Salmon Arm Afl


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middle school/secondary full day AFL presentation, Nov. 09

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  • Here’s your topic: cellular respiration – find three key wordsHere are 4 words: stomach, teeth, tongue, small intestine – which one does not belong and why Work with a partner or check with a partner or table group.
  • Task , Learning Intentions and Research Question on the inside to the research folder
  • Salmon Arm Afl

    1. 1. Assessment for Learning across the Curriculumgrades 6-12<br />Salmon Arm SD#83<br />November 27, 2009<br />Faye Brownlie<br />Vancouver<br />
    2. 2. Learning Intentions<br /><ul><li>I can understand and can explain to others the concepts of Assessment for Learning (AFL)
    3. 3. I can identify and give specific examples of the six big AFL strategies
    4. 4. I have a plan to implement a strategy which is new to me or my students.
    5. 5. I have a plan to reconnect with someone to talk about our work.</li></li></ul><li>Black & Wiliam (1998)Hattie & Timperley (2007)<br />
    6. 6. Assessment OF Learning<br />Purpose: reporting out, summative assessment, measuring learning<br />Audience: parents and public<br />Timing: end<br />Form: letter grades, rank order, percentage scores<br />
    7. 7. Assessment FOR Learning<br />Purpose: guide instruction, improve learning<br />Audience: teacher and student<br />Timing: at the beginning, day by day, minute by minute<br />Form: descriptive feedback<br />
    8. 8. The Six Big AFL Strategies<br /> Intentions<br /> Criteria<br /> Descriptive feedback<br /> Questions<br /> Self and peer assessment<br /> Ownership<br />
    9. 9. The Gradual Release Model<br />Model<br />Guided practice<br />Independent practice<br />Independent application<br />Pearson & Gallagher (1983)<br />
    10. 10. Gr. 8 Science“The Digestive System”Paul Paling, Prince Rupert<br />Learning Intention:<br />Demonstrate where in the body digestion occurs and what happens to the food<br />
    11. 11. Connecting/processing Strategy:What’s In, What’s Out?(Reading 44, adapted by PPaling)<br />stomach squeezing<br />abdomen hungry<br />saliva ulcer<br />bolus tongue<br />gastric juices mucus<br />pepsin carbohydrates<br />muscles mechanical<br />
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    14. 14. Exit Slips<br />Day 1 Choose 1 part of the digestive system and describe what happens to food there.<br />Day 2 Write the 2 most important things learned today.<br />Day 4 3-2-1 for digestion.<br />
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    16. 16. The Six Big AFL Strategies<br /> Intentions<br /> Criteria<br /> Descriptive feedback<br /> Questions<br /> Self and peer assessment<br /> Ownership<br />
    17. 17. Sequence:<br />Humanities 6/7<br />
    18. 18. Learning Intention<br />To examine and understand children’s rights in different parts of the world<br />
    19. 19. United Nations Rights of the Child<br />Education<br />Family<br />Food and shelter<br />Health<br />Name and nationality<br />Non-discrimination<br />Own culture<br />Protection from harm<br />Rest and play<br />Share opinions<br />
    20. 20. Middle School En/SS Project<br />Mon. - Model assignment with<br />picture book. Build criteria.<br />Tues. - Read independently, begin assignment.<br />Wed. - Read, descriptive feedback.<br />Thurs. - Return assignments. Teach mini- lesson.<br />Fri. - Hand in assignment for evaluation.Student Diversity, 2006<br />
    21. 21. Criteria<br />At least 3 examples of denied children’s rights<br />Specific evidence from the story that demonstrates how the right is denied<br />Information presented in a clear, organized, and interesting way<br />
    22. 22. How you will earn your mark<br />Rights and evidence: 3 denied rights with detailed, supporting evidence from the story (10 marks)<br />Presentation: categorized presentation of information (3 marks)<br />Conventions: few errors and these do not interfere with meaning (2 marks)<br />**Drafts ready for feedback on Wed!<br />
    23. 23. My Name Is Seepeetza<br />The Right to Her Own Culture<br />It was in the law that the Indians couldn’t practice their own religion. The nuns taught them in school and made them practice the Catholic religion. The Indian children had to learn English; some of them even forgot how tp speak their native language. The nuns also had them change their Indian names to Catholic names. -Clint<br />
    24. 24. Good-Bye Vietnam<br />Share Opinions<br />-when the Government broke down the temple, and they didn’t even ask the neigbors will they like it or not.<br />-when Mai’s family was on the sampan the others said now we can say what ever we want because we are on the sea and no one can hear us. -Jian<br />
    25. 25. The Six Big AFL Strategies<br /> Intentions<br /> Criteria<br /> Descriptive feedback<br /> Questions<br /> Self and peer assessment<br /> Ownership<br />
    26. 26. Voting cards & concept questionsAliisaSarte and Joni Tsui, Port Moody Sec. <br />4-6 questions, 1 at a time<br />Questions review the previous content<br />All questions are multiple choice<br />Students choose their response<br />Votes counted<br />Partner talk<br />Revote<br />2 students explain their reasoning<br />
    27. 27. Coloured Cubes, Coloured HighlightersAliisa and Joni<br />During lecture, lab or assignment<br />3 coloured cubes: <br />Red – don’t get it<br />Yellow – bit confused<br />Green – making sense<br />Used with AP Biology 12, science 10, Biology 11<br />
    28. 28. Highlight your notes with the 3 colours – helps you find what you need to focus on<br />Code your own quizzes with coloured pencils, before handing in<br />Consider your errors – how many were careless?<br />
    29. 29. Group QuizJoni Tsui<br />Physics 11 and 12<br />Teacher places students in groups of 3 or 4 to take the quiz<br />Students grouped by current achievement<br />Top group – not allowed to ask questions<br />Bottom group – gets 4 questions<br />Groups in between – 2-3 questions<br />Journal – how did you solve the questions you had in your group - consensus<br />
    30. 30. ResearchKristi Johnston & Tracey Snipstead, Heritage Park Secondary<br />4-6 library periods/class<br />Tweaked existing structure:<br /> -added learning intentions<br /> •research skills<br /> •content <br /> -gave descriptive feedback<br /> -used questioning as a note-taking strategy<br />
    31. 31. Research Topics<br />Librarian now sees all Humanities and English gr. 8-12<br />Gr. 8 Humanities – Middle Ages<br />Gr. 10 Science - Biomes<br />Gr. 10-12 Japanese <br />10 – city<br />11 – festival<br />12 – historical figure<br />
    32. 32. Questioning – thick & thin<br />Introduced in class<br />Thick questions address the main idea<br />Model<br />Practice with a partner (? Checked by T)<br />Generate 3-4 on your own<br />These are your ? for the 1st day<br />Each day student needs 4 ? to research<br />
    33. 33. In the Library<br />Begin with a research log<br />Check the LI you will work on today<br />End class with exit slip:<br /> -something interesting you learned<br /> -a new question<br />••at end of each class, both teachers go through folders and highlight in 2 colours – achieved LI, what needs to be fixed<br />
    34. 34. Middle Ages<br />Overarching, essential question:<br />-What was life like during the Middle Ages?<br />Task:<br /> -1 letter or journal from a medieval person’s point of view<br /> -1 expository piece of writing such as a newspaper or magazine article or a ‘how to’ manual<br />
    35. 35. Teacher Reflections<br />Students more focused in the library<br />Students more able to take effective notes<br />Students creating best projects ever!<br />Tweaking an existing structure with very positive learning results<br />Next challenge: move from criteria to rubrics<br />
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    37. 37. RenaissanceResearch Learning Targets<br />I am able to find the main ideas<br />I can create a thick question from the main idea<br />I am able to find supporting details for each main idea<br />I am able to take notes in my own words<br />I am able to write a note using 3-5 key words<br />I am able to fill out a working bibliography<br />I am able to complete an APA style bibliography<br />
    38. 38. RenaissanceContent Learning Targets<br />I am able to state a minimum of 10 biographical facts about my person<br />I can describe the achievements and or contributions _________ made during the Renaissance<br />I can explain why __________ is an important historical figure<br />I can explain why _________’s achievements were important to the Renaissance<br />
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    46. 46. The Six Big AFL Strategies<br /> Intentions<br /> Criteria<br /> Descriptive feedback<br /> Questions<br /> Self and peer assessment<br /> Ownership<br />
    47. 47. Math - Grade 12<br />Rob Sidley<br />
    48. 48. Summative turned Formative<br />Question 1 Question 2<br />Individual <br />response<br />Individual<br />response<br />Group<br />response<br />Group <br />response<br />
    49. 49. Teacher models powerful response<br />Student reflects/self-assesses/makes a goal or a plan<br />
    50. 50. A math sequence<br />Activate background knowledge<br />Demonstrate/model new concept<br />Practice in partners<br />‘Could you do these questions with 80% accuracy and confidence?’<br />If ‘yes’, begin independent practice. <br />If ‘no’, come to this table for more teaching.<br />
    51. 51. How can I help my students develop more depth in their responses? They are writing with no voice when I ask them to imagine themselves as a demi-god in the novel.<br />
    52. 52. Students need:<br />to ‘be’ a character<br />support in ‘becoming’ that character<br />to use specific detail and precise vocabulary to support their interpretation<br />choice<br />practice <br />to develop models of ‘what works’<br />a chance to revise their work<br />
    53. 53. The Plan<br />Review scene from novel<br />Review criteria for powerful journey response<br />Brainstorm who you could be in this scene<br />4 minute write, using ‘I’<br />Writers’ mumble<br />Stand if you can share…<br />What can you change/add/revise?<br />Share your writing with a partner<br />
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    55. 55. Criteria<br />Write in role – use ‘I’<br />Use specific names<br />Phrases/words that show feeling<br />Particularly descriptive details of the event<br />Powerful first line<br />What will you change after listening to others?<br />
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    61. 61. The Six Big AFL Strategies<br /> Intentions<br /> Criteria<br /> Descriptive feedback<br /> Questions<br /> Self and peer assessment<br /> Ownership<br />
    62. 62. How can I help my students learn the vocabulary they need in science?<br />How can I help my students link what they have learned in one chapter to the next?<br />
    63. 63. Students need:<br />Practice using the vocabulary<br />To link new vocabulary to what they already know, then to add on or refine their understanding of the words<br />To make connections among the words in order to retain the vocabulary<br />
    64. 64. The Plan<br />Choose 2 key words from previous chapter and have students brainstorm what they know about each – 2 min. each – add ideas from partners<br />Class share 10 key ideas and clarify<br />“I used to think…but now…”<br />Introduce new chapter words with 3 column notes:<br />Before/during/after<br />
    65. 65. The Plan<br />In ‘before’ column, students write what they know about each word<br />Students read the section of the text, collecting information to clarify the vocabulary and recording this in the ‘during’ column<br />Students choose 6-8 words and make a concept map with them in the ‘after’ column<br />
    66. 66. Human Optics Vocabulary<br />
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    73. 73. The Six Big AFL Strategies<br /> Intentions<br /> Criteria<br /> Descriptive feedback<br /> Questions<br /> Self and peer assessment<br /> Ownership<br />
    74. 74. questioning<br />
    75. 75. A Comparison of World Currencies – what does it mean to the average citizen?<br />Cities being compared:<br />Athens, Frankfurt, Manila, Shanghai, Toronto<br />Number of minutes to work to buy a Big Mac:<br /> -12, 15, 30, 30, 88<br />Number of minutes to work to buy an 8gb iPod<br /> -10.5, 13.5, 24.5, 56.5, 128.5<br />
    76. 76. Annual average hours worked:<br /> -1704, 1827, 1868, 1946, 2032<br />Cost of living (relative to NYC)<br /> -28.7%, 48.9%, 54.6%, 63%, 70.6%<br /><br />
    77. 77. What do you know?<br />What do you infer – believe to be true? Why?<br />What do you wonder?<br />
    78. 78. New Book!<br />It’s All about Thinking – Collaborating to support all learners in English, Social Studies and Humanities – Brownlie and Schnellert, 2009 Portage and Main Press<br />