byng small changes: increasing engagement and decreasing stress

Jacob MartensSD39 (Vancouver)

Peer to Peer

Small ChangesUsing Formative Assessment to Increase Engagement &

Reduce Stress

I came expecting…

steenjones.blogspot.ca ( 2012/09)

Give & Go

On your card complete the following stem:

Students learn best when …

Find a someone at a different table than you.

Read your cards to each other.

Swap cards.

Find someone new and read your “new” cards to each other.

Swap cards again

Hopes & Fears

Hopes

Your conversations today deepen your learning

You leave considering one small change

Fears

Your conversation has no impact on students

Inadequate time & structure is provided for your conversation

Goals

That you leave with:

A way of gauging your student’s engagement and connection

A shared definition of formative assessment

An idea for a manageable change worth making

Change

Intellectual Engagement

What Did You Do In School Today (2009)

Mental Health

mentally well vs. mentally unwell vs. mentally ill

“…a lot of anxiety is caused by unchecked stress and pressures: the pressure to be smart, to be in a girl-boy relationship, to look good, to be skinny – especially for girls, to get good marks, and so on.”

Carol Todd

Change Cautions

“After all is said and done, more is said than done”

Aesop

"Plus ça change, plus c'est la même chose”

Jean-Baptiste Alphonse Karr

Managing Change

“If you are going to start doing something new, you need to stop doing something old.”

Faye Brownlie

“Change should be good for students, and manageable for teachers.”

Damien Cooper

the view from a student’s desk

The analogy that might make the student’s view more comprehensible to adults is to imagine oneself on a ship sailing across an unknown sea, to an unknown destination. An adult would be desperate to know where he is going. But a child only knows he is going to school… The chart is neither available nor understandable to him… Very quickly, the daily life on board ship becomes all important… The daily chores, the demands, the inspections, become the reality, not the voyage, nor the destination. Mary Alice White (1971)

Reading #1: The Key Questions

Silently read “The Key Questions” (pink sheet)

Find a partner and share one thing that resonated with you.

The Key Questions

Can you name two adults in this school who believe you will be a success in life?

What are you learning?Where are you going with your learning?

How is it (your learning) going? Where to next?

Reading #2: Using the Key Questions

Read both sides of “Using the Key Questions” (yellow sheet)

In your group, discuss how you expect your students would reply to these questions.

At Byng

QuestionsChallengesWhat’s Working

Break & Reading #3

Excerpt from Embedded Formative Assessment Ch. 2Assessment: The Bridge Between Teaching & Learning p.46-50

During the break:

Read the first page

Find a partner & share one thing that resonated with you.

Need a framework

© 2011 by Halbert & Kaser

Backward Design

Text

© 2011 by Wiggins & McTighe

Desired Results

© 2011 by Mark Sample

Learning Intentions Examples

Link to Prezi with Key Points & Examples

http://prezi.com/ulctpyxz2-sc/

Feedback

“The most powerful single influence enhancing achievement is feedback” – Dylan Wiliam

Quality feedback is needed, not just more feedback

Students with a Growth Mindset welcome feedback and are more likely to use it to improve their performance

Oral feedback is much more effective than written

The most powerful feedback is provided from the student to the teacher.

from Faye Brownlie

Formative Assessment

Defined by Function not Form

Formative Assessment

from Embedded Formative Assessment (2011)

using “evidence” to make informed “decisions”

using “evidence” to make informed “decisions”

using “evidence” to make informed “decisions”

using “evidence” to make informed “decisions”

using “evidence” to make informed “decisions”

using “evidence” to make informed “decisions”

using “evidence” to make informed “decisions”

© repairtrust.com

Formative Assessment

using “evidence” to make informed “decisions”

“An assessment functions formatively to the extent that evidence about student achievement is elicited, interpreted, and used by teachers, learners, or their peers to make decisions about the next steps in instruction that are likely to be better, or better founded, than the decisions they would have made in the absence of that evidence.”

Wiliam (2011)

Goals

That you leave with:

A way of gauging your student’s engagement and connection

A shared definition of formative assessment.

An idea for a manageable change worth making

Thank You

I would appreciate your feedback on this morning’s session.

Please complete the feedback form before you go.

Thank you