english language symposium
TRANSCRIPT
ENGLISH LANGUAGE SYMPOSIUM 2
01
3
Incorporating Assessment for Learning (AfL)
in Reading and Viewing
A PLC journey from 2012
ELAINE NATALIE SAMBOO MAGDALENE GOH-JOSEPH
Chung Cheng High School (Yishun)
MT Partner: A. Jeyalaxmy
Presentation Outline
O Background to the project
O Approach
O Implementation
O Outcomes
O Reflections
O Moving forward
Background O Personnel in EL Department attended ELIS’s
Assessment Literacy course in 2011 O Engaged in post-course professional
conversations on how to use formative assessment practices to support teaching reading and viewing skills
O Formed a PLC team to explore how to teach
language for impact
Background
O Discussions focused on how to:
• support Sec 2 Exp students in making meaning of texts read, especially nuances of the English language
• deepen students’ understanding of literary devices used in texts by scaffolding learning
• use AfL strategies to monitor and improve students’ learning
O Reviewed relevant literature
Approach O Planned a series of lessons as part of a comprehension package to support teachers in teaching language achieves impact-type of questions.
O Crafting and implementation of lessons using a scaffolded approach to instruction, incorporating AfL strategies.
Approach GRADUAL RELEASE OF RESPONSIBILITY MODEL (Routman,
R., 2003)
O Step 1: Modelling
O Step 2: Guided Practice
O Step 3: Independent Practice
Approach
Use of Thinking Routines e.g. “WHAT MAKES
YOU SAY THAT?”
O describe and elaborate on what you see or know
O think aloud and reflect on answers
O share interpretations, alternatives and multiple perspectives through evidence-based reasoning
5 Strategies of
Implementing AfL : O Clarify and share learning intentions and criteria
for success.
O Engineer effective classroom discussions,
questions and learning tasks.
O Provide feedback that moves learners forward.
O Activate students as the owners of their own
learning.
O Activate students as instructional resources for
one another. (Black ,P. & William, D., 1998)
AfL Strategies
O Fingers Up
O Exit cards for student reflections
O Questioning
O Feedback to feed-forward to tweak lessons and
enhance student learning
Implementation
O Conducted a Pre-Test
O ELIS Master Teacher, Ms Jeya observed lessons
O Ensuring depth of coverage:
1. Awareness building/look at elements of language
2. Defining purpose and impact/application
3. Consolidation of skills using short texts
4. Feedback & teacher & peer observations
5. Lesson refinement
Examples of Teaching Resources
Guided Worksheets
OUTCOMES
Pre and Post Test
0
1
2
3
4
5
6
7
8
2D 2E 2F 2G 2H
Pre Test MSG
Post Test MSG
3 things I have learnt today
and yesterday.
1)How to find clues in the text 2)Definitions of similes & metaphors 3)Understanding why similes & metaphors are used in some texts
2 things I am not
sure about:
1 question you have about the lesson.
1) Do metaphors and similes produce the same effect?
1) How to explain the use of similes and metaphors as I might not understand the text or be able to identify the similes or metaphors.
2) How to find clues from the passage to explain the meaning of similes and metaphors.
Students’ Reflections
Teachers’ Reflections Lesson preparation and review
O Developing lesson plans and worksheets - time consuming and challenging. Required constant reviewing to meet students’ needs
O Identifying suitable resources
Teachers’ Reflections
Lesson Implementation:
O Achieving a balance between teacher-dominated instruction and student-centred learning.
O Making teachers’ thinking visible as to how answers were derived.
O Group work and active discussions provided opportunities to monitor students’ learning .
Teachers’ Reflections
Benefits of Collaboration
O Pooling of creative and effective teaching ideas as well as sharing best practices with one another ensured that iron sharpened iron.
TEACHERS’ REFLECTIONS
Impact on Teachers’ Professional Development:
O ELIS’s Assessment Literacy course honed our understanding of assessment principles and purposes.
O Clarity in crafting tasks that enabled teachers to monitor students’ mastery of comprehension skills.
AFIs
AFIs:
O Variations in marking standards.
O Inadequate time to close gaps in understanding.
SOLUTIONS:
O Section or question-based marking for greater standardisation of marking.
O Teachers to revisit the skills taught and provide other opportunities to use them.
AFIs:
O Suitability of types of texts
Solutions:
O Readability test could be conducted to ensure that passages are apt for Sec 2 students.
O A pupil checklist to further validate the choice of a text.
AFIs
Moving Forward
O Increase opportunities for peer assessment
O Review of teaching resources
O Include other literary devices
O Video-recording would serve dual purposes- for teachers & students as part of feedback
References O Black, P., et.al., (2003). Assessment for Learning:
putting it into practice. Maidenhead: Open University Press.
O Black ,P., & William, D. (1998). Inside the black box: Raising standards through classroom assessment. Phi Delta Kappan, 80(2), 139-147.
O Harvard Project Zero (n.d.). Visible Thinking. Retrieved January 12, 2013 from, http://www.oldpz.gse.harvard.edu/vt/VisibleThinking_html_files/03_ThinkingRoutines/03a_ThinkingRoutines.html
O Routman, R., (2003). Reading Essentials. Portsmouth, NH: Heinemann.