Strategic Teaching + Assessment for Learning + Differen6a6on +
Metacogni6on = powerful learning for all students
Faye Brownlie, Vancouver, BC, Canada Mehj Datoo, Richmond, BC, Canada Kris6 Johnson, Mission, BC, Canada
IRA, Minneapolis, 2009 www.slideshare.net
•I can iden6fy powerful learning prac6ces for all students
•I can iden6fy the 6 AFL strategies •I can begin to make a plan to use a powerful
literacy prac6ce and an AFL strategy
Learning Inten6ons
Powerful Learning
Engagement & Meaning Making
•connect •process
•personalize & transform •self‐assess
Strategic Teaching
Assessment FOR Learning
Purpose: guide instruc6on, improve learning
Audience: teacher and student
Timing: at the beginning, day by day, minute by minute
Form: descrip6ve feedback
Assessment FOR Learning
Purpose: guide instruc6on and learning
•The Grand Event
•Ongoing in the Class
Assessment FOR Learning
• Descrip6ve scoring • Coding in teams
• Class/grade profile of strengths and areas of need
• Ac6on plans developed ‐ what’s next? • Individual students iden6fied for further assessment
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 sec6on aloud and answer several interview ques6ons.
• Code using the Reading Performance Standards
• OR
• DART, fall assessment FOR learning
• Connec7ons: 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.
• Reflec7ng: Was this easy or hard to understand? How did you help your self understand? (SD, p.23)
Moscrop Secondary, Burnaby
• Literacy teacher pulled 40/70 students who were iden6fied at risk in fall assessment
• 1:1 assessment, Standard Reading Assessment
• Read text orally • Looked for paherns
Moscrop Secondary, Burnaby
• Encouraged kids to mark the text • Predic6ng from 6tle, picture, cap6on – average of 4 seconds
• Comprehension – analyzed 3 samples, students ranked by performance standard rubric
• Inference – adding your thinking, not summarizing ‐ prac6ced
The Class Review
What are the strengths of the class?
What are your concerns about the class as a whole?
What are your main goals for the class this year?
What are the individual needs in your class?
Class Review Learning in Safe Schools
(Brownlie & King, 2000)
Teacher: Class:
Classroom Strengths Classroom Needs
Other Socio-Emotional Learning Language Medical
Goals Decisions
Individual Concerns
Class Review Recording Form
1
From Assessment to Instruction
Brownlie, Feniak, Schnellert, 2006
2
4
3
Assess (against criteria)
Set a Goal (target)
Plan/Teach (with the goal in mind)
Reassess
Bill Juhasz K-7 Tait
Richmond
4-5 formative assessments/year Block out 4-5 weeks in school calendar All non-enrolling teachers & admin co-assess with CT Coding in teams at pro d or in- school collab time
Bill Juhasz K-7 Tait
Richmond
Sept: Class Review Meetings
Optional Jan. class review
One week later: now what meetings
Non-categorical resource model
Bill’s Year at a Glance‐Sept.
Bill’s Year at a Glance‐Oct.
Try to differentiate through…
Instructional Considerations
Teach Content to All
Learning in Safe Schools - Brownlie, King
Model Guided practice Independent practice Independent application
Pearson & Gallagher (1983)
Shabash – Ann Walsh
• Whole class novel – gr. 6/7 • Goals:
– Build community
– Highlight, acknowledge, respect diversity – Teach double‐entry journals as a strategy for deepening understanding
– Build and apply criteria for success
Connecting: – Gallery wall – Quick write Processing: – S6cky notes – Double‐entry journals – Criteria
Transforming and personalizing: ‐Author’s message
The Six Big AFL Strategies
1. Inten6ons 2. Criteria 3. Descrip6ve feedback 4. Ques6ons 5. Self and peer assessment
6. Ownership
Mehjabeen Datoo McMath Secondary, Richmond
Gr. 8 Humani6es ‐ China
3 months
The Context
SCHOOL • 1250 students, Grades 8‐12 • French Immersion and
English streams
• Fully inclusive classrooms
• In a suburb south of Vancouver, BC with high ELL popula6on
CLASS • 27 students • 18 male, 9 female • Diversity of needs • 6 receiving support • 2 at risk
Grade 8 Humani6es class combined English Language Arts and Social Studies
teacher sees class every day for 75 minutes
Performance Based Reading Assessment (PBA)
1. Predicting: What do you think this passage will be about? How do you know?
2. Summarizing : Using a web, words, diagrams, and/or drawings, show that you can identify the key ideas and
details from this passage (use the other side of this page).
3. Connections : How does what you read connect with what you already know?
5. Vocabulary : Define each of the following words. Explain how you figured out what they meant. Word Definition How I figured out its meaning a. Manor b. medieval c. Heiress d. commodity e. ancestral
5. Inferring : Read between the lines to find something that you believe to be true, but that isn’t actually
said. Explain your reasoning.
6. Reflecting: Was this reading easy or hard to understand? How did you help yourself understand? (If
this was easy, what do you do to help yourself understand something more difficult?)
Conference Sheet: Humanities 8
Ask, after reading, the following questions:
7. When you come to a challenging word, how do you figure it out?
Word strategies: _____ reread it _____ sound it out _____ look it up in the dictionary _____ skip it _____ ask someone _____ try and figure out what makes sense in the sentence
Other: ________________________
8. If your reading does not make sense, what do you do?
Sense strategies: _____ reread it _____ skip it _____ try another book _____ make a picture in my mind _____ make notes on what I’ve read _____ make a connection between the text, yourself, the world, another text Other: ______________________________
9. What was the main idea of the whole passage that you read?
Fully Meets Expectations Exceeds Expectations
The student is able to read information and procedures with
some complexity, specialized language, and graphics (as
described in the chart on page 260). Work is accurate and
complete, providing specific relevant details and examples as
required.
The student is able to read elaborated information and procedures
that include specialized language and graphics, as well as complex
relationships. Work is thorough and may be insightful, providing
well-chosen details and examples as required.
! makes logical predictions about content and structure by
recalling prior knowledge and looking at the text features
(e.g., heading, diagrams)
! anticipates content and structure by recalling prior knowledge and
looking at the text features (e.g., heading, diagrams); shows insight
! uses context clues, word structure, diagrams, and classroom
resources to figure out unfamiliar words or technical terms
! draws on a wide vocabulary; figures out unfamiliar words and
technical terms independently using a variety of strategies
! checks for understanding and adjusts comprehension
strategies to deal with challenging and unfamiliar material;
may need some guidance
! checks for understanding; independently selects from a growing
repertoire of comprehension strategies, making adjustments as
needed; often rereads to clarify
! uses text features (e.g., headings, diagrams) to preview,
support understanding, and locate information
! uses text features (e.g., headings, diagrams) effectively and
efficiently to preview, support understanding, navigate the
selection, and locate information
! responses to comprehension questions or tasks are accurate,
clear and complete
! responses to comprehension questions or tasks are precise and
thorough, and often include insights or interpretations
! accurately restates main ideas in own words
! accurately restates main ideas in own words; may attempt to
synthesize the information
! locates specific, relevant details (including those in
graphics such as illustrations and charts) to respond to
questions or tasks
! locates specific, relevant details (including those in graphics such
as illustrations and charts) as needed; may use quotations and
references as appropriate
! makes accurate notes in appropriate detail using categories
or headings that reflect the main ideas or topics; may
choose an appropriate format (e.g., mind map, outline)
! makes accurate and detailed notes, using effective formats and
categories or headings
! makes some general inferences or interpretations supported
by specific evidence from the text
! makes logical inferences and interpretations supported by specific
evidence from the text
! makes some logical connections between new information
and prior knowledge and beliefs
! makes thoughtful and insightful connections between new
information and prior knowledge and beliefs that may go outside
of the reader’s immediate experiences (e.g., social issues)
! offers simple judgements or evaluations and offers some
reasons
! makes and explains logical judgements or evaluations based on
prior knowledge; provides reasons or examples
Rating Scale: Grade 8 Reading for Information
Student achievement in reading for information by March-April of Grade 8 can generally be described as
shown in this scale.*
Aspect Not Yet Within Expectations Meets Expectations (Minimal Level) Snapshot
Note: the snapshot
can be used alone as
a holistic scale for
marking some
assignments.
The student may need help to read brief,
straightforward information and procedures and to
complete required tasks. May provide limited accurate
information for some direct, concrete tasks. Work is
often vague, incomplete, inaccurate, or irrelevant.
The student is able to read information and
procedures with some complexity, specialized
language, and graphics (as described in the chart on
page 250) with basic understanding. Work is
generally accurate but may be vague or omit some
required detail.
STRATEGIES ! predictions ! has difficulty making logical predictions about
content; may offer illogical guesses
! makes simple logical predictions about content by
recalling prior knowledge and looking at the text
features
! word skills ! tends to rely on sounding out and context to deal
with unfamiliar language; often unsuccessful
! relies on context clues, word structure, and
classroom resources to figure out unfamiliar
words or technical terms; sometimes inefficient
! checks
understanding
! may check for understanding but have limited
repertoire of comprehension strategies; often
quickly frustrated by challenging material; may
give up
! checks for understanding and adjusts
comprehension strategies when needed; may need
specific direction to select appropriate strategies
for unfamiliar types of material
! text features ! may need assistance to use text features (e.g.,
headings, diagrams) to preview or locate
information
! uses text features (e.g., headings, diagrams) to
preview and locate information, but may be
inefficient
COMPREHENSION ! accuracy and
completion
! responses to comprehension questions or tasks are
often inaccurate, vague, or incomplete
! responses to comprehension questions or tasks
are generally accurate, but may be somewhat
vague, with parts incomplete
! main ideas ! may identify some main ideas; often has difficulty
distinguishing between main ideas and supporting
details
! identifies most main ideas; may have difficulty
restating them in own words
! details ! may locate some relevant supporting details
(including those in graphics such as illustrations and
charts); omits important information
! locates some specific details (including those in
graphics such as illustrations and charts) to
respond to questions or tasks
! note-making ! needs a template or given categories to make simple
notes; notes often incomplete or inaccurate
! makes notes using logical categories or headings;
may include too little or too much information
! inferences ! needs specific direction to make simple inferences
and interpretations; may be illogical or unsupported
by evidence from the text
! makes some simple inferences and
interpretations; provides some specific evidence
from the text if prompted
ANALYSIS ! connection to
prior
knowledge
! needs prompting and help to see how new
information connects to prior knowledge or beliefs
! makes simple, obvious comparisons of new
information with prior knowledge and beliefs
! evaluation/
reflections
! offers simple reactions or judgements; may be
vague or unsupported (or may offer no reaction)
! offers simple reaction or judgements; may be able
to give some reasons (may be illogical)
* Student performance that falls within the wide range of expectations for Grade 8 by March-April generally matches the “Purposeful”
description in Evaluating Reading Across Curriculum.
! Saanich additions as per grades 6/7 Performance Standards for Middle School Consistency
Scoring Rubric: Reading for Informa6on (Gr. 8 )
Data (Ac6vity) Male
Female
COMPREHENSIONGrade 8
Assessment: Fall 07Group: Male/Female Category: All Class: Humanities DG
Accuracy andCompletion
Not Yet Meets
Not Yet Meet /Meets
Meets
Fully Meets
Fully Meets/Exceeds
Meets/Fully Meets
Exceeds
IIIIIIIIII
IIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIII
IIIIIIIIIIIIIIIIIIIIIIIIIIII
IIIIIIIIIIIIIIIIIIIIIIIIIIII
IIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIII
IIIIIIIIII
IIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIII
IIIIIIIIIIIIIIIIII
IIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIII
IIIIIIIIIIIIIIIIII
6
22
1744
1711
2233
11
6
IIIIIIIIII
IIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIII
IIIIIIIIIIIIIIIIIIIIIIIIIIII
IIIIIIIIIIIIIIIIIIIIIIIIIIII
IIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIII
IIIIIIIIII
IIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIII
IIIIIIIIIIIIIIIIII
IIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIII
IIIIIIIIIIIIIIIIII
M F
15
26
15
26
4
4
4
ALL
Main Ideas Not Yet Meets
Not Yet Meet /Meets
Meets
Fully Meets
Fully Meets/Exceeds
Meets/Fully Meets
Exceeds
IIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIII
IIIIIIIIIIIIIIIIIIIIIIIIIIII
IIIIIIIIII
IIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIII
IIIIIIIIIIIIIIIIIIIIIIIIIIII
IIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIII
IIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIII
IIIIIIIIIIIIIIIIII
22
17
656
2833
17
11
IIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIII
IIIIIIIIIIIIIIIIIIIIIIIIIIII
IIIIIIIIII
IIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIII
IIIIIIIIIIIIIIIIIIIIIIIIIIII
IIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIII
IIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIII
IIIIIIIIIIIIIIIIII
M F
11
22
30
11
4
15
ALL
Details Not Yet Meets
Not Yet Meet /Meets
Meets
Fully Meets
Fully Meets/Exceeds
Meets/Fully Meets
Exceeds
IIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIII
IIIIIIIIIIIIIIIIII
IIIIIIIIIIIIIIIIIIIIIIIIIIII
IIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIII
IIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIII
IIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIII
IIIIIIIIIIIIIIIIII
39
1122
1767
22
11
IIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIII
IIIIIIIIIIIIIIIIII
IIIIIIIIIIIIIIIIIIIIIIIIIIII
IIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIII
IIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIII
IIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIII
IIIIIIIIIIIIIIIIII
M F
15
33
15
4
26
ALL
Note-making Not Yet Meets
Not Yet Meet /Meets
Meets
Fully Meets
Fully Meets/Exceeds
Meets/Fully Meets
Exceeds
IIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIII
IIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIII
IIIIIIIIII
IIIIIIIIIIIIIIIIIIIIIIIIIIII
IIIIIIIIIIIIIIIIII
IIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIII
IIIIIIIIIIIIIIIIII
IIIIIIIIIIIIIIIIII
IIIIIIIIIIIIIIIIII
44
11
2256
611
1711
11
IIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIII
IIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIII
IIIIIIIIII
IIIIIIIIIIIIIIIIIIIIIIIIIIII
IIIIIIIIIIIIIIIIII
IIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIII
IIIIIIIIIIIIIIIIII
IIIIIIIIIIIIIIIIII
IIIIIIIIIIIIIIIIII
M F
4
33
7
15
4
30
ALL
Inferences Not Yet Meets
Not Yet Meet /Meets
Meets
Fully Meets
Fully Meets/Exceeds
Meets/Fully Meets
Exceeds
IIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIII
IIIIIIIIIIIIIIIIIIIIIIIIIIII
IIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIII
IIIIIIIIIIIIIIIIII
IIIIIIIIII
IIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIII
IIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIII
IIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIII
IIIIIIIIIIIIIIIIII
2222
17
3322
1144
6
11
IIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIII
IIIIIIIIIIIIIIIIIIIIIIIIIIII
IIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIII
IIIIIIIIIIIIIIIIII
IIIIIIIIII
IIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIII
IIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIII
IIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIII
IIIIIIIIIIIIIIIIII
M F
11
30
22
4
4
22
ALL
11/6/2007 Robert Alexander McMath Secondary
Female9Male18Student Total = 27
1. Look over the data 2. What do you no6ce? 3. What are the
strengths of this class?
4. What areas can be worked on as a class?
What are some instruc6onal goals that you could set based on what you learn from the data and also taking
into considera6on the aims of the content area?
Instruc6onal Goals
• Social Studies content – Development and decline of civilisa6ons – How geography influences civilisa6on – World religions
• Thinking Strategies – Note‐making
• Dis6nguishing Main Idea and Detail – Visualisa6on
• Note‐making
• Paragraph wri6ng
September‐October Visualisa6on with Novels
1. Teacher reads a shared text aloud, models strategy of recording images that come to mind as she reads
2. Teacher con6nues to read aloud the shared text, students read novels in groups and record the images they see as they read in their journals
3. Teacher provides feedback on images (do they iden6fy a main idea? Are they symbolic?
October‐November Visualisa6on with Myth and Non‐fic6on
1. Students read a crea6on myth from China and record images summarizing the main ideas in the margins
2. As students con6nue to learn about Chinese beliefs, they con6nue to use this strategy to make sense of abstract concepts in non‐fic6on text
Pangu and the
Creation of the World
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September – October Note‐making using fic6on
1. Students take notes on “Character” as they are reading their novels.
2. Teacher models the note‐taking on post‐its with a shared “read‐aloud” text, students prac6ce independently as they read their novels, receiving constant feedback.
3. The class also watches a movie and takes notes on character. Together, led by the teacher, the class creates a mind‐map on the character in the movie.
4. When they complete the novel, they make a mind‐map about their character using the informa6on from their post‐its.
Class‐created mind‐map on character
October‐November Note‐making using non‐fic6on
1. Class develops a generic mind‐map on aspects of civiliza6on
2. Teacher models the note‐taking using the informa6on text on the Shang dynasty and with a think‐aloud.
3. The class par6cipates in this crea6on of a mind‐map and then students create their own on the Zhou Dynasty.
Civilisa6on
Govern‐ment
People
Arts/Culture
Beliefs
Tech‐nology
Transpor‐ta6on
October‐November Note‐taking using non‐fic6on
Read pages 80 and 82 and take notes on the mind-map below:
What did the Zhou say about the Shang?_______________________________________
Zhou Dynasty
_______________
Govern-
ment
People
Beliefs
Arts/
Culture
Upper Class
Lower Class
Read pages 77-80 and take notes on the mind-map below:
Shang
Dynasty
_______________
Govern-
ment
People
Beliefs
Arts/
Culture
Upper Class
Lower Class
How were the Shang Kings
defeated?__________________________________________________________________
__
• Turn to a person beside and discuss what you see as important and/or interes6ng in this process?
Test!!!
Datoo – Hum 8 China Test
Part C: Comparing Dynasties
15. Fill out the table below on the Shang and Zhou Dynasties:
SHANG ZHOU
Government (2 marks)(write at least 2 points per
column)
People (2 marks)(write at least 2 points per
column)
Arts/Culture/Technology
(4 marks)(write at least 2 points per
column)
16. Transfer the above information into the VENN diagram below (3 marks)
Shang Zhou
Both
November‐December Note‐taking using non‐fic6on
1. Class con6nues to take notes on Chinese dynas6es using the aspects of civilisa6on – focusing on how each one develops from the other
2. Teacher models the note‐taking using a table format by transferring informa6on from the Shang and Zhou and then adding in the informa6on on Government and Beliefs, then the class con6nues to take notes on each following dynasty on the remaining aspects of civilisa6on
ZHOU DYNASTY Shang Zhou Qin Han Sui
Religion
Shang-ti Many gods
Ancestor Worship
Tien Many gods Ancestor Worship
Mandate of Heaven Taoism
Confucianism Legalism
Govern-ment
Feudal land
divided into
regions and ruled by nobles
Feudal land divided into regions and ruled by
nobles
QIN DYNASTY Shang Zhou Qin Han Sui
Religion
Shang-ti Many gods
Ancestor Worship
Tien Many gods Ancestor Worship
Mandate of Heaven Taoism
Confucianism Legalism
Tien Many gods
Ancestor Worship Mandate of
Heaven Taoism
Confucianism Legalism
Govern-ment
Feudal land
divided into
regions and ruled by nobles
Feudal land divided into regions and ruled by
nobles
land divided in to regions and ruled
by officials appointed by
emperor
Legalism
HAN DYNASTY Shang Zhou Qin Han Sui
Religion
Shang‐6 Many gods Ancestor Worship
Tien Many gods Ancestor Worship Mandate of Heaven Taoism Confucianism Legalism
Tien Many gods Ancestor Worship Mandate of Heaven Taoism Confucianism Legalism
Tien Many gods Ancestor Worship Mandate of Heaven Taoism Confucianism Legalism Buddhism
Govern‐ment
Feudal land divided into regions and ruled by nobles
Feudal land divided into regions and ruled by nobles
land divided in to regions and ruled by officials appointed by emperor
Legalism
become an official based on “MERIT” by wri6ng exams
SUI DYNASTY Shang Zhou Qin Han Sui
Religion
Shang‐6 Many gods Ancestor Worship
Tien Many gods Ancestor Worship Mandate of Heaven Taoism Confucianism Legalism
Tien Many gods Ancestor Worship Mandate of Heaven Taoism Confucianism Legalism
Tien Many gods Ancestor Worship Mandate of Heaven Taoism Confucianism Legalism Buddhism
Tien Many gods Ancestor Worship Mandate of Heaven Taoism Confucianism Legalism Buddhism
Govern‐ment
Feudal land divided into regions and ruled by nobles
Feudal land divided into regions and ruled by nobles
land divided in to regions and ruled by officials appointed by emperor
Legalism
become an official based on “MERIT” by wri6ng exams
con6nued exam system of Han
November‐December Note‐taking using non‐fic6on
1. Class con6nues to take notes on Chinese dynas6es using the aspects of civilisa6on – focusing on how each one develops from the other
2. Teacher models the note‐taking using a table format by transferring informa6on from the Shang and Zhou and then adding in the informa6on on Government and beliefs, then the class con6nues to take notes on each following dynasty on the remaining aspects of civilisa6on
3. This process is repeated for following unit in January‐February.
4. By March, students are quite proficient at note‐making (using images, mind‐maps, tables, etc.) and are beginning to show evidence of deep inference and synthesis as they note‐make. They are selec6ng their own categories and using mul6ple texts.
Paragraph wri6ng
1. Teacher models paragraph wri6ng using content (Chinese beliefs)
2. Students prac6ce with a second paragraph 3. Students receive feedback from teacher and
peers and set a goal for the next paragraph – using specific criteria
Paragraph sample
Consider the paragraph in your package. With reference to the criteria on the rubric, provide the following feedback to the student:
1. What is working (what he/she did well) 2. What is not working (what needs to be improved) and how
it can be improved
Paragraph wri6ng
1. Teacher models paragraph wri6ng using content (Chinese beliefs)
2. Students prac6ce with a second paragraph 3. Students receive feedback from teacher and peers
and set a goal for the next paragraph 4. Students con6nue to write incorpora6ng feedback
and goals, receive more feedback and set new goals 5. Students are summa6vely assessed on one final
paragraph 6. Students have to do one paragraph on demand on the
China test
Test!!!
Datoo – Hum 8 China Test
Part E: Paragraph Writing (5 marks)
Choose ONE of the topics below and write a PARAGRAPH on it. Make sure you have a
topic sentence, at least three points and a concluding sentence.
Explain in detail ONE of the beliefs from the Shang and Zhou Dynasties (Mandate of
Heaven, Ancestor Worship or Confucianism).
What did you think was the most interesting thing that we learned about in this unit so far?
Explain what it is and why it is interesting.
Kris6 Johnson & Tracey Snipstead Heritage Park Secondary, Mission
Gr. 8 ‐ Middle Ages
5‐7 classes of co‐teaching
Day 1‐ teacher
• Give students ‘I statements’ for library and content targets
• Give students research ques6on
Day 2 ‐ teacher
• Same big ques6on (goal) • Choose learning targets for the day • Access prior knowledge (facts remembered) • Individually ask 3 ques6ons and take notes • Reflect on accomplishments • Meet as a class to check off learning targets
that have been accomplished
Day 3 ‐ teacher
• Same process as day 2
• Conference with students, highligh6ng in colour, areas of targets that students needs to work on
• Use different colour highlighter each day
Teacher Reflec6ons Students more focused in the library
Students more able to take effec6ve notes
Students crea6ng best projects ever!
Tweaking an exis6ng structure with very posi6ve learning results Next challenge: move from criteria to rubrics
Resources • Learning in Safe Schools – Brownlie & King • Student Diversity, 2nd ed – Brownlie, Feniak, Schnellert Stenhouse/Pembroke • Assesssment and Instruc6on of ESL Learners – Brownlie, Feniak, McCarthy • Grand Conversa6on, Thoughwul Responses – a unique approach to
literature circles – Brownlie • It’s All about Thinking – Humani6es & English Language Arts – Brownlie,
Schnellert (in press, fall, 2009) Portage and Main Press • Reading and Responding – grades 4,5,&6 – Brownlie, Jeroski Nelson Canada • Adolescent Literacy – Field Tested – Parris, Fisher, Headley, ed. “Finding out what we need to know” – Brownlie IRA