going deeper with afl - vancouver, oct.2010
TRANSCRIPT
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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.
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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
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Bill’s Year at a Glance-‐Sept.
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Bill’s Year at a Glance-‐Oct.
Assessment for Learning
• Learning intenIons • Criteria • DescripIve feedback • QuesIoning • Peer and self assessment
• Ownership
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Embedding AFL
Frameworks
It’s All about Thinking – Brownlie & Schnellert, 2009
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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
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Model Guided practice Independent practice Independent application
Pearson & Gallagher (1983)
Teaching Content to All
Open-‐ended teaching
adapted
modified
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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
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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.
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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?
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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
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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
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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?
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Goal: Learning IntenIons, self assessment Kate Giffin, gr. 4/5
Learning Inten+on
Quiz Mastery Prac+ce on my own
Assistance please!
Where I get stuck…
I can create equivalent fracIons.
I can reduce a fracIon to its lowest terms.
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• 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.
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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
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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?
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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?
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• How is this effecIve teaching?
• How is this assessment for learning?
• How could I adapt this to use with my students, in my context?
Gr. 3 Writing: Model – a small moment Establish criteria Kids write Descriptive feedback on
criteria Pearson & Gallagher (1983)
Learning Intention: I can write and describe a small event from my morning.
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• 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?”
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Notices…criteria
• Mystery
• Opening
• Detailed
• Sounds like you (Voice)
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• 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?
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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