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Final session in group of 3, K-12, Formative Assessment and Quality Teaching in Inclusive Schools

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  1. 1. Formative Assessment andQuality Teaching in Inclusive Classrooms and Schools: ACommunity of Professionals   Coquitlam/Burnaby PNS April 21, 2011 Presented by Faye Brownlie
  2. 2. 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.  
  3. 3. 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  
  4. 4. 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.  
  5. 5. 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)  
  6. 6. 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  
  7. 7. 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  
  8. 8. 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.”  
  9. 9. 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  
  10. 10. The teeter totter kids curriculumkids
  11. 11. Engagement  •  A  worthy  task  •  Choice  •  The  end  in  mind  
  12. 12. Approaches•  Assessment  for  learning  •  Open-­‐ended  strategies  •  Gradual  release  of  responsibility  •  Coopera+ve  learning  •  Literature  circles  and  informa+on  circles  •  Inquiry  It’s All about Thinking – Brownlie & Schnellert, 2009
  13. 13. Assessment for LearningLearning  inten*ons   Criteria   Descrip*ve  feedback  Ques+ons   Self  and  peer  assessment   Ownership  
  14. 14. Asking  good  ques+ons  
  15. 15. 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  
  16. 16. 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?  
  17. 17. Documen+ng:  -­‐sharing  with  others   -­‐reflec+ng  
  18. 18. 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  
  19. 19. 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!!
  20. 20. 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 and it is important for you to be ableto finish your projects.
  21. 21. 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?  
  22. 22. What  worked?  •  Par+cipa+on  in  the  small  groups  •  Inclusion  of  all  members  •  Quiet  voices  •  Engagement  and  interest  •  Learning  inten+ons  
  23. 23. What  didn’t?  •  Task  too  complex  for  the  alloWed  +me  •  Students  needed  support  with  how  to  read   the  labels  
  24. 24. What’s  Next?  •  Feedback  on  what  made  the  groups  work  well  •  Explicit  lesson  on  how  to  read  labels  
  25. 25. 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  
  26. 26. •  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  
  27. 27. •  Gradual  release   –  Build  an  essay  together,  with  Michael  modeling   first,  then  working  together   –  Introduc+on,  paragraphs  (lead,  support,   conclusion),  conclusion  
  28. 28. •  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’  
  29. 29. r  
  30. 30. e  
  31. 31. Assessment for LearningLearning  inten*ons   Criteria   Descrip*ve  feedback  Ques+ons   Self  and  peer  assessment   Ownership  
  32. 32. 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?  
  33. 33. •  With  partner,  move  and  pose  3  ques+ons  •  Choose  ques+on  •  Find  appropriate  informa+on  sheet  •  Read  and  highlight  •  Answer  ques+on  
  34. 34. A  Change  Journey  –  Jacob  Martens,     gr.  8  science,  11  physics   •  Self-­‐regula+on   •  Inquiry  and  cri+cal  thinking   •   engagement  •  Jacob’s  blog:    hWp://  
  35. 35. The  challenge…  •  Framing  essen+al  ques+ons  •  Being  too  reduc+ve  
  36. 36. 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    
  37. 37. 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.            
  38. 38. 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.  
  39. 39. •  On  the  back  of  this  sheet  please  use  the   concepts  learned  in  this  unit  to  explain  why   the  girl  is  moving  slower  than  expected.  
  40. 40. Kinema+cs  •  The  future  loca+on  and  mo+on  of   objects  can  be  predicted  based  on   their  past  loca+on  and  mo+on.    
  41. 41. 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.  
  42. 42. 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.  
  43. 43. 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  •  
  44. 44. The teeter totter kids curriculumkids
  45. 45. Planning Goals What do we want to develop/ explore/change/ refine to better meet the diverse needs of diverse learners? Rationale Why are we choosing this focus? Plan How will we do this?