INSET delivered to whole school staff to provide a background to Life Without Levels, ignite professional discussion and review potential tracking systems.
INSET delivered to whole school staff to provide a background to Life Without Levels, ignite professional discussion and review potential tracking systems.
Informal Formative Assessment that Works!
Alyn Wharmby, Julie Hunter & Melissa Anderson
Alexander Graham Middle School - Charlotte, NC
Wondering how to use your formative assessments more effectively? Looking for new ways to assure that your students are learning and mastering content? Focusing on student self-assessment, conferencing, an effective observation and questioning, this session will reflect on the ways to assess students in a way that truly influences instruction.
Informal Formative Assessment that Works!
Alyn Wharmby, Julie Hunter & Melissa Anderson
Alexander Graham Middle School - Charlotte, NC
Wondering how to use your formative assessments more effectively? Looking for new ways to assure that your students are learning and mastering content? Focusing on student self-assessment, conferencing, an effective observation and questioning, this session will reflect on the ways to assess students in a way that truly influences instruction.
Creating an Invite Culture - Highrock Quincy Retreat 2016-01-30Jason Condon
Workshop Handout from the Highrock Quincy Retreat 2016-01-30 at Pilgrim Pines Campground on the East Coast Conference of the Evangelical Covenant Church.
Do you think you get enough feedback about how you can be more effective from your boss?.... Your team probably thinks the same about you.
Receiving good feedback gives you powerful information that can dramatically decreases the time required to master a skill or help you blow down the barriers that prevent you from getting to the next level. If only you knew.
This presentation clarifies what formative assessment is. The purpose and intention of formative assessment on improving student learning is emphasized. The different techniques on conducting formative assessment inside the classroom are provided.
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
How to Make a Field invisible in Odoo 17Celine George
It is possible to hide or invisible some fields in odoo. Commonly using “invisible” attribute in the field definition to invisible the fields. This slide will show how to make a field invisible in odoo 17.
Welcome to TechSoup New Member Orientation and Q&A (May 2024).pdfTechSoup
In this webinar you will learn how your organization can access TechSoup's wide variety of product discount and donation programs. From hardware to software, we'll give you a tour of the tools available to help your nonprofit with productivity, collaboration, financial management, donor tracking, security, and more.
Instructions for Submissions thorugh G- Classroom.pptxJheel Barad
This presentation provides a briefing on how to upload submissions and documents in Google Classroom. It was prepared as part of an orientation for new Sainik School in-service teacher trainees. As a training officer, my goal is to ensure that you are comfortable and proficient with this essential tool for managing assignments and fostering student engagement.
The Art Pastor's Guide to Sabbath | Steve ThomasonSteve Thomason
What is the purpose of the Sabbath Law in the Torah. It is interesting to compare how the context of the law shifts from Exodus to Deuteronomy. Who gets to rest, and why?
How to Create Map Views in the Odoo 17 ERPCeline George
The map views are useful for providing a geographical representation of data. They allow users to visualize and analyze the data in a more intuitive manner.
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
For more information, visit-www.vavaclasses.com
This is a presentation by Dada Robert in a Your Skill Boost masterclass organised by the Excellence Foundation for South Sudan (EFSS) on Saturday, the 25th and Sunday, the 26th of May 2024.
He discussed the concept of quality improvement, emphasizing its applicability to various aspects of life, including personal, project, and program improvements. He defined quality as doing the right thing at the right time in the right way to achieve the best possible results and discussed the concept of the "gap" between what we know and what we do, and how this gap represents the areas we need to improve. He explained the scientific approach to quality improvement, which involves systematic performance analysis, testing and learning, and implementing change ideas. He also highlighted the importance of client focus and a team approach to quality improvement.
1. Assessment and Feedback Group – 10th November 2014
Assessment for Learning
Today we are going to:
• Establish why assessment for learning is important,
• Define the principles of assessment for learning,
• Evaluate some assessment for learning techniques,
• Go away with some practical ideas for implementing
assessment for learning techniques.
2. When assessment for learning is well established
in a classroom pupils are:
• actively involved in their own learning,
• able to judge the success of their work and set
and understand targets for improvement,
• able to take responsibility for their own
progress.
3. Assessment for learning has been defined as:
• The process of seeking and interpreting evidence for
use by learners and their teachers to decide where
the learners are in their learning, where they need to
go and how best to get there.
4. • seeking evidence
• interpreting evidence
• where learners are in learning
• where they need to go
• how best to get there
5. Making aims clear
- Put lesson objectives on the board at the
beginning of the lesson.
- Talk to students about why they are
studying what they are studying.
- Contextualise short-term aims in long-term
aims (e.g. analysing Shakespeare will
contribute to a wider knowledge of the
cultural canon and stronger analytical skills
among other long term aims)
- Check with students that they are clear
about the aims of the lesson/unit/subject
- Produce aims in conjunction with students
Back to AFL Tools
6. Students write Questions
For example –
• About what they would like to know on a
new topic
• To ask the teacher or other students in order
to assess their learning
• To demonstrate their
learning/misconceptions/areas they would
like to further explore
The classroom could have a question box
where students drop questions at the
end of a lesson.
Or, a plenary could involve students writing
questions that the class then work on
together, or forms the basis of the next lesson.
Back to AFL Tools
7. Exemplar Work
When setting students a piece of
work, show them examples that make
it clear what it is they are being asked
to do – and what they need to do in
order to meet the assessment criteria.
Students could mark exemplar work
using the assessment criteria. This
will help model what is being asked
for and how it relates to the process
of assessment.
Back to AFL Tools
8. Traffic Lights
Use traffic lights as a visual means of
showing understanding.
e.g.
• Students have red, amber and green cards which they show
on their desks or in the air. (red = don’t understand, green =
totally get it etc.)
• Students self-assess using traffic lights. The teacher could
then record these visually in their mark book.
• Peer assess presentations etc. with traffic lights
Back to AFL Tools
9. Self-assessment Targets
Students give themselves targets
based on their self-assessment.
These learning goals could be
recorded somewhere and revisited
(i.e. inside cover of workbook)
They could be compared to teacher
targets and the two brought to
consensus if different.
Back to AFL Tools
10. Tell your neighbour
Students ‘tell their neighbour’ as a
means of articulating their thoughts.
- Ask a question, give thinking time
and then ask students to tell their
neighbour their thoughts.
- Tell students what the new topic is and then ask
them to tell their neighbour everything they know
about it.
Back to AFL Tools
11. Incorrect Discussion
Use incorrect answers as a
discussion point.
Rather then dismissing something
because it is wrong, or saying ‘that’s
interesting’ etc. Use the
misconception in reasoning to draw
the process out into the open.
This leads to improving on
misconceived reasoning and an
atmosphere in which it is OK to be
Wrong.
Back to AFL Tools
I’m glad that’s
the wrong
answer… let’s
discuss it
12. Post-It
Use post-it notes to evaluate learning.
Groups, pairs or individuals can
answer:
• What have I learnt?
• What have I found easy?
• What have I found difficult?
• What do I want to know now?
Back to AFL Tools
13. Thumbs
Check class understanding of what
you are teaching by asking them
to show their thumbs.
Thumbs up = I get it
Thumbs half way = sort of
Thumbs down = I don’t get it
Back to AFL Tools
14. 2 stars and a wish
For peer assessment, ask students to
give two stars and a wish.
Two stars = 2 things that are good
about the piece of work
A wish = something they can improve
to make it even better
Back to AFL Tools
15. Bouncing
Bounce answers around the room to
build on understanding and have
students develop stronger reasoning
out of misconceptions.
E.g.
“Jimmy, what do you think of
Sandra’s answer?”
“Sandra, how could you develop
Carl’s answer to include more detail?”
“Carl, how might you combine all
we’ve heard into a single answer?”
Back to AFL Tools
16. X and Y
Ask students why X is an example of Y
e.g.
Why is an apple an example of a fruit?
Why is a fox an example of a mammal?
Questioning in this way avoids factual
recall and asks for the underlying
reasoning to be made explicit.
Back to AFL Tools
17. Feedback Sandwich
Feedback can be delivered in
different ways, two feedback
‘sandwiches’ are –
i) Positive comment
Constructive criticism with explanation of how to
improve
Positive comment
ii) Contextual statement – I liked….because….
Now/Next time…
Interactive statement e.g. a question based on the
work
Back to AFL Tools
18. Hands Down
Tell pupils they should only raise their
hand to ask a question, not to answer one.
The teacher then chooses pupils to
answer, therefore gaining information on
whether everyone is learning.
www.classtools.net – fruit machine
programme on here where you can input
names, save it and play it to choose pupils
at random.
Write names on lollipop sticks and pull out
at random to answer.
Write numbers on balls or counters that
tally to register or seating position and re-use
with every class.
Back to AFL Tools
19. Show and Tell
Use mini-whiteboards so that very
student can write or draw their
answer and show it to you (or their
peers) immediately.
Back to AFL Tools
20. Did we manage to:
• Establish why assessment for learning is important?
• Define the principles of assessment for learning?
• Evaluate some assessment for learning techniques?
• Go away with some practical ideas for implementing
assessment for learning techniques?