Formative Assessment andQuality Teaching in Inclusive Classrooms and Schools: ACommunity of Professionals Coquitlam/Burnaby PNS April 21, 2011 Presented by Faye Brownlie
Learning Inten+ons • I understand the power of collabora+on in improving student learning. • I can iden+fy ‘quality teaching’ and explain what aspects of it make a diﬀerence in inclusive classes. • I can ﬁnd more ways to embed forma+ve assessment into my prac+ce. • I have a plan to try something new to me.
How the world’ best performing school systems come out on top – Sept. 2007, McKinsey & Co. 1. GeOng the right people to become teachers 2. Developing them into eﬀec+ve instructors 3. Ensuring that the system is able to deliver the best possible instruc+on for every child
McKinsey Report, 2007 • The top-‐performing school systems recognise that the only way to improve outcomes is to improve instruc+on: learning occurs when students and teachers interact, and thus to improve learning implies improving the quality of that interac+on.
How the world’s most improved school systems keep geOng beWer – McKinsey, 2010 Three changes collabora+ve prac+ce brought about: 1. Teachers moved from being private emperors to making their prac+ce public and the en+re teaching popula+on sharing responsibility for student learning. 2. Focus shiYed from what teachers teach to what students learn. 3. Systems developed a model of ‘good instruc+on’ and teachers became custodians of the model. (p. 79-‐81)
Good to Great Systems • Focus on the professionalism of teachers • The values and behaviors of the educators propel the system forward (not centrally controlled) • Develop common language about the craY of teaching • Teacher and administrator coaches
Great to Excellent Systems • Learning communi+es: peer-‐led support and accountability • Focus on student learning • Move to school and teacher self-‐evalua+on, away from standardized tests • Open up classroom prac+ce – de-‐priva+ze • Ac+on research • Collabora+ve prac+ce among educators • Encourage innova+on in teaching
Richard Allington, U. of Tennessee IRA Conven+on, 2011 “We now have good evidence that virtually every child who enters an American kindergarten can be reading on level by the end of ﬁrst grade.”
4 cardinal principles • Matching diﬃculty level of texts with student development • Not was+ng reading period +me on set up, workbooks, test prep. or test taking • Allowing children to select what they read • Engaging children in daily literate conversa+ons about their reading
Critical thinking & Problem-Solving• How much forest must be removed to create a 4-‐lane highway 15 km long? • How can you ﬁgure it out? • What thinking skills do you use? It’s all about thinking in math & science – Brownlie, Fullerton, Schnellert
Critical thinking & Problem-Solving• How much forest must be removed to create a 4-‐lane highway 15 km long? • How can you ﬁgure it out?
Documen+ng: -‐sharing with others -‐reﬂec+ng
Learning Stories based on the work of Margaret Carr & Wendy Lee, New Zealand Megan Fraser & Giovanni Thiessen, Burnaby • A story • Documenta+on • Makes the ordinary signiﬁcant • Ini+ated by the child • Only the ‘good’ reported • Supported with pictures
Teacher: Megan Fraser A Learning Story!Date: January 15, 2011!!Observation FocusEXPRESSING AN IDEA OR A FEELING: In a range of ways (specify). For example: oral language,gesture, music, art, writing, using numbers and patterns, telling stories.!! ! The story… Karma, today you were taking the ‘hospital project’ to an entirely different place… you began to represent what you were learning about through play, stories and conversations with a new medium: paint. This idea came to you entirely independently, rather than in response to another students’ idea or an invitation from me. You were entirely focussed as you created with black and red paint, paper and brush. I asked what you were working on and you told me, “It’s a heart, but not the shape kind; it’s the real kind and that black stuff, it’s disease.”What’s happening… What’s next…Karma, you engage with the world through your Karma, I understand that a strength for you is thatsenses… you do not always internalize the ideas you have an ability to understand things on aof others, but rather prefer to touch, taste, smell, deeper level when you have physically engagedlisten, and smell for yourself. with them. I need to remember to provide you with opportunities to learn things in this way. ForYou represent this engagement in an equally example, how can I engage your body andunique way (through images and movement), senses to help you develop literacy andand as you do so, you appear to be engaged in numeracy skills? Perhaps painting? Sculpture?that conversation with ideas using your whole Scented play doh? Water on chalkboards?body!!
A Learning Story!Isabel’s Violin Feb. 17, 2011Isabel’s plan was to make a violin during our Choices time. She seemed to have a very clearidea of how she wanted to make it and the materials she wanted to use. She asked for a stickto make the bow and grabbed a large white piece of paper to draw the violin. I thought itwas very interesting that Isabel chose to draw each part of the violin as a separate picture(e.g. the body, the neck, the pegs, etc.) When I asked her about it, she said she was going tocut them all out and then put the parts together to make her violin. Just like a puzzle! Isabelstayed very focused and motivated on her project; she kept working on her violin for our entireChoices time! Naturally, she was very proud of her creation! Thanks for sharing your learningwith us, Isabel! We love seeing how you think and create.What it means… What’s next...Isabel, you are working like a designer, Other children were also very interested inengineer and artist! I can tell you know a making instruments today and made themlot about violins! How did you learn so in different ways. I would like to bring inmuch about them? You have a clear idea some real instruments and books to shareabout the shape, size and parts of theinstrument, and you know how they piece with the class -- it makes such a differencetogether. You really enjoy working with when you get to touch, hear and see howmaterials and I have learned that you instruments work! I am curious to find outalways have a plan in your mind! You have how this might influence their drawings,shown me that you need a lot of time to creations and play.work and it is important for you to be ableto finish your projects.
Learning Story Evi Kurina, Riga, Latvia • Chem 9 • Summary lesson before the test • Coaching • New to working in groups • New to working with Learning Inten+ons • What’s the story? What should we no+ce about you as a learner?
What worked? • Par+cipa+on in the small groups • Inclusion of all members • Quiet voices • Engagement and interest • Learning inten+ons
What didn’t? • Task too complex for the alloWed +me • Students needed support with how to read the labels
What’s Next? • Feedback on what made the groups work well • Explicit lesson on how to read labels
AFL – guiding the teaching, guiding the learning – Michael Campsall, Comox Valley, Gr. 5/6 • Backwards Design: Heritage Fair Projects, non-‐ﬁc+on research wri+ng • Thinking skill: ques+oning • Gradual release: – Viewed images – In groups generated ques+ons – Categorized ques+ons
• Thinking skill: wri+ng • Analyzed student wri+ng – Created a drop-‐down menu with coloured spreadsheet – Analyzed data – 3 areas of need • Voice • Sentence transi+ons • Sentence beginnings
• Gradual release – Build an essay together, with Michael modeling ﬁrst, then working together – Introduc+on, paragraphs (lead, support, conclusion), conclusion
• Chose Heritage Fair topic, researched, took notes around juicy ques+ons, wrote • Students chose 1 paragraph to revise AFTER 1-‐2 mini-‐lessons on the skill – i.e., voice • Students self-‐assessed and peer-‐assessed with rubric • Adapta+on: a few kids wrote with partners – At-‐risk partnership scaﬀold – Teacher chooses a bullet from rubric, students read paragraph and search for evidence – ‘which describes yours’
Assessment for LearningLearning inten*ons Criteria Descrip*ve feedback Ques+ons Self and peer assessment Ownership
Structures Maria Yioldassis, gr. 3, West Vancouver • Brainstorm what is known about structures • Categorize • With partner, pose ques+ons • Guiding ques+ons, 1 /chart paper: How do diﬀerent materials, forces and shapes aﬀect the stability and strength of diﬀerent structures?
• With partner, move and pose 3 ques+ons • Choose ques+on • Find appropriate informa+on sheet • Read and highlight • Answer ques+on
A Change Journey – Jacob Martens, gr. 8 science, 11 physics • Self-‐regula+on • Inquiry and cri+cal thinking • engagement • Jacob’s blog: hWp://martensvsb.wordpress.com
The challenge… • Framing essen+al ques+ons • Being too reduc+ve
Criteria: Physics 11 Checkpoints Jacob Martens, Vancouver • Exemplary: Complete & in depth understanding of concepts. Answers are correct, with elegant solu+on strategies. • Accomplished: Solid understanding of concepts. Most answers are correct. Solu+on strategy has few errors. • Developing: Basic understanding of concepts. Errors and inconsistency reveal some missing elements. • Beginning: Does not demonstrate basic understanding of concept. Substan+al errors and/or omissions. • Criteria: Michelle Wood, West Van, Science 10 IRP
Criteria: Exemplary Accomplished Developing Basic Concept #11 Solve problems involving the law of conserva*on of energy. A 50. kg girl slides down a 5.0 m long playground slide. The top of the slide is 2.0 m above the ground and the boWom of the slide is 0.5 m above the ground. How fast would one expect her to be moving at the boGom of the slide? E A B D Map for improvement: drawing, formulas given, working shown, correct calcula+on, sig ﬁgs, answers clearly indicated.
Concept #9 Relate work done to energy transforma*on. In the ques+on above, the girl reaches the boWom of the slide moving at 1.5 m/s. How much “work” was done on the girl by the force of fric+on? E A D B Map for improvement: drawing, formulas given, working shown, correct calcula+on, sig ﬁgs, answers clearly indicated.
• On the back of this sheet please use the concepts learned in this unit to explain why the girl is moving slower than expected.
Kinema+cs • The future loca+on and mo+on of objects can be predicted based on their past loca+on and mo+on.
B D A Learning Inten*ons -‐ Knowing I can deﬁne and relate the terms: clock reading, posi*on and event. I can diﬀeren+ate between a clock reading and a *me interval. I can deﬁne and relate distance and average speed. I can deﬁne and relate displacement and average velocity. I can diﬀeren+ate between scalars and vectors. I can deﬁne instantaneous velocity and instantaneous speed.
B D A Learning Inten*ons -‐ Doing I can solve problems involving: displacement, +me interval, and average velocity. I can construct posi+on-‐+me graphs based on data from various sources. I can use posi+on-‐+me graphs to determine: •displacement & average velocity •distance travelled & average speed •instantaneous velocity I can construct velocity-‐+me graphs based on data from various sources.
New Resource! • An Integrated Inquiry Based Unit of Study using Stz’uminus Legends, Stories and Heroes as a focus for our inquiry – Donna Klockars • PLOs from English First Peoples Pilot Program 10 • Lesson sequences applicable anywhere • Core Learning Resources • www.corelearningresources.com