Vancouver afl - going deeper.may.2011

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repeat session from Oct 2010, but with more emphasis this time on AFL grand events - using whole class performance-based reading assessments to set specific instructional goals

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Vancouver afl - going deeper.may.2011

  1. 1. Vancouver  AFL  –  Going  Deeper   with  the  Strategies   October  ,  2010,  May,  2011   Masonic  Hall,  Italian  Cultural  Centre   Faye  Brownlie   www.slideshare.net  
  2. 2. Learning  IntenHons  •  I  can  name  and  describe  the  6  AFL  strategies.  •  I  can  idenHfy  some  of  the  AFL  strategies  in  my   pracHce.  •  I  understand  how  to  embed  AFL  strategies   seamlessly  into  my  teaching  to  make  student   learning  more  powerful.  •  I  can  plan  a  next  step.  
  3. 3. Assessment for LearningPurpose   Guide  learning,  inform   instrucHon  Audience     Teachers  and  students  Timing     On-­‐going,  minute  by  minute,   day  by  day  Form     DescripHve  Feedback   ¶what’s  working?   •what’s  not?   •what’s  next?  Black  &  Wiliam,  1998   HaYe  &  Timperley,  2007  
  4. 4. Bill’s  Year  at  a  Glance-­‐Sept.  
  5. 5. Bill’s  Year  at  a  Glance-­‐Oct.  
  6. 6. •  Connec&ons:    How  does  what  you  read  connect   with  what  you  already  knew?  •  Summarizing:    Choose  a  way  to  show  the  main   ideas  and  details  in  what  you  read.  •  Inferencing:    Read  between  the  lines  to  find   something  that  you  believe  to  be  true,  but  that   isn’t  actually  said.    Explain  your  reasoning.  •  Vocabulary:    Here  are  3  challenging  words  from   the  text.    Explain  what  you  think  they  mean.  •  Reflec&ng:    Was  this  easy  or  hard  to  understand?     How  did  you  help  your  self  understand?        (SD,  p.23)  
  7. 7. Assessment for Learning•  Learning  intenHons  •  Criteria  •  DescripHve  feedback  •  QuesHoning  •  Peer  and  self  assessment  •  Ownership  
  8. 8. Embedding  AFL  
  9. 9. FrameworksIt’s All about Thinking – Brownlie & Schnellert, 2009
  10. 10. Universal Design for LearningMulHple  means:  -­‐to  tap  into  background  knowledge,  to  acHvate   prior  knowledge,  to  increase  engagement  and   moHvaHon  -­‐to  acquire  the  informaHon  and  knowledge  to   process  new  ideas  and  informaHon  -­‐to  express  what  they  know.                        Rose  &  Meyer,  2002  
  11. 11. 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  
  12. 12. Model Guided practice Independent practice Independent application  Pearson  &  Gallagher  (1983)  
  13. 13. Teaching  Content  to  All   Open-­‐ended          teaching   adapted   modified  
  14. 14. Open-ended strategies: Connect-activate Process-acquirePersonalize/transform- apply(Brownlie, Feniak & Schnellert, 2006; Buehl, 2001; Cook, 2005; Gear, 2006; Harvey & Goudvis, 2007; Kameenui & Carnine, 2002)
  15. 15. Essential Lesson Components•  EssenHal  quesHon/learning  intenHon/a  big  idea  •  Open-­‐ended  strategies:    connect-­‐process-­‐transform  •  DifferenHaHon  –  choice,  choice,  choice  •  Assessment  for  learning  •  Gradual  release  of  responsibility  
  16. 16. QuesHoning  –  gr.  2/3  Goal:    creaHng  real  quesHons,  using  quesHons  to   link  background  knowledge  with  new   informaHon,  create  curiosity  •  Present  an  image.  •  Ager  each  image,  ask  students  to  pose   quesHons  about  the  image  and  to  resist  the   urge  to  answer  someone  else’s  quesHon.  •  Repeat  with  3-­‐4  images.  
  17. 17. Salmon  Creek  –  Anneie  LeBox  &  Karen  Reczuch          2002,  Douglas  &  McIntyre  
  18. 18. Questioning – Joni Tsui•  IntroducHon  to  earthquakes  in  geology  12.    •  Students  have  all  seen  earthquakes  in   previous  classes  (some  more  than  others).  •  We  completed  the  acHvity  and  I  made  sure   every  student  in  class  wondered  at  least  one   thing.          
  19. 19. •  How  is  this  effecHve  teaching?  •  How  is  this  assessment  for  learning?  •  How  could  I  adapt  this  to  use  with  my   students,  in  my  context?  
  20. 20. Goal:    more  descripHve  feedback   J.  Mercuri,  McBride  Secondary  •  Grade  10  socials  students  –  first  drag  of  essay  •  Explained  the  rubric  to  the  grade  12  English   students,  then  they  used  the  rubric  to   highlight  the    anonymous  essays  •  Grade  12  students  included  with  their   feedback,  2  stars  and  a  wish  •  Grade  10  students  used  the  feedback  to  revise   their  essay,  then  handed  them  in  for  marks  
  21. 21. Goal:    self  assessment,  ownership  •  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?  
  22. 22. Goal:    Learning  IntenHons,  self  assessment   Kate  Giffin,  gr.  4/5  Learning   Quiz   Mastery   Prac&ce  on   Assistance   Where  I  get  Inten&on   my  own   please!   stuck…  I  can  create  equivalent  fracHons.  I  can  reduce  a  fracHon  to  its  lowest  terms.  
  23. 23. •  How  are  these  effecHve  teaching?  •  How  is  this  assessment  for  learning?  •  How  could  I  adapt  this  to  use  with  my   students,  in  my  context?  
  24. 24. How  can  I  help  my  students  develop  more  depth   in  their  responses?    They  are  wriHng  with  no   voice  when  I  ask  them  to  imagine  themselves   as  a  demi-­‐god  in  the  novel.  
  25. 25. Students  need:  •  to  ‘be’  a  character  •  support  in  ‘becoming’  that  character  •  to  use  specific  detail  and  precise  vocabulary  to   support  their  interpretaHon  •  choice  •  pracHce    •  to  develop  models  of  ‘what  works’  •  a  chance  to  revise  their  work  
  26. 26. The  Plan  •  Review  scene  from  novel  •  Review  criteria  for  powerful  journey  response  •  Brainstorm  who  you  could  be  in  this  scene  •  4  minute  write,  using  ‘I’  •  Writers’  mumble  •  Stand  if  you  can  share…  •  What  can  you  change/add/revise?  •  Share  your  wriHng  with  a  partner  
  27. 27. Stand  if  you  have…  •  A  phrase  that  shows  strong  feeling…  •  A  phrase  that  uses  specific  names…  •  A  parHcularly  descripHve  line  –  using  details   from  the  novel…  •  An  effecHve  first  line…  •  Now,  what  will  you  change?    What  can  you   add,  delete,  revise?  
  28. 28. Criteria  •  Write  in  role  –  use  ‘I’  •  Use  specific  names  •  Phrases/words  that  show  feeling  •  ParHcularly  descripHve  details  of  the  event  •  Powerful  first  line  •  What  will  you  change  ager  listening  to  others?  
  29. 29. •  How  is  this  effecHve  teaching?  •  How  is  this  assessment  for  learning?  •  How  could  I  adapt  this  to  use  with  my   students,  in  my  context?  

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