Revised CurriculumRevised Curriculum

Year 5Year 5

Assessment for LearningAssessment for Learning

• What did you try?What did you try?

• How did it go?How did it go?

• How did your pupils How did your pupils

respond?respond?

Links from Day 2Links from Day 2Thinking Skills and Personal CapabilitiesThinking Skills and Personal Capabilities

Learning IntentionsLearning Intentions

You will:You will:

* have a sense of ‘Why AfL?’

* have a knowledge of the typical

range of AfL classroom strategies

* experience each of the AfL areas

AfL . . . why?

Links . . .

Experience the range

What’s next?

Networking . . .

It’s based on a constructivist approach to learning . . .

We have to help children to construct their own learning. . .

We can’t learn it for them!

. . . to Personal Development / Mutual Understanding

. . . and Thinking Skills / Personal Capabilities

Sharing Learning Intentions

Feedback for improvement

Questioning to deepen learning

Scaffolding children’s reflection about their learning

Time for you to consider next steps in developing your own practiceProviding contact details to enable and encourage you to link up with ‘cohort colleagues’ for mutual support

Key content for todayKey content for today

RationaleRationaleAssessment for learning is based on a Constructivist view of learning.

Children have to construct their own Children have to construct their own learning . . . we can’t do it for learning . . . we can’t do it for

them.them.

Children successfully managing their own learning:

THE COMPONENTSTHE COMPONENTS

supported by

Positive attitudes to learning

structuresstructures skillsskills informationinformation

Intelligence ‘Mindsets’Intelligence ‘Mindsets’

““IntelligenIntelligence is ce is

fixed”fixed”

““IntelligenIntelligence can ce can grow”grow”

(After Carol Dweck)

(After Carol Dweck)

Intelligence ‘Mindsets’Intelligence ‘Mindsets’

““Effort Effort leads to leads to success”success”

““Ability Ability leads to leads to success”success”

(After Carol Dweck)

Intelligence ‘Mindsets’Intelligence ‘Mindsets’““When the When the going gets going gets

tough … I get tough … I get smarter”smarter”

““When the When the going gets going gets

tough … I get tough … I get found out”found out”

(After Carol Dweck)

Intelligence ‘MindsetsIntelligence ‘Mindsets’’

“When the When the going gets going gets

tough … give tough … give up, it’s up, it’s

hopeless”hopeless”

““When the When the going gets going gets

tough … dig in tough … dig in and persist”and persist”

(After Carol Dweck)

Intelligence ‘Mindsets’Intelligence ‘Mindsets’

““I need to be I need to be viewed as viewed as

able”able”

““I only I only need to need to

believe in believe in myself”myself”

(After Carol Dweck)

Intelligence ‘Mindsets’Intelligence ‘Mindsets’

““Success Success is finding is finding

things things easy”easy”

““Success Success is making is making

the the targets”targets”

““Success Success is doing is doing better better than than

others”others”

OROR

Children’s Children’s ‘Mindsets’ about ‘Mindsets’ about

learning:learning:

Dweck Dweck

card sortingcard sorting

activityactivity

Exploring the Links in the Revised Exploring the Links in the Revised CurriculumCurriculum

Assessment for

Learning

Personal Development and Mutual

Understanding

Thinking Skills and Personal Capabilities

P5 Assessment for Learning

Learning Log

Name:

Please complete your Learning Log for the first session:

‘AfL in the Revised Curriculum’

• Children’s ‘mindsets’ regarding the nature of learning

• Links with TS & PC and PDMU

CoffeeCoffee

breakbreak

What’s involved?

Telling children what they’re about to learn and why

Scaffolding successful activity towards learning by telling them what to pay attention to ~ explicitly

Giving feedback which is focussed on improvement

Ensuring that students reflect on the ‘what’ and the ‘how’ of their learning

Using questioning strategies that extend participation and deepen learning

and how? and the tricky bits?

Formative

Feedback

Reflecting about

Learning

Questioning

Assessment Assessment forfor

LearningLearning

Sharing the

Learning

What’s involved?

Telling children what they’re about to learn and why

Scaffolding successful activity towards learning by telling them what to pay attention to ~ explicitly

Giving feedback which is focussed on improvement

Ensuring that students reflect on the ‘what’ and the ‘how’ of their learning

Using questioning strategies that extend participation and deepen learning

and how?

• Publish Learning Intentions

~ perhaps using ‘WALT’

• Agree and publish Success Criteria

~ perhaps using ‘WALT’

• Structured, comment only feedback

• Peer/Self Assessment

• Structured plenaries

• eg 2 Stage MindMaps

• Closed/ open questions• ‘No Hands Up’• Wait time• Response Partners

and the tricky bits?

P5 Assessment for Learning

Learning Log

Name: Please complete your Learning Log for the second

session:

‘Practical experience of some AfL Strategies’

• Sharing Learning Intentions and Success Criteria

• Giving feedback that is focussed on making improvements

• Questioning to enhance participation and learning

• Encouraging and scaffolding children’s reflection about their learning

LunchLunch

Reflecting about

Learning

Sharing the

Learning

Formative

Feedback

Questioning

Assessment Assessment forfor LearningLearning

1

2

3

4

What’s involved?

Telling children what they’re about to learn and why

Scaffolding successful activity towards learning by telling them what to pay attention to ~ explicitly

Giving feedback which is focussed on improvement

Ensuring that students reflect on the ‘what’ and the ‘how’ of their learning

Using questioning strategies that extend participation and deepen learning

and how?

• Publish Learning Intentions

~ perhaps using ‘WALT’

• Agree and publish Success Criteria

~ perhaps using ‘WALT’

• Structured, comment only feedback

• Peer/Self Assessment

• Structured plenaries

• eg 2 Stage MindMaps

• Closed/ open questions• ‘No Hands Up’• Wait time• Response Partners

and the tricky bits?

• Framing good LI s for learning, rather than activity

• Coming up with SC• Keeping SC succinct• Keeping them few• Ensuring range

• Keeping within the SC!!!• Breaking old habits

• It probably won’t happen unless you make it happen

• Training for objectivity

• Initially ~ no hands up!!!

• Scaffolding the wait time

• Breaking old habits

P5 Assessment for Learning

Learning Log

Name: Please complete your Learning Log for the third

session:

‘Impact of AfL in the classroom’

• Sharing Learning Intentions and Success Criteria

• Class discussion ~ Questioning and pupil responses

• Peer Assessment

• Class reflection/Plenary session

Next Steps

In the next 2-4 In the next 2-4 weeks…….weeks…….

By the end of this By the end of this school year….school year….

By the end of next By the end of next year……year……

Networking Opportunities

‘‘Phone a Phone a Friend’. . .Friend’. . .

Learning IntentionsLearning Intentions

You will:You will:

* have a sense of ‘Why AfL?’

* have a knowledge of the typical

range of AfL classroom strategies

* experience each of the AfL areas