coquitlam jan 2010
DESCRIPTION
Day 2 in a multi-district, K-12 series, with mentors: Formative assessment and quality teaching in inclusive classrooms and schools: a community of professionalsTRANSCRIPT
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Formative Assessment and Quality Teaching in Inclusive Classrooms and
Schools: A Community of Professionals
Coquitlam Jan. 22, 2010
Presented by Faye Brownlie
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Learning Inten+ons
• I can apply Universal Design for Learning and Backwards Design -‐ current theories of teaching and learning – in my classroom.
• I can iden@fy and give specific examples of the six big AFL strategies
• I understand the purpose of, and can design, a performance based assessment for my class/subject.
• I have a plan to implement a strategy which is new to me.
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Frameworks
It’s All about Thinking – Brownlie & Schnellert, 2009
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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
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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
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The Six Big AFL Strategies
1. Inten@ons
2. Criteria
3. Descrip@ve feedback
4. Ques@ons
5. Self and peer assessment
6. Ownership
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Teach Content to All
Learning in Safe Schools - Brownlie, King"
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Who are your students?
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Standard Reading Assessment
• Choose a common piece of text. • Build background for the reading. • Have students respond to common prompts. • Have students read a short section aloud and answer several
interview questions. • Code, individually, using the Reading Performance Standards • Make a class plan, using the Worksheets
• No plan, no point! • Described in Student Diversity and in It’s All about Thinking
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• Connec+ons: How does what you read connect with what you already knew?
• Summarizing: Choose a way to show the main ideas and details in what you read.
• Inferencing: Read between the lines to find something that you believe to be true, but that isn’t actually said. Explain your reasoning.
• Vocabulary: Here are 3 challenging words from the text. Explain what you think they mean.
• Reflec+ng: Was this easy or hard to understand? How did you help your self understand? (Student Diversity, p.23)
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Bill’s Year at a Glance-‐Sept.
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Bill’s Year at a Glance-‐Oct.
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Classroom Examples
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Gr. 8 Science “The Diges@ve System” Paul Paling, Prince Rupert
Learning Inten+on: Demonstrate where in the body
diges@on occurs and what happens to the food
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Connec@ng/processing Strategy: What’s In,
What’s Out? (Reading 44, adapted by PPaling)
• stomach squeezing • abdomen hungry
• saliva ulcer
• bolus tongue
• gastric juices mucus
• pepsin carbohydrates
• muscles mechanical
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Exit Slips
• Day 1 Choose 1 part of the diges@ve system and describe what happens to food there.
• Day 2 Write the 2 most important things learned today.
• Day 4 3-‐2-‐1 for diges@on.
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Word Wall • What’s in, what’s out • Sort and predict • Make connec@ons among words • Point out vocabulary/phrases as you work • Iden@fy areas of confusion/strength • Mind map with select words • Keep the target language clear and visible • EdHelper.com – makes flash cards
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Response Journals
double-entry journals
initially, written in class, together develop criteria for powerful responses
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Left Side Right Side Notes Early Stages: 1 Title of the Book One sentence I can read from the book. 2 Title of the Book (After reading a pattern book)
A sentence of my own following the pattern of the text.
3 Title of the Book My Opinion (e.g. The part I like best is ...
My favourite character is …)
Writing is very limited in the early stages.
End of Grade 1/Beginning of Grade 2: 4 Summary (What Happened?) My Thinking About What Happened Initially, expect a lot more
writing on the left side than on the right at this stage.
Later: 5 Two Events My Thinking About These Events Gradually expect the length
of the writing to become more balanced on each side.
6 A Quotation from the Text My Interpretation/Thinking of the Meaning of this Quotation
By Intermediate, expect 1 – 2 sentences about an event and a paragraph of personal response.
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questioning
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Direct, explicit comprehension instruc@on • Secret of the Dance -‐ • Andrea Spalding and Alfred Scow, Illustra@ons -‐ Darlene Gait
• Orca Publishing, 2006 • #9 781551 433967