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.

1. Formative Assessment and
Quality Teaching in Inclusive
Classrooms and Schools: A
Community of Professionals
Coquitlam PNS
September 23rd, 2011
Presented by Faye Brownlie

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. 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. 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. Frameworks
It’s All about Thinking (English, Humanities, Social Studies) –
Brownlie & Schnellert, 2009
It’s All about Thinking (Math, Science)– Brownlie, Fullerton,
Schnellert, 2011

6. Universal Design for Learning
Mul;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. 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. 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. 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. 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. AFL
• Learning
inten;ons
• Criteria
–
co-­‐created
• Descrip;ve
feedback
• Ques;oning
• Peer
assessment,
then
self
assessment
• Ownership

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. I can observe for evidence.
I can use evidence to
support my inferences

14. Now, what do you wonder?

18. • Images
from
Chris
Jordan

19. Assessment for Learning
Learning
inten0ons
Criteria
Descrip0ve
feedback
Ques;ons
Self
and
peer
assessment
Ownership

20. 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)

21. 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

22. Assignment
1. Mouse
Dance
–
all
8
stanzas
(2-­‐4
students)
2. Comic
(1-­‐2
students)
3. Reduced
poetry
(1-­‐2
students)

23. Criteria
• Demonstrate
understanding
of
the
meaning
of
all
8
stanzas
of
the
poem
• Recognize
and
demonstrate
the
2
themes

24. Feedback
• What
worked?
• What’s
missing?
• What’s
next?

25. Robert
Burns
(1759-­‐1796)To
a
Mouse
On
Turning
Up
Her
Nest
with
the
Plough,
November,
1785
Wee,
sleeket,
cowrin,
0m'rous
beas0e,
Oh,
what
a
panic's
in
thy
breas0e!
Thou
need
na
start
awa
sae
hasty
Wi'
bickerin
braTle!
I
wad
be
laith
to
rin
an'
chase
thee
Wi'
murd'ring
paTle!

26. Assessment for Learning
Learning
inten0ons
Criteria
Descrip0ve
feedback
Ques;ons
Self
and
peer
assessment
Ownership

27. Teresa Fayant
K
Stzuminus First Nation

36. 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?

37. 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