river east.nov.2010
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Differen'a'on? Assessment for Learning? Engagement?
Teaching in Today’s Classrooms
River East Collegiate Friday, Nov. 19th, 2010
Faye Brownlie
Learning Inten'ons
• I know the difference between assessment of learning and assessment for/as learning.
• I have at least 2 specific AFL strategies to try with my students next week.
• I bePer understand how to differen'ate instruc'on in my courses.
• I have a plan to try a strategy that is different for me.
Assessment of Learning Purpose To measure
Audience Those outside the classroom
Timing At the end
Form Marks, rank order, numbers, lePer grades, %
Black & Wiliam, 1998
Assessment for Learning Purpose Guide learning, inform
instruc'on
Audience Teachers and students
Timing On-‐going, minute by minute, day by day
Form Descrip've Feedback ¶what’s working? •what’s not? •what’s next?
Black & Wiliam, 1998 Ha]e & Timperley, 2007
1. Learning Intentions “Students can reach any target as long as it holds s'll for them.” -‐ S'ggins -‐
2. Criteria
Work with learners to develop criteria so they know what quality looks like.
3. Questions Increase quality ques'ons to show evidence of learning
4. Descrip+ve Feedback Timely, relevant descrip've feedback contributes most powerfully to student learning!
5. Self & Peer Assessment Involve learners more in self & peer assessment
6. Ownership Have students communicate
their learning with others
• Learning intentions
• Descriptive feedback
• Questioning
• Ownership
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
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
• 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
Descriptive Feedback
Descriptive Feedback
• What’s working?
• What’s not?
• What’s next?
Goal: more descrip've feedback J. Mercuri, MacKenzie Secondary
• Grade 10 socials students – first draq 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
Peer & Self Assessment
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
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?
Ownership
Math -‐ Grade 12
Rob Sidley,
Richmond
Summa've turned Forma've
Ques'on 1 Ques'on 2
Individual response
Individual response
Group response
Group response
• Teacher models powerful response
• Student reflects/self-‐assesses/makes a goal or a plan
A math sequence
• Ac'vate background knowledge • Demonstrate/model new concept
• Prac'ce in partners • ‘Could you do these ques'ons with 80% accuracy and confidence?’
• If ‘yes’, begin independent prac'ce. • If ‘no’, come to this table for more teaching.
Instruc+onal Considera+ons
Try to… -‐have the students use the vocabulary NOT just the teacher!
Questioning/Ownership
45 seconds Brainstorm the words you know about mo'on Stand if you have more than 10.
Share with partner – get a few more words.
Move and share with someone NOT at your table – get a few more words.
Add a scenario, an image, …
Grade 10 Science – intro to physics: motion
direc'on displacement distance magnitude posi'on scalars speed 'me vectors velocity
Categorize the above words into 2 groups. 2 of these words are headings 1 of these words is common to both categories
Tammy Renyard & Graham Scargall Grade 9
A Mid-Summer Night’s Dream Mt. Prevost Middle School
Cowichan Valey
A/B partner talk
Daily learning intentions
Expanded definitions of the text
Student reflections on their learning processes
Goals of the collaboration:
Different Ways to Access Informa'on
• Listening to the play and ac'ng out roles in the play
• Reading a graphic novel • Watching movie clips • Listening to the teacher • Working in small groups to analyze pieces
Graphic Representa'ons
• Learning Inten'on: I can interpret lines of text using graphics • Each student has several lines to represent • Done first without clear criteria • Analyzed their work in a carousel • Created criteria and 1-‐4 rubric • Coded own work -‐ descrip've feedback • New lines, represented again, with criteria
Wri'ng in Role
• Learning Inten'on: I can write in role to another character
• Students developed criteria • Wrote their lePers
• Self and peer assessed with criteria and descrip've feedback
• Wrote second lePer
Dear Aunt, I have some news that may distress you in the worst way. My fair Hermia and I are forbidden to wed. We must elope, but have nowhere to stay. I seek you intelligence and hospitality. You are my dearest and most beloved relative and I offer my greatest apologies for such short notice. I have won the love of a woman whose beauty many a man only dreamed of. My dear Hermia will be forced to wed another who she does not love or be sentenced to live as a nun if we do not flee. Her third option is one that makes my skin crawl and my heart break just thinking about it. Death is thee punishment – O hell! What would I do without her? The true desire of my heart is to be wed to Hermia for all eternity. Alas, I cannot do so without your help. Deeply and without judgment, in two moons time, the sunset will mark my arrival.
Sincerely, Lysander
Culmina'ng Project: Mind Map
• Learning Inten'on: I can represent my understanding of the play through a mind map
• Built criteria • Gave descrip've feedback while students worked
• Students included a personal reflec'on on their learning style and the unit
Literature Circles
How can I introduce a variety of novels to my students in a way that encourages them to read thoughwully and deeply, using more independently, the strategies I have been teaching in my class novel?
How can I help my students aPend to the import of se]ng and character at the beginning of a novel – yet s'll WANT to read?
Students need:
• strategies to hook them into reading • mul'ple ways into the books
• an opportunity to apply the strategies you have been teaching
• opportuni'es to talk with others about their thinking about their reading
• 'me to read independently
The Plan
• Distribute 5-‐6 different first pages • Have students read the page • Students sketch what they ‘see’ on the page • Students circle powerful words • Students ask ques'ons around the text • Students meet with others reading the same page and compare their notes
• Students meet with others not reading the same page and compare their notes
• Students read independently, in the novel of their choosing
Learning Intentions Joni Tsui and Alissa Sarte, Port Moody Secondary
• At the beginning of each class we write the learning inten'ons for the day on the board – e.g. By the end of class today you will be able to:
1. Define the term ionic compound.
2. Determine the chemical formulae for ionic compounds.
3. Name ionic compounds.
• Have students write the learning inten'ons down in a journal.
• During class, we refer to the inten'ons as we progress through the lesson and point out when we have hit each outcome.
• Refer to them again at the end of class and occasionally stop and do a quick check for understanding.
• Student feedback: – They like to know why we are doing certain ac'vi'es – They look back at the learning inten'ons when doing review. – If I forget to write them down, they tell me right away! It has become the star'ng paPern for my classes.
• What we found: – Students had a focus for the lessons. They would oqen interrupt me to say “so that’s the second learning inten'on, right?”
– They didn’t ques'on “why are we doing this?” because I told them right from the start.
– When we reminded the kids at the end of class that these were the things that they should now know, we had an increase in students asking for clarifica'on or coming in for help. Students became bePer at the metacogni'on of understanding whether or not they had learned things.
Questioning through Pictures
• I used this ac'vity as an introduc'on to earthquakes in geology 12.
• Students have all seen earthquakes in previous classes (some more than others).
• We completed the ac'vity and I made sure every student in class wondered at least one thing. Let’s try it….
Earthquakes
• You may ask ques'ons out loud. • You may NOT ANSWER any ques'ons. EVEN IF YOU KNOW THE ANSWER!!!!
• All ques'ons should start with “I wonder”…
Example 2
Nerves – Biology 12
What I Found: • Every student could contribute. There is no risk in asking a ques'on that no one is supposed to answer.
• Students remembered a lot of previous informa'on.
• When moving on to the lesson, they actually cared about the material!!!
• The ques'ons that they asked were oqen very good and related to the content that I was subsequently teaching.
4. Inference and Evidence • This is a simple ac'vity. • We do similar things all the 'me, the difference is this one is explicitly about finding evidence for your inference.
• Students look at a picture and make an inference about what’s going on, then must supply evidence.
AFL and The Kite Runner Terry Taylor, Nakusp
Gradual Release
• Read the first two chapters of the novel together aloud. • Read a passage from The Kite Runner, as a think aloud
about the big ideas and how the evidence in the text connected with those big ideas.
• Partner talk big ideas that they saw that connected with the text.
• Repeat over several classes before students go to independent reading of the novel.
• Do several discussion forums on the novel before they start working on the projects. The first of the three posts is on the novel's big ideas -‐ I framed as "What's Important and why?”
• First post on Moodle: – What’s important in what you have read so far and why?
– Students respond to at least 2 others.
Final Project
• Take a big idea from the novel. • Transform the big idea in some way to represent your thinking about it
• Make a video/podcast or create interviews of people and record them, enter one of the contests (Digital Diversity, Stop Racism), create an anthology of Canadian writers who address your issue
Criteria for Final Project
• -‐ crea'vity of thought, response to the big idea, or of presenta'on/finalproduc'on
• -‐ connec'on to a big idea from the novel, The Kiterunner
• -‐ clear, direct communica'on • Self-‐ assessed using a 10 point Likert scale and provided examples of how they met each of the criteria to back up their self assessment "score".
Inference & Evidence
4. Inference and Evidence Cont.
Faye’s Example – Grade2/3 Literature
Students write inferences in red and evidence in green.
Determine which biome you think this is (inference) and give evidence to support your decision. (originally done by Lisa Bovay)
What I found: • It was an enjoyable ac'vity. • Students couldn’t just guess as they had to find evidence.
• Took ownership of their own understanding. • Group summariza'on helped at the end.
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