Prince George Feb2010


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•performance-based formative assessment
•assessment for learning
•learning sequences based on formative assessment results

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Prince George Feb2010

  1. 1. Differentiation, Metacognition and Assessment for Learning Prince George February 8 and 9, 2010 Faye Brownlie
  2. 2. Learning Intentions •  I can use assessment information to plan differentiated instruction in my classroom •  I can connect assessment information to instructional strategies •  I can deepen my students’ learning by using strategies for differentiation •  I can help students develop metacognitive thinking
  3. 3. Differentiation •  “…a process to approach teaching and learning for students of differing abilities in the same class. The intent is to maximize each student’s growth and individual success by meeting each student where he or she is…rather than expecting students to modify themselves for the curriculum.” (Hall, 2002)  
  4. 4. Differentiation Practices •  Focus on essential ideas and skills of the content area •  Respond to individual differences (learning style, prior knowledge, interests, level of engagement) •  Group students flexibly by shared interest, topic, or ability •  Integrate ongoing and meaningful assessment with instruction •  Continually assess, reflect and adjust content, process and product to meet student needs •  Research  synthesis  by  Huebner,  EL,  Feb.2010,  Vol  67,  #5  
  5. 5. Metacognition •  Thinking about your thinking •  Planning, monitoring, evaluating your thinking
  6. 6. Frameworks It’s All about Thinking – Brownlie & Schnellert, 2009
  7. 7. Universal Design for Learning Multiple means: -to tap into background knowledge, to activate prior knowledge, to increase engagement and motivation -to acquire the information and knowledge to process new ideas and information -to express what they know.                      Rose  &  Meyer,  2002  
  8. 8. 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  
  9. 9. The Six Big AFL Strategies 1.    Intentions 2.  Criteria 3.  Descriptive feedback 4.  Questions 5.  Self and peer assessment 6.  Ownership
  10. 10. Teach Content to All    Learning in Safe Schools - Brownlie, King"
  11. 11. Model Guided practice Independent practice Independent application   Pearson  &  Gallagher  (1983)  
  12. 12. Who are your students? _create a content-based “pba” – performance-based assessment _code using a rubric – content based or performance standard _analyze the CLASS for strengths and areas of need _design a plan _teach to the plan and reassess
  13. 13. How can I introduce a variety of novels to my students in a way that encourages them to read thoughtfully and deeply, using more independently, the strategies I have been teaching in my class novel? How can I help my students attend to the import of setting and character at the beginning of a novel – yet still WANT to read?
  14. 14. Students need: •  strategies to hook them into reading •  multiple ways into the books •  an opportunity to apply the strategies you have been teaching •  opportunities to talk with others about their thinking about their reading •  time to read independently
  15. 15. The Plan •  Distribute 5-6 different first pages •  Have students read the page •  Students sketch what they ‘see’ on the page •  Students circle powerful words •  Students ask questions around the text •  Students meet with others reading the same page and compare their notes •  Students meet with others not reading the same page and compare their notes •  Students read independently, in the novel of their choosing
  16. 16. Novels used in this session •  Family Matters – Rohinton Mistry •  Falling – Anne Simpson •  Half of a Yellow Sun – Chimamanda Adichie •  Bifocal – Deborah Ellis & Eric Walters •  Crank – Ellen Hopkins
  17. 17. The  Six  Big  AFL  Strategies   How  does  this  process  address  the  Six  Big  AFL  Strategies?   Differen;a;on?    Metacogni;on?   1.     IntenLons   2.   Criteria   3.   DescripLve  feedback   4.   QuesLons   5.   Self  and  peer  assessment   6.   Ownership  
  18. 18. How can I help my students learn the vocabulary they need in science? How can I help my students link what they have learned in one chapter to the next?
  19. 19. Students need: •  Practice using the vocabulary •  To link new vocabulary to what they already know, then to add on or refine their understanding of the words •  To make connections among the words in order to retain the vocabulary
  20. 20. The Plan •  Choose 2 key words from previous chapter and have students brainstorm what they know about each – 2 min. each – add ideas from partners •  Class share 10 key ideas and clarify •  “I used to think…but now…” •  Introduce new chapter words with 3 column notes: –  Before/during/after  
  21. 21. The Plan •  In ‘before’ column, students write what they know about each word •  Students read the section of the text, collecting information to clarify the vocabulary and recording this in the ‘during’ column •  Students choose 6-8 words and make a concept map with them in the ‘after’ column
  22. 22. Human  OpLcs  Vocabulary   Before   During   A?er   pupil   iris   cornea   sclera   reLna   opLc  nerve  
  23. 23. The  Six  Big  AFL  Strategies   How  does  this  process  address  the  Six  Big  AFL  Strategies?   Differen;a;on?    Metacogni;on?   1.     IntenLons   2.   Criteria   3.   DescripLve  feedback   4.   QuesLons   5.   Self  and  peer  assessment   6.   Ownership  
  24. 24. How can I help my students see geography as an opportunity to problem solve, to address the impact of geographical features on people’s lives…? Catriona Misfeldt, as described in It’s All about Thinking – Brownlie and Schnellert
  25. 25. Essential Questions  W hat stories do these data or this chart, graph, or map tell? Whose stories are they?  W hat data are the most revealing and representative of the quality of life? Catriona Misfeldt in Itʼs All about Thinking#
  26. 26. The Plan: •  Co-create criteria for measuring quality of human life •  Model how to underline phrases that might affect the quality of a life •  Students read and underline phrases from 2 different case studies •  Students record + and – factors affecting life •  Exit slip – definition of a good life
  27. 27. Emma   “I  hate  you.    You’re  such  an  idiot!”    The  back   door  slammed  loudly.    Emma  opened  her  eyes   quickly  and  pulled  up  her  so`  comforter.    Her   heart  was  beaLng  fast,  and  she  had  a  knot  in   her  stomach.    It  was  her  older  sister  who  had   yelled  and  slammed  the  door.      “Lazy  head,  out  of  bed!”  her  father  shouted   from  the  bobom  of  the  stairs.  
  28. 28. Heavy  footsteps  moved  quickly  though  the   house  and  then  the  front  door  opened  and   slammed  shut.    The  car  started  and  with  a   screech  pulled  away.    Dad  must  be  late  for   work.    He  o`en  seemed  angry  now.    Emma   remembered  happier  Lmes  when  he  helped   her  with  her  homework  and  they  would  go  to   basketball  games  together.    She  wondered  if  it   would  every  be  like  that  again.   Caring  for  Young  People’s  Rights  –  Roland  Case  
  29. 29. Jose   Turning  over  on  the  woven  sleeping  mat,  Jose  bumped   into  his  younger  brother.    He  could  see  the  early   morning  light  through  the  cracks  in  the  sLck  wall  of  his   family’s  home.    The  sLcks  broke  easily  but  were  a  type   of  wood  that  the  termites  wouldn’t  eat.      Jose  could  hear  his  mother  feeding  the  chickens  in  the   yard  outside.    Gently  raising  the  thin  bed  sheet  that   kept  the  bugs  off  at  night,  Jose  sat  up  and  climbed  over   Salvador  and  his  Lny  sister  Rosita.    Careful  not  to  wake   them,  he  replaced  the  sheet  and  stepped  on  to  the  dirt   floor.   Caring  for  Young  People’s  Rights  –  Roland  Case  
  30. 30. Learning Intention: I can understand the concept of a global village •  Anticipation guide on If the World Were a Village •  Predictions about statistical indicators •  Discuss the concept of global village •  Quick write – the big ideas of a global village; connection to qualities of life indicators
  31. 31. AnLcipaLon  Guide   Before  Reading   A?er  Reading   The  world’s  populaLon  is   about  6.2  billion  people.   Spanish  is  the  most  widely   spoken  language  in  the   world.   25%  of  the  world’s  people   do  not  have  easy  access  to   clean  drinking  water.  
  32. 32. Predictions   •  About the world’s nationalities •  About schooling/literacy throughout the world •  About electricity consumption throughout the world
  33. 33. Quick Write Samples •  I  understand  global  village  to  be  an   understanding  of  what  is  happening  in  the   world  and  to  accept  that  everyone  is  different.     Also  understanding  that  some  places  don’t   have  enough  of  something  like  food  and  water   and  live  in  poverty.   –  Alan  
  34. 34. •  My  definiLon  of  a  global  village  is  that  it’s  a   metaphor  showing  the  ways  of  the  world.    It  is   a  way  people  can  define  and  see  races  and   cultures  as  it  we  were  all  in  one  village.   –  Terri  
  35. 35. The  Six  Big  AFL  Strategies   How  does  this  process  address  the  Six  Big  AFL  Strategies?   Differen;a;on?    Metacogni;on?   1.     IntenLons   2.   Criteria   3.   DescripLve  feedback   4.   QuesLons   5.   Self  and  peer  assessment   6.   Ownership  
  36. 36. Voting cards & concept questions   Aliisa  Sarte  and  Joni  Tsui,  Port  Moody  Sec.     •  4-­‐6  quesLons,  1  at  a  Lme   •  QuesLons  review  the  previous  content   •  All  quesLons  are  mulLple  choice   •  Students  choose  their  response   •  Votes  counted   •  Partner  talk   •  Revote   •  2  students  explain  their  reasoning  
  37. 37. Coloured Cubes, Coloured Highlighters   Aliisa  and  Joni   •  During  lecture,  lab  or  assignment   •  3  coloured  cubes:       –  Red  –  don’t  get  it   –  Yellow  –  bit  confused   –  Green  –  making  sense   –  Used  with  AP  Biology  12,  Science  10,  Biology  11  
  38. 38. •  Highlight  your  notes  with  the  3  colours  –  helps   you  find  what  you  need  to  focus  on   •  Code  your  own  quizzes  with  coloured  pencils,   before  handing  in   •  Consider  your  errors  –  how  many  were   careless?  
  39. 39. Group Quiz   Joni  Tsui   •  Physics  11  and  12   •  Teacher  places  students  in  groups  of  3  or  4  to   take  the  quiz   •  Students  grouped  by  current  achievement   •  Top  group  –  not  allowed  to  ask  quesLons   •  Bobom  group  –  gets  4  quesLons   •  Groups  in  between  –  2-­‐3  quesLons   •  Journal  –  how  did  you  solve  the  quesLons  you   had  in  your  group  -­‐  consensus  
  40. 40. Resources •  It’s  All  about  Thinking  –  CollaboraLng  to   Support  All  Learners:    HumaniLes,  Social   Studies  and  English  ediLon  –  Brownlie  and   Schnellert,  2009   •  If  the  World  Were  a  Village  –  Smith,  2002