Coquitlam.sept.2011

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Quality Teaching and Assessment for Learning - the first of the 2011-12 PNS series, K-12, with demonstration teachers. This session focuses on frameworks for learning and AFL.

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Coquitlam.sept.2011

  1. 1. Formative Assessment andQuality Teaching in Inclusive Classrooms and Schools: ACommunity of Professionals   Coquitlam PNS September 23rd, 2011 Presented by Faye Brownlie
  2. 2. Learning Intentions •     I  can  explain  why  the  principles  of   universal  design  for  learning  and   backwards  design  are  important  in   suppor;ng  all  learners.   •    I  can  iden;fy  and  give  specific  examples  of   the  six  big  AFL  strategies.   •  I  have  a  plan  to  implement  a  strategy  which  is   new  to  me.    
  3. 3. 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.  
  4. 4. How  the  world’s  most  improved  school   systems  keep  geNng  beOer  – 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  shiRed  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)  
  5. 5. FrameworksIt’s All about Thinking (English, Humanities, Social Studies) – Brownlie & Schnellert, 2009It’s All about Thinking (Math, Science)– Brownlie, Fullerton, Schnellert, 2011
  6. 6. Universal Design for LearningMul;ple  means:  -­‐to  tap  into  background  knowledge,  to  ac;vate   prior  knowledge,  to  increase  engagement  and   mo;va;on  -­‐to  acquire  the  informa;on  and  knowledge  to   process  new  ideas  and  informa;on  -­‐to  express  what  they  know.                        Rose  &  Meyer,  2002  
  7. 7. Backwards Design•  What  important  ideas  and  enduring   understandings  do  you  want  the  students  to   know?  •  What  thinking  strategies  will  students  need  to   demonstrate  these  understandings?                      McTighe  &  Wiggins,  2001  
  8. 8. 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
  9. 9. Assessment  OF  Learning   Purpose:  repor;ng  out,  summa;ve        assessment,  measuring  learning   Audience:  parents  and  public   Timing:    end   Form:    leOer  grades,  rank  order,        percentage  scores  
  10. 10. Assessment  FOR  Learning   Purpose:  guide  instruc;on,  improve        learning   Audience:  teacher  and  student   Timing:    at  the  beginning,  day  by        day,  minute  by  minute   Form:    descrip;ve  feedback  
  11. 11. AFL  •  Learning  inten;ons  •  Criteria  –  co-­‐created  •  Descrip;ve  feedback  •  Ques;oning  •  Peer  assessment,  then  self  assessment  •  Ownership  
  12. 12. How  can  you  sort  these  numbers?     What  groups  can  you  make?    What   aOributes  can  you  find?  3  545    1/3  root  16    15/3    -­‐4    7/9    π    4/11    17    -­‐25    25    0.33333  121    10  3.14    10  to  the  power  of  3  
  13. 13. I can observe for evidence. I can use evidence to support my inferences
  14. 14. Now, what do you wonder?
  15. 15. •  Images  from  Chris  Jordan  
  16. 16. Assessment for LearningLearning  inten0ons   Criteria   Descrip0ve  feedback  Ques;ons   Self  and  peer  assessment   Ownership  
  17. 17. Lit  12:    prac;ce  without  penalty   Naryn  Searcy,  Pen;cton  •  Goal:    learn  how  to  represent  your   understanding  of  a  poem  in  a  different  ways  •  Poet:    Robert  Burns       –  Auld  Lang  Syne  (read  aloud)   –  To  a  Mouse  (teams)  
  18. 18. 1.    Read  aloud  and  prac;ce  stanza  with  partner  2.    Connect  to  themes:   –  Mankind  has  broken  its  union  with  nature   –  Even  our  best  laid  plans  oRen  do  not  work  out   3.    Microcosm  &  universal  truths  
  19. 19. Assignment  1.  Mouse  Dance  –  all  8  stanzas  (2-­‐4  students)  2.  Comic  (1-­‐2  students)  3.  Reduced  poetry  (1-­‐2  students)  
  20. 20. Criteria  •  Demonstrate  understanding  of  the  meaning  of   all  8  stanzas  of  the  poem  •  Recognize  and  demonstrate  the  2  themes  
  21. 21. Feedback  •  What  worked?  •  What’s  missing?  •  What’s  next?  
  22. 22. Robert  Burns  (1759-­‐1796)To  a  Mouse   On  Turning  Up  Her  Nest  with  the   Plough,  November,  1785              Wee,  sleeket,  cowrin,  0mrous  beas0e,                             Oh,  what  a  panics  in  thy  breas0e!                             Thou  need  na  start  awa  sae  hasty                                      Wi  bickerin  braTle!                                      I  wad  be  laith  to  rin  an  chase  thee                                         Wi  murdring  paTle!  
  23. 23. Assessment for LearningLearning  inten0ons   Criteria   Descrip0ve  feedback  Ques;ons   Self  and  peer  assessment   Ownership  
  24. 24. Teresa Fayant KStzuminus First Nation
  25. 25. Planning What do we want to develop/ Goals 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?
  26. 26. Resources    •  Grand  Conversa,ons,  Though2ul  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  

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