Formative Assessment and Quality Teaching in Inclusive Classrooms and Schools: A Community of Professionals
First of a series of 3 full day sessions, K-12
Burnaby Primary.Nov09 - It's All about ThinkingFaye Brownlie
2 frameworks and 3 strategy sets for inclusive primary classrooms where students work with the end in mind (clear targets) and engaging, high standard work. The strategies provide varying degrees of complexity and challenge, appropriate for diverse classrooms and differentiated teaching.
Burnaby Primary.Nov09 - It's All about ThinkingFaye Brownlie
2 frameworks and 3 strategy sets for inclusive primary classrooms where students work with the end in mind (clear targets) and engaging, high standard work. The strategies provide varying degrees of complexity and challenge, appropriate for diverse classrooms and differentiated teaching.
Bulkely valley nov general session 2013Faye Brownlie
Current and effective strategies across the grades and across the curriculum. Building on the work of the past 2 years and the frameworks of UDK and BD, scenarios and applications of engaging, effective teaching. Samples from Bulkley Valley teachers.
An elementary session, continuing the conversation with school teams of admin, support and classroom teachers, of school plans for inclusion, a focus on collaboration, frameworks for learning, and moving toward co-teaching,
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
Follow-up session. Classroom scenarios, K-11, of teachers collaborating to better meet the needs of diverse learners. Based on learning frameworks: universal design for learning and backwards design.
Quality Teaching and Assessment for Learning - the first of the 2011-12 PNS series, K-12, with demonstration teachers. This session focuses on frameworks for learning and AFL.
Full day session with Maureen Dockendorf, highlighting results of CR4YR 2012-13, explaining the theoretical framework, and applying to our current practice.
The second evening session, exploring curriculum, formative assessment and instruction. Collaborative examples from 4 Delta classrooms: Science 9, Social Studies 6/7, Personal and Social Core Competency 6/7, Writing 3/4.
Bulkely valley nov general session 2013Faye Brownlie
Current and effective strategies across the grades and across the curriculum. Building on the work of the past 2 years and the frameworks of UDK and BD, scenarios and applications of engaging, effective teaching. Samples from Bulkley Valley teachers.
An elementary session, continuing the conversation with school teams of admin, support and classroom teachers, of school plans for inclusion, a focus on collaboration, frameworks for learning, and moving toward co-teaching,
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
Follow-up session. Classroom scenarios, K-11, of teachers collaborating to better meet the needs of diverse learners. Based on learning frameworks: universal design for learning and backwards design.
Quality Teaching and Assessment for Learning - the first of the 2011-12 PNS series, K-12, with demonstration teachers. This session focuses on frameworks for learning and AFL.
Full day session with Maureen Dockendorf, highlighting results of CR4YR 2012-13, explaining the theoretical framework, and applying to our current practice.
The second evening session, exploring curriculum, formative assessment and instruction. Collaborative examples from 4 Delta classrooms: Science 9, Social Studies 6/7, Personal and Social Core Competency 6/7, Writing 3/4.
What counts in literacy? How does this connect to the redesigned curriculum in BC? Balance. Allington's framework. Lisa's reading workshop. 2 lesson sequences.
Evaluation of Indian Water Supply & Sanitation Fiscal Transfers and Subsidies...guest3d1f1d
Final Presentation made in New Delhi in 2004 for Short-term Consultancy commissioned by the Water and Sanitation Program - South Asia, which is administered by the World Bank
Half day session to explore what is inquiry and how we can make our classrooms more inquiry based, K-7. 2nd half to follow in Feb. Taylor Park and Chaffey Burke.
K-12 full day session with demonstration teachers in Kamloops. First of a 3 day series. UDL and BD. mitosis, gallery walk and criteria walking, grade 1 response writing.
A half day session - continuing the conversation about the impact of formative assessment and how formative assessment differs in intent and purpose and impact from summative assessment. Several cross-content secondary examples included.
Year 3 of the Bulkley Valley initiative. A full day session to build team and background to the big ideas of quality teaching: UDL, BD, and several approaches.
Continuing the inclusion discussion with middle school teams as we focus on collaboration, class reviews, and changing our teaching strategies and structures to include all students.
A conversation on differentiation, research and models on teaching and learning for all students, as we begin to re-examine the ways we support learning for all students in Surrey classrooms and schools.
Half day sessions in Prince Rupert, It's All about Thinking: Collaborating to Support All Learners: gr 4/5, 6/7 core, 8/9 humanities and sec En., secondary
A 2 day seminar with 17 rural schools in Manitoba considering a systems look at reading growth. Day one the discussion focused on the what and why of our assessments while day two moved toward how to use the data we collect as part of our planning and instruction.
A session for administrators and district staff, connecting AFL and SFL. Using dialogue about student learning as the focus of teacher/administrator conversations during classroom visits.
Full day session, focusing on reading/writing/thinking sequences, intermediate and secondary. Included: word work for emergent readers and writers, critical literacy, building background knowledge, responding to text through identity , setting, and character.
Day 2, K-7, Professional Learning Network - Effective Learning in Inclusive Classes. Focus today on supporting vulnerable learners, no round reading in guided reading groups, spelling, sequences built from word strategies to meaning and writing, a global issues sequence: connect, process, transform.
Day 2 in series, K-5, focusing on effective literacy practices. Reviewing Every Child, Every Day, building students' ability to identify and use strategies for decoding unknown words in reading, infusing writing into the day, building reflection and goal setting into writing, response writing in lit circles.
Day 1 of 3 day series. What counts in effective literacy instruction? How does this match the BC Ministry Definition of Literacy? What does this look like in the classroom? What do you want to hold on to, what to let go of? 2 keynotes, with breakout sessions.
A 90 minute session 'Finding Self in Story' for grades K-3. Sequences, a few big ideas, and several books that provide access and connection to self for students are mentioned.
Evidence Guided Literacy Oct 2019 - without childrenFaye Brownlie
What data are we collecting? How do we use this data to determine strengths and stretches of the class, then set goals to guide our instruction? How do we create open-ended structures to provide access points for all learners, then address those who need more support (tier 2) through extensions, interventions and supports that grow out of the tier 1 teaching? For MRLC
A half day session with literacy leaders and principals, followed by a classroom learning round with grade 5/6 from Souris. What counts in quality literacy instruction? Who are your learners? How do we work toward Hattie's collective efficacy?
Writing across the Curriculum - Middle/Senior Years, MRCLFaye Brownlie
First of three days for MRLC. Establishing a classroom where writing is integral and accessible for all students. Beginning to build criteria with students. Writing with different purposes in mind. Revisiting writing process. Several strategies shared.
1st of 3 days for school teams. Strengthening our literacy practices. What does the research say? Frameworks include CR4YR, Every Child, Every Day, and the Fountas and Pinnell shift from teacher control to student control graphic. 2 examples: grade 2 writing from water web; intermediate volcano surfing sequence
K-8, one day session, as a kick-off to establishing effective, inclusive, literacy practices. With 'Every Child, Every Day' as a framework, examples are provided to put this in action.
Starting with performance-based reading assessment to determine strengths and areas to strengthen in the class, helps establish a plan of action to guide our teaching. With these curricular competencies in mind, we then choose our to thread these explicit through our lessons. Read aloud and silent reading are boosted with more direct teaching.
K-5 session, 4th in a series, as we work to help develop readers and writers who are literacy skilled and enjoy reading and writing. Primary literacy centres and a sequence which encourages deep thinking and provides an opportunity to listen to all students read.
third in a series
What makes a difference for all learners in developing literacy K-5? Allington/Gabriel framework, examples from gr 1 writing, gr 4/5 literature circles and response writing, teaching decoding strategies in context.
1. Formative Assessment and Quality
Teaching in Inclusive Classrooms and
Schools: A Community of
Professionals
Coquitlam
Sept. 24, 2010
Presented by Faye Brownlie
2. Learning
Inten+ons
•
I
can
explain
current
theories
of
teaching
and
learning.
• I
can
understand
and
can
explain
to
others
the
concepts
of
Assessment
for
Learning
(AFL)
•
I
can
iden<fy
and
give
specific
examples
of
the
six
big
AFL
strategies
• I
have
a
plan
to
implement
a
strategy
which
is
new
to
me.
• I
can
determine
a
next
step
3. Know
your
content
• Research
–
effec<ve
programming
• Curriculum
–
key
concepts,
learning
outcomes
4. Model
Guided practice
Independent practice
Independent application
Pearson
&
Gallagher
(1983)
8. Universal Design for Learning
Mul<ple
means:
-‐to
tap
into
background
knowledge,
to
ac<vate
prior
knowledge,
to
increase
engagement
and
mo<va<on
-‐to
acquire
the
informa<on
and
knowledge
to
process
new
ideas
and
informa<on
-‐to
express
what
they
know.
Rose
&
Meyer,
2002
9. 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
10. Know
your
kids
• Class
review
• Assessment
for
learning
–
the
grand
event
11. Purpose
• To
measure,
to
report
out
Timing
ASSESSMENT
of
Audience
• At
the
end
to
• Parents,
others
sum
up
the
learning
LEARNING
outside
the
classroom
Form
• Rank
order,
marks,
percentages,
numbers,
leZers
12. Purpose
• to
inform
teaching
and
learning
Timing
ASSESSMENT
Audience
• while
the
learning
is
for
• teachers
and
happening
when
the
informa<on
LEARNING
students
can
s<ll
be
used
Form
• descrip<ve
feedback
–
NO
MARKS!
16. Reading
and
Thinking
with
Different
Texts
• Making
Inferences
• Asking
ques<ons
• Using
evidence
to
support
your
thinking
• Learning
Inten<ons:
-‐I
can
use
world
currency
informa<on
to
explain
what
this
means
to
average
people.
-‐I
can
interpret
this
informa<on,
providing
reasoning
for
my
interpreta<ons
17. A
Comparison
of
World
Currencies
–
what
does
it
mean
to
the
average
ci<zen?
• Ci<es
being
compared:
– Athens,
Frankfurt,
Manila,
Shanghai,
Toronto
• Number
of
minutes
to
work
to
buy
a
Big
Mac:
-‐12,
15,
30,
30,
88
• Number
of
hours
to
work
to
buy
an
8gb
iPod
-‐10.5,
13.5,
24.5,
56.5,
128.5
18. • Annual
average
hours
worked:
-‐1704,
1827,
1868,
1946,
2032
• Cost
of
living
(rela<ve
to
NYC)
-‐28.7%,
48.9%,
54.6%,
63%,
70.6%
ar#cles.moneycentral.msn.com/SmartSpending/
ConsumerAc#onGuide/burgernomics-‐whats-‐a-‐big-‐
mac-‐worth.aspx
26. Cinquain Poems
• Show
a
poem
to
the
students
and
have
them
see
if
they
can
find
the
paZern
–
5
lines
with
2,4,6,8,2
syllables
• Create
a
cinquain
poem
together
• No<ce
literacy
elements
used
• Brainstorm
for
a
list
of
poten<al
topics
• Alone
or
in
partners,
students
write
several
poems
• Read
each
poem
to
2
other
students,
check
the
syllables
and
the
word
choices,
then
check
with
a
teacher
42. 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?
43. Students
need:
• Prac<ce
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
connec<ons
among
the
words
in
order
to
retain
the
vocabulary
44. 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/aver
45. The
Plan
• In
‘before’
column,
students
write
what
they
know
about
each
word
• Students
read
the
sec<on
of
the
text,
collec<ng
informa<on
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
‘aver’
column
53. Planning
Goals What do we want to develop/
explore/change/ refine to better
meet the diverse needs of diverse
learners?
Rationale Why are we choosing this focus?
Plan How will we do this?