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Going deeper with AFL - Vancouver, Oct.2010
- 1. 10/7/10 Vancouver AFL – Going Deeper with the Strategies October , 2010 Masonic Hall Faye Brownlie www.slideshare.net Learning IntenIons • I can name and describe the 6 AFL strategies. • I can idenIfy some of the AFL strategies in my pracIce. • I understand how to embed AFL strategies seamlessly into my teaching to make student learning more powerful. • I can plan a next step. 1
- 2. 10/7/10 Assessment for Learning Purpose Guide learning, inform instrucIon Audience Teachers and students Timing On-‐going, minute by minute, day by day Form DescripIve Feedback ¶what’s working? •what’s not? •what’s next? Black & Wiliam, 1998 HaZe & Timperley, 2007 2
- 3. 10/7/10 3
- 4. 10/7/10 Bill’s Year at a Glance-‐Sept. 4
- 5. 10/7/10 Bill’s Year at a Glance-‐Oct. Assessment for Learning • Learning intenIons • Criteria • DescripIve feedback • QuesIoning • Peer and self assessment • Ownership 5
- 6. 10/7/10 Embedding AFL Frameworks It’s All about Thinking – Brownlie & Schnellert, 2009 6
- 7. 10/7/10 Universal Design for Learning MulIple means: -‐to tap into background knowledge, to acIvate prior knowledge, to increase engagement and moIvaIon -‐to acquire the informaIon and knowledge to process new ideas and informaIon -‐to express what they know. Rose & Meyer, 2002 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 7
- 8. 10/7/10 Model Guided practice Independent practice Independent application Pearson & Gallagher (1983) Teaching Content to All Open-‐ended teaching adapted modified 8
- 9. 10/7/10 Open-ended strategies: Connect-activate Process-acquire Personalize/transform- apply (Brownlie, Feniak & Schnellert, 2006; Buehl, 2001; Cook, 2005; Gear, 2006; Harvey & Goudvis, 2007; Kame'enui & Carnine, 2002) Essential Lesson Components • EssenIal quesIon/learning intenIon/a big idea • Open-‐ended strategies: connect-‐process-‐transform • DifferenIaIon – choice, choice, choice • Assessment for learning • Gradual release of responsibility 9
- 10. 10/7/10 QuesIoning – gr. 2/3 Goal: creaIng real quesIons, using quesIons to link background knowledge with new informaIon, create curiosity • Present an image. • Aier each image, ask students to pose quesIons about the image and to resist the urge to answer someone else’s quesIon. • Repeat with 3-‐4 images. 10
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- 12. 10/7/10 Salmon Creek – Anneje LeBox & Karen Reczuch 2002, Douglas & McIntyre • How is this effecIve teaching? • How is this assessment for learning? • How could I adapt this to use with my students, in my context? 12
- 13. 10/7/10 Goal: more descripIve feedback J. Mercuri, MacKenzie Secondary • Grade 10 socials students – first drai 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 Goal: more awareness of what good readers do and of what fully meeIng expectaIons looks like • Grade 7s did their PBA (DART) • Coded and set a class goal – reflecIon and self-‐ regulaIon • Taught grade 7’s how to use the grade 4 assessment protocol, how to do a running record, how to interview/conference • Grade 7’s each conducted the assessment with a grade 4 student, coded them, chose a class goal and strategies to meet this 13
- 14. 10/7/10 Goal: quesIoning, self &peer feedback Aliisa Sarte and Joni Tsui, Port Moody Sec. • 4-‐6 quesIons, 1 at a Ime • QuesIons review the previous content • All quesIons are mulIple choice • Students choose their response • Votes counted • Partner talk • Revote • 2 students explain their reasoning Goal: feedback, self assessment, ownership Aliisa and Joni • During lecture, lab or assignment • 3 coloured cubes: – Red – don’t get it – Yellow – bit confused – Green – making sense – Used with AP Biology 12, science 10, Biology 11 14
- 15. 10/7/10 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? 15
- 16. 10/7/10 Goal: Learning IntenIons, 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 fracIons. I can reduce a fracIon to its lowest terms. 16
- 17. 10/7/10 • How are these effecIve teaching? • How is this assessment for learning? • How could I adapt this to use with my students, in my context? How can I help my students develop more depth in their responses? They are wriIng with no voice when I ask them to imagine themselves as a demi-‐god in the novel. 17
- 18. 10/7/10 Students need: • to ‘be’ a character • support in ‘becoming’ that character • to use specific detail and precise vocabulary to support their interpretaIon • choice • pracIce • to develop models of ‘what works’ • a chance to revise their work 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 wriIng with a partner 18
- 19. 10/7/10 Stand if you have… • A phrase that shows strong feeling… • A phrase that uses specific names… • A parIcularly descripIve line – using details from the novel… • An effecIve first line… • Now, what will you change? What can you add, delete, revise? 19
- 20. 10/7/10 Criteria • Write in role – use ‘I’ • Use specific names • Phrases/words that show feeling • ParIcularly descripIve details of the event • Powerful first line • What will you change aier listening to others? 20
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- 23. 10/7/10 • How is this effecIve teaching? • How is this assessment for learning? • How could I adapt this to use with my students, in my context? Learning Intention: I can write and describe a small event from my morning. Gr. 3 Writing: Model – a small moment Establish criteria Kids write Descriptive feedback on criteria Pearson & Gallagher (1983) 23
- 24. 10/7/10 • Choose a topic • Write in front of the students • Students describe ‘what works’ in your writing • Students choose a ‘morning’ topic • Students write • Students self-assess • Students meet with peers to share and provide feedback All alone, I stepped into my car. With my map in hand, I began to drive. At the lights I turned lei, then the map said to turn right. “Oh, no!” The sign said, “Road closed”. “Help,” I thought. “What am I going to do?” 24
- 25. 10/7/10 Notices…criteria • Mystery • Opening • Detailed • Sounds like you (Voice) 25
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- 27. 10/7/10 • How is this effecIve teaching? • How is this assessment for learning? • How could I adapt this to use with my students, in my context? School Plans • What’s next? • 15 minutes • In your school groups or teams, how can you adapt what you have heard to match your learners’ needs in your context? 27
- 28. 10/7/10 Resources • Student Diversity, 2nd ed. – Brownlie, Feniak and Schnellert, 2006 • It’s All about Thinking (in English, Social Studies and HumaniIes) – Brownlie and Schnellert, 2009 28