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K-12 day session on integrating AFL practices into daily classroom practice/unit planning/sequences.

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  1. 1. Going  Deeper  with  Assessment   for  Learning   Vancouver  School  District   Nov.  25th,  2011   Faye  Brownlie  
  2. 2. Learning  IntenFons  •  I  can  name  and  describe  the  6  AFL  strategies.  •  I  can  idenFfy  some  of  the  AFL  strategies  in  my   pracFce.  •  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. McKinsey  Report,  2007  •  The  top-­‐performing  school  systems  recognise   that  the  only  way  to  improve  outcomes  is  to   improve  instrucFon:    learning  occurs  when   students  and  teachers  interact,  and  thus  to   improve  learning  implies  improving  the  quality   of  that  interacFon.  
  4. 4. How  the  world’s  most  improved  school   systems  keep  geUng  beVer  – McKinsey,  2010  Three  changes  collaboraFve  pracFce  brought  about:  1.  Teachers  moved  from  being  private  emperors  to   making  their  pracFce  public  and  the  enFre  teaching   populaFon  sharing  responsibility  for  student  learning.  2.  Focus  shiXed  from  what  teachers  teach  to  what   students  learn.  3.  Systems  developed  a  model  of  ‘good  instrucFon’  and   teachers  became  custodians  of  the  model.  (p.  79-­‐81)  
  5. 5. The teeter totter kids curriculumkids
  6. 6. 1. Learning Intentions“Students  can  reach  any  target  as  long        as  it  holds  sFll  for  them.”    -­‐  SFggins  -­‐   2. Criteria  Work  with  learners  to  develop  criteria  so  they  know  what  quality  looks   like.  3. Questions  Increase  quality  quesFons  to        show  evidence  of  learning  
  7. 7. 4.  Descrip+ve  Feedback  Timely,  relevant    descripFve  feedback  contributes  most    powerfully  to  student  learning!  5. Self & Peer AssessmentInvolve  learners  more  in  self  &  peer  assessment6. OwnershipHave  students  communicate    their  learning  with  others
  8. 8. Descriptive Feedback What’s  working?   What’s  not?   What’s  next?
  9. 9. Science 8 Science Skills & Processes Name: _____________ LEARNING GOALS Date: _____________ Safety, Scientific Method & Measuring Block:_______BEFORE AFTER 1. I can find and list important safety equipment in the classroom 2. I can explain the meaning of “WHMIS” 3. I can identify and name the WHMIS symbols 4. I can identify unsafe situations & explain why the situation is unsafe 5. I can make qualitative & quantitative observations & explain the difference between inferences & observations 6. I can define & identify: variables, independent variable, Dependent variable, controlled experiment, control set up 7. I can identify & explain the difference between: controlled experiments, correlation studies & observational studies 8. I can name the steps of the scientific method 9. I can design a controlled experiment 10.. I can discuss examples of ethical issues in science
  10. 10. Feedback:    coloured  pens   Joni  Tsui,  Port  Moody  Secondary  •  Conclusion  to  a  lab  •  First  line  –  state  the  conclusion  •  JusFfy  the  conclusion  from  the  data  •  JusFfy  the  conclusion  from  the  literature  
  11. 11. Gallery Walk – writing lesson•  In  groups,  3  things  that  count  in  wriFng  •  Made  class  list  and  categorized  •  Focus  on  meaning  and  thinking   –  DescripFon   –  ImaginaFon   –  Detail   –  Knowledge   –  Focus   –  Ideas   –  Passion   –  Intriguing   –  Understandable  
  12. 12. •  Place  a  series  of  pictures  around  the  room  •  Students  in  groups  of  3  •  3  minutes  per  picture  •  Chat  –  How  could  you  use  this  image  in  your   wriFng?  •  Build  on  one  another’s  thinking  •  View  4  pictures  
  13. 13. •  Eagle  Dreams  -­‐    Wri8en  by  Sheryl  McFarlane  ;   Illustra+ons  by  Ron  Lightburn;    •  ISBN:  1-­‐55143-­‐016-­‐9  
  14. 14. •  Task:    a  piece  of  wriFng,  choose  your  genre,   think  about  the  criteria  •  As  you  are  moving  to  your  desk,  keep  walking   unFl  you  have  your  first  line  in  your  head  •  12  minutes  to  write  •  As  students  are  wriFng,  move  about  the  room,   underlining  something  powerful  (criteria   connected)  in  each  person’s  wriFng  
  15. 15. •  Each  student  shares  what  was  underlined  •  Listen  to  hear  something  you  might  want  to   borrow  •  As  a  class,  decide  on  why  each  was  underlined  •  Create  the  criteria:   –  Words  that  are  WOW   –  Details  that  showed  emoFon  or  made  a  picture   –  Hook  –  first  line  made  me  want  to  keep  reading  
  16. 16. Sample  1  One  cool  and  breezy  night,  in  a  prairie,  a  boy  sat   on  the  rim  of  his  open  window,  looking  out  at   the  moon,  hoping  for  something  to  happen.     AXer  a  few  minutes,  he  went  back  in  and  close   his  window.    Robin  sighed.  “I  wished  my  life   has  more  excitement  in  it,  “  he  thought,   before  he  turned  off  his  light  and  went  to  bed,     he  took  one  quick  look  at  his  kite  on  top  of  his   bed  that’s  shaped  like  an  eagle,  and  went  to   sleep.  
  17. 17. Sample  3  Once  upon  a  Fme  there  was  a  boy  that  was  facinated  by  eagles,  he   asked  his  father  to  get  one  for  him  but  he  couldn’t.    Then  the  boy   thought  about  a  way  to  catch  an  eagle  and  then  a  different  gender   one  for  more  eagles.    Delighted  with  his  idea  that  he  thought  of  last   night,  he  conFnued  his  plan.    He  put  3  fishes  in  the  open  with  a   trap,  and  went  to  bed.    Then  he  heard  a  noise  that  sounded  like  an   eagle.    When  he  had  checked  the  trap,  he  found  an  eagle  that  was   in  his  trap.    Happily  jumping  around,  the  eagle  made  him  inspired  to   make  a  home  for  the  eagle.    He  created  a  bond  with  the  eagle.    He   remembered  how  much  his  father  despised  eagles.    He  lead  the   eagle  to  a  secret  place  in  the  forest  where  his  father  never  went.     He  came  downstairs  and  his  father  was  in  a  rage.    He  threatened  to   ground  his  son  if  he  didn’t  kill  the  eagles.  Shocked,  the  boy  asked   why  he  told  him  so.    The  father  said  they  …  
  18. 18. Sample  4  At  Sunday,  the  Ximing  and  his  father  mother  go   travel.    On,  Ximing  say  “I’m  see  a  eagle!”    His   father  and  his  mother  is  going  to  his.    And  his   mother  say  “Oh,  Help  it!”    OK.    It  was  heal.    OK.     We  are  go  back  home!  At  home:  Today  is  very  funning.  Because  we  are  helpa  eagle!     I’m  so  happy  now!  Ximing  is  Fme  to  eat  a  dinner   say  mother  say  …  
  19. 19. •  Kids  can  add/edit/conFnue  to  work  •  Set  up  for  next  class   –  Work  on  same  criteria   –  Hear  again,  pieces  that  work   –  Move  to  where  kids  can  idenFfy  criteria  in  their  own   work  and  ask  for  help  with  criteria  that  are  struggling   with  •  AXer  repeated  pracFce,  students  choose  one   piece  to  work  up,  edit,  revise,  and  hand  in  for   marking  •  Feedback  is  conFnuous,  personal,  Fmely,  focused  
  20. 20. Teresa Fayant KStzuminus First NationTeaching how to respond
  21. 21. Formative assessmentto determine students strengths and needs Brownlie, Feniak & Schnellert, 2006; Earl & Katz, 2005; Schnellert, Butler & Higginson, in press; Smith & Wilhelm, 2006
  22. 22. •  How  are  these  effecFve  teaching?  •  How  is  this  assessment  for  learning?  •  How  could  I  adapt  this  to  use  with  my   students,  in  my  context?  
  23. 23. Questioning Math 5
  24. 24. and  so...?   What mathematicalprocesses did you engage in?
  25. 25. mathemaFcal  Processes  
  26. 26. now  consider  this...  
  27. 27. and  so...?   What mathematicalprocesses did you engage in?
  28. 28. Critical thinking & Problem-Solving•  How  much  forest  must  be  removed  to  create  a   4-­‐lane  highway  15  km  long?  •  How  can  you  figure  it  out?  •  What  thinking  skills  do  you  use?  It’s  all  about  thinking  in  math  &  science  –  Brownlie,  Fullerton,  Schnellert  
  29. 29. Critical thinking & Problem-Solving•  How  much  forest  must   be  removed  to  create  a   4-­‐lane  highway  15  km   long?  •  How  can  you  figure  it   out?  
  30. 30. and  so...?   What mathematicalprocesses did you engage in?
  31. 31. Sequence:Humanities 6/7
  32. 32. Learning Intention•  To examine and understand children’s rights in different parts of the world
  33. 33. United Nations Rights of the Child1.  Education2.  Family3.  Food and shelter4.  Health5.  Name and nationality6.  Non-discrimination7.  Own culture8.  Protection from harm9.  Rest and play10.  Share opinions
  34. 34. Middle School En/SS ProjectMon. - Model assignment with picture book. Build criteria.Tues. - Read independently, begin assignment.Wed. - Read, descriptive feedback.Thurs. - Return assignments. Teach mini- lesson.Fri. - Hand in assignment for evaluation.          Student  Diversity,  2006  
  35. 35. Criteria•  At least 3 examples of denied children’s rights•  Specific evidence from the story that demonstrates how the right is denied•  Information presented in a clear, organized, and interesting way
  36. 36. How you will earn your mark•  Rights and evidence: 3 denied rights with detailed, supporting evidence from the story (10 marks)•  Presentation: categorized presentation of information (3 marks)•  Conventions: few errors and these do not interfere with meaning (2 marks)**Drafts ready for feedback on Wed!
  37. 37. My  Name  Is  Seepeetza  The  Right  to  Her  Own  Culture  It  was  in  the  law  that  the  Indians  couldn’t  pracFce  their   own  religion.    The  nuns  taught  them  in  school  and   made  them  pracFce  the  Catholic  religion.    The  Indian   children  had  to  learn  English;  some  of  them  even   forgot  how  to  speak  their  naFve  language.    The  nuns   also  had  them  change  their  Indian  names  to  Catholic   names.          -­‐Clint  
  38. 38. Good-­‐Bye  Vietnam   Share  Opinions  -­‐when  the  Government  broke  down  the  temple,   and  they  didn’t  even  ask  the  neigbors  will  they   like  it  or  not.  -­‐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  
  39. 39. •  How  are  these  effecFve  teaching?  •  How  is  this  assessment  for  learning?  •  How  could  I  adapt  this  to  use  with  my   students,  in  my  context?  
  40. 40. Old  Mother  Bear  –  Victoria  Miles   Orca  Publishing  
  41. 41. How  can  I  help  my  students:  •  build  their  background  knowledge  through   listening    •  learn  note  taking    •  write  informaFon  paragraphs?  Catherine  Feniak,  inner  city,  Vancouver  
  42. 42. Learning  IntenFons:  •  I  can  connect  my  background  knowledge  to   informaFon  from  text  •  I  can  acFvely  listen  to  a  text,  while  recording   notes  and  making  detailed  drawings  •  I  can  use  my  notes  to  write  2  informaFon   paragraphs  •  I  can  self-­‐assess  my  wriFng  using  the   performance  standards  
  43. 43. My  knowledge  of  bears    Images  in  my  mind  Memorable  language      Facts  I  learned  
  44. 44. The  Plan:  •  With  a  partner,  share  current  knowledge  of  bears  •  Record  3-­‐4  ideas  •  Predict  which  quadrants  will  be  easiest/most   challenging  •  Students  record  4+  ideas  in  each  quadrant  as  teacher   reads  •  Part  way  through  the  text,  stop  and  have  students   discuss  with  a  partner:   –  Their  notes   –  What’s  working,  what’s  not,  why?   –  What  needs  more  focus  –  the  plan  
  45. 45. •  ConFnue  reading  •  When  finished,  students  connect  ideas  from  their   background  knowledge  that  have  been   expanded/changed  by  the  text  •  Establish  criteria  or  review  the  PS  •  Students  idenFfy  at  least  5  ideas  from  their   notes/drawings  to  include  when  wriFng  •  DraXs  are  wriVen  •  Self-­‐assess  and  peer  assess  wriFng    
  46. 46. Bears  –  by  Mark  Bears  build  their  den  with  their  claws.    It  has  the  power   to  dig  hard  in  the  soil  and  grips  and  pulls  it  out.     Female  bears  weigh  less  then  the  male  and  their  a   liVle  small.  Female  bears  lay  babies  in  the  den  and  brest  feeds  them   unFl  they  grown  up  a  liVle.    Baby  bears  are  pink  when   they  come  out  of  their  mothers  stomach.    Baby  cubs   learn  what  their  mother  is  doing.  Bears  love  to  eat  sweet  bark  from  the  trees  not  always   that  they  like  to  eat  bark  they  like  wild  berries.  
  47. 47. Old  Mother  Bear  –  by  Dan  Bears  are  very  intelligent  with  their  own  family’s  safety  and   hunger.    They  have  a  sense  to  aVack  anyone  who  is  a  threat   to  their  own  safety  but  since  bears  are  over-­‐protecFve  with   their  babies  they  will  harm  anyone  who  comes  close  to  the   liVle  cubs.    So  watch  out  if  you  get  close  to  a  bear  cub.     SomeFmes  when  bears  are  frightened  they  bark  like  a  dog   which  is  very  weird!    A  very  cool  fact  is  that  when  baby   bears  are  born,  they  look  like  mice!    Some  bears  give  birth   to  cubs  during  their  hibernaFon.  Bears  love  to  eat  salmon  and  berries  they  find  around  forests   and  unfortunately  they  also  like  to  eat  sweet  food  like   honey.    SomeFmes  bears  who  live  near  urban  places  can   find  human  food  and  they  can  get  hooked  to  it.    There  are   some  bears  who  also  bully  other  bears,  like  brothers  and   sisters.  
  48. 48. Bears  –  by  DV  Mother  bears  are  very  protecFve  of  their  young.    Mother   bears  have  their  cubs  in  the  winter  when  they  are   hybernaFng.    The  cubs  someFmes  nurse  while  their   mother  is  sFll  asleep.    In  every  group  of  cubs,  there  is   always  a  bully.    The  bear  bully  gets  all  of  the  milk  or   food  first  and  is  the  biggest  one  of  all  the  cubs.  When  the  mother  bear  wakes  up  it  is  sFll  winter  so  there   isn’t  much  to  eat.    They  have  to  eat  skunk  cabbage.     Bears  stand  on  two  legs  and  rub  their  backs  on  trees  to   shed  their  fur.    They  don’t  need  the  extra  winter  fur   anymore.    Mother  bears  will  protect  their  young,  even   when  going  against  male  bears  so  never  pet  a  baby   bear.  
  49. 49. •  How  are  these  effecFve  teaching?  •  How  is  this  assessment  for  learning?  •  How  could  I  adapt  this  to  use  with  my   students,  in  my  context?  
  50. 50. Resources    •  Grand  Conversa@ons,  ThoughBul  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