogni+ve
thinking

11. Gallery Walk – writing lesson
• In
groups,
3
things
that
count
in
wri+ng
• Made
class
list
and
categorized
• Focus
on
meaning
and
thinking
– Descrip+on
– Imagina+on
– Detail
– Knowledge
– Focus
– Ideas
– Passion
– Intriguing
– Understandable

12. • Place
a
series
of
pictures
around
the
room
• Students
in
groups
of
3
• 3
minutes
per
picture
• Chat
–
How
could
you
use
this
image
in
your
wri+ng?
• Build
on
one
another’s
thinking
• View
4
pictures

14. • Eagle
Dreams
-­‐
Wri7en
by
Sheryl
McFarlane
;
Illustra@ons
by
Ron
Lightburn;
• ISBN:
1-­‐55143-­‐016-­‐9

15. • Task:
a
piece
of
wri+ng,
choose
your
genre,
think
about
the
criteria
• As
you
are
moving
to
your
desk,
keep
walking
un+l
you
have
your
first
line
in
your
head
• 12
minutes
to
write
• As
students
are
wri+ng,
move
about
the
room,
underlining
something
powerful
(criteria
connected)
in
each
person’s
wri+ng

16. • Each
student
shares
what
was
underlined
• Listen
to
hear
something
you
might
want
to
borrow
• As
a
class,
decide
on
why
each
was
underlined
• Create
the
criteria:
– Words
that
are
WOW
– Details
that
showed
emo+on
or
made
a
picture
– Hook
–
first
line
made
me
want
to
keep
reading

17. Sample
1
One
cool
and
breezy
night,
in
a
prairie,
a
boy
sat
on
the
rim
of
his
open
window,
looking
out
at
the
moon,
hoping
for
something
to
happen.
Ajer
a
few
minutes,
he
went
back
in
and
close
his
window.
Robin
sighed.
“I
wished
my
life
has
more
excitement
in
it,
“
he
thought,
before
he
turned
off
his
light
and
went
to
bed,
he
took
one
quick
look
at
his
kite
on
top
of
his
bed
that’s
shaped
like
an
eagle,
and
went
to
sleep.

18. Sample
3
Once
upon
a
+me
there
was
a
boy
that
was
facinated
by
eagles,
he
asked
his
father
to
get
one
for
him
but
he
couldn’t.
Then
the
boy
thought
about
a
way
to
catch
an
eagle
and
then
a
different
gender
one
for
more
eagles.
Delighted
with
his
idea
that
he
thought
of
last
night,
he
con+nued
his
plan.
He
put
3
fishes
in
the
open
with
a
trap,
and
went
to
bed.
Then
he
heard
a
noise
that
sounded
like
an
eagle.
When
he
had
checked
the
trap,
he
found
an
eagle
that
was
in
his
trap.
Happily
jumping
around,
the
eagle
made
him
inspired
to
make
a
home
for
the
eagle.
He
created
a
bond
with
the
eagle.
He
remembered
how
much
his
father
despised
eagles.
He
lead
the
eagle
to
a
secret
place
in
the
forest
where
his
father
never
went.
He
came
downstairs
and
his
father
was
in
a
rage.
He
threatened
to
ground
his
son
if
he
didn’t
kill
the
eagles.
Shocked,
the
boy
asked
why
he
told
him
so.
The
father
said
they
…

19. Sample
4
At
Sunday,
the
Ximing
and
his
father
mother
go
travel.
On,
Ximing
say
“I’m
see
a
eagle!”
His
father
and
his
mother
is
going
to
his.
And
his
mother
say
“Oh,
Help
it!”
OK.
It
was
heal.
OK.
We
are
go
back
home!
At
home:
Today
is
very
funning.
Because
we
are
helpa
eagle!
I’m
so
happy
now!
Ximing
is
+me
to
eat
a
dinner
say
mother
say
…

20. • Kids
can
add/edit/con+nue
to
work
• Set
up
for
next
class
– Work
on
same
criteria
– Hear
again,
pieces
that
work
– Move
to
where
kids
can
iden+fy
criteria
in
their
own
work
and
ask
for
help
with
criteria
that
are
struggling
with
• Ajer
repeated
prac+ce,
students
choose
one
piece
to
work
up,
edit,
revise,
and
hand
in
for
marking
• Feedback
is
con+nuous,
personal,
+mely,
focused

21. Intro
to
Circula+on
–
Gr.
12
Biology
Natalie
Burns,
Burnaby
Central
The
Challenge:
– A
hook
– More
discussion
– Thinking
more
deeply
about
the
content
– Building
community
in
the
classroom

22. First
Class
–
80
minutes
• I
wonder
pictures
• Big
idea
–
circula+on
• 2
minute
quick
write
–
what
I
remember
• 20
min.
–
alone
or
with
a
partner,
terms
–
heart,
blood,
arteries,
veins,
capillaries,
immune
system,
circulatory
disorders
–
then
mindmap
• Connect
to
heart
image
• 10
min.
–
lecture,
3
slides
• 15
min.
-­‐
essen+al
ques+ons
–
in
groups,
discuss
each
• Class
discussion
on
essen+al
ques+ons
• Exit
slip
–
1
thing
I
remembered,
2
things
I
am
excited
to
learn

23. What
do
you
know
about
the
circulatory
system?

24. 3
Essen+al
Ques+ons
1. How
cri+cal
is
a
heart
to
the
life
of
an
organism?
2. How
do
the
differences
between
arteries
and
veins
affect
their
jobs
and
their
loca+on?
3. Why
must
blood
always
be
flowing?

25. Choice
in
Text,
a
beginning

26. Essen+al
Ques+ons
• How
do
we
use
the
world’s
water?
• What
can
we
do
as
individuals
to
make
a
difference
in
using,
sharing,
and
saving
the
world’s
water?

27. Match:
Water
needed
to
produce
various
foods
(Water
Wise,
Literacy
in
Ac+on,
Grade
8,
Pearson)
1
slice
of
bread
185
L
1
apple
25
L
1
potato
200
L
1
bag
of
potato
chips
(200
g)
70
L
1
cup
of
coffee
(125
ml)
40
L
1
glass
of
milk
(200
g)
140
L

28. Match:
Water
needed
to
produce
various
foods
1
slice
of
bread
40
L
1
apple
70
L
1
potato
25
L
1
bag
of
potato
chips
(200
g)
185
L
1
cup
of
coffee
(125
ml)
140
L
1
glass
of
milk
(200
g)
200
L

29. • Choose
an
ar+cle
• Read
the
text
and
all
the
accompanying
graphics
• Find
3
interes+ng
facts
that
you
would
like
to
discuss:
What?
So
what?
• Meet
in
a
group
of
4-­‐6
• Add
to
your
facts
page.
What
ques+ons
do
you
have?
• Meet
in
a
mixed
ar+cle
group

30. Powerful
Learning:
What
We
Know
about
Teaching
for
Understanding
• Meaningful,
ambiguous,
real
world
tasks
• Ac+ve
learning
where
learners
try
out
what
they
know
• Connec+ons
with
background
knowledge
• Assessing
to
scaffold
learners
• Assessing
to
adjust
teaching
• Clear
standards
and
ongoing
feedback
• Strategic
and
metacogni+ve
thinking

31. Our
work
as
a
school…

32. Structures
• To
focus
on
instruc+on
• To
enhance
collabora+on
• To
build
the
social
capital
of
the
building
• To
refine
our
mental
models
of
learning
• To
build
trust

33. Your
Plan
–
20
minutes
team
planning
• What
will
you
try?
• Who
will
you
work
with?
• How
will
you
know
that
what
you
are
doing
is
making
a
difference?

34. Resources
• Grand
Conversa<ons,
Though>ul
Responses
–
a
unique
approach
to
literature
circles
–
Brownlie,
2005
• Student
Diversity,
2nd
ed.
–
Brownlie,
Feniak
&
Schnellert,
2006
• Reading
and
Responding,
gr.
4,5,&6
–
Brownlie
&
Jeroski,
2006
• It’s
All
about
Thinking
–
collabora<ng
to
support
all
learners
(in
English,
Social
Studies
and
Humani<es)
–
Brownlie
&
Schnellert,
2009
• It’s
All
about
Thinking
–
collabora<ng
to
support
all
learners
(in
Math
and
Science)
-­‐
Brownlie,
Fullerton
&
Schnellert,
2011
• Learning
in
Safe
Schools,
2nd
ed
–
Brownlie
&
King,
Oct.,
2011
• Assessment
&
Instruc<on
of
ESL
Learners,
2nd
ed
–
Brownlie,
Feniak,
&
McCarthy,
in
press