coquitlam sept 09

Formative Assessment and Quality Teaching in Inclusive Classrooms and

Schools: A Community of Professionals

Coquitlam Sept. 25, 2009

Presented by Faye Brownlie

Learning  Inten+ons  

•     I  can  explain  current  theories  of  teaching  and  learning.  

•  I  can  understand  and  can  explain  to  others  the  concepts  of  Assessment  for  Learning  (AFL)  

•     I  can  iden<fy  and  give  specific  examples  of  the  six  big  AFL  strategies  

•  I  have  a  plan  to  implement  a  strategy  which  is  new  to  me.    

•  I  can  determine  a  next  step  

Frameworks

It’s All about Thinking – Brownlie & Schnellert, 2009

Universal Design for Learning

Mul<ple  means:  -­‐to  tap  into  background  knowledge,  to  ac<vate  prior  knowledge,  to  increase  engagement  and  mo<va<on  

-­‐to  acquire  the  informa<on  and  knowledge  to  process  new  ideas  and  informa<on  

-­‐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  

Approaches •  Assessment  for  learning  •  Open-­‐ended  strategies  •  Gradual  release  of  responsibility  •  Coopera<ve  learning  •  Literature  circles  and  informa<on  circles  •  Inquiry  

It’s All about Thinking – Brownlie & Schnellert, 2009

Assessment  OF  Learning  

Purpose:  repor<ng  out,  summa<ve        assessment,  measuring  learning  

Audience:  parents  and  public  

Timing:    end  

Form:    leTer  grades,  rank  order,        percentage  scores  

Assessment  FOR  Learning  

Purpose:  guide  instruc<on,  improve        learning  

Audience:  teacher  and  student  

Timing:    at  the  beginning,  day  by        day,  minute  by  minute  

Form:    descrip<ve  feedback  

The  Six  Big  AFL  Strategies  

1.     Inten<ons  

2.     Criteria  

3.     Descrip<ve  feedback  

4.     Ques<ons  

5.     Self  and  peer  assessment  

6.     Ownership  

Teach Content to All  

 Learning in Safe Schools - Brownlie, King"

Open-ended strategies:

connect process

personalize/transform (Brownlie, Feniak & Schnellert, 2006; Buehl, 2001; Cook, 2005; Gear, 2006; Harvey & Goudvis, 2007;Kame'enui & Carnine, 2002; )

Model Guided practice Independent practice Independent application  

Pearson  &  Gallagher  (1983)  

Lori Zawada & Faye Brownlie Grade 2/3

Tait Elementary Richmond

Learning Intentions Questioning Descriptive Feedback Ownership

Learning  Inten<on:  

•  I  can  examine  a  picture  and  infer  what  is  happening  

•  I  can  provide  ‘because’  reasoning  (evidence)  for  my  inference  

•  Peter’s  Poofect  Pet  -­‐  Tina  Powell  

•  www.bigfatpen.com  

John Cunnian Chemistry 11

Penticton

Criteria Self & peer assessment

•  1st  lab  -­‐  teacher  discusses  marking  guide  •  Students  write  up  their  1st  lab  •  Exchange  labs  with  partners  and  peer  assess  •  Rewrite  with  assessment  feedback  

Bruce Gowe Physics 12

Penticton

Descriptive Feedback Questioning Peer & self assessment Ownership

•  Students  use  Renaissance  Responders  •  Begin  class  with  a  MC  ques<on,  all  respond  

•  Teachers  shares  %  of  each  a/b/c/d  •  Students  must  discuss  -­‐  as  a  class  -­‐  and  reach  consensus  on  correct  response  

•  In  compe<<on  with  the  other  Physics  12  block  

Joni Cunningham Grade 2

Spul’u-kwuks Richmond

Writing portfolio Monthly samples Performance Standards Growth over time

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.

•  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  led,  then  the  map  said  to  turn  right.    “Oh,  no!”      The  sign  said,  “Road  closed”.          “Help,”  I  thought.    “What  am  I  going  to  do?”  

Notices…criteria

•  Mystery

•  Opening

•  Detailed

•  Sounds like you (Voice)

Instruc+onal  Considera+ons  

Try  to…  -­‐have  the  students  use  the  vocabulary  NOT  just  the  teacher!  

45  seconds  Brainstorm  the  words  you  know  about  mo<on.  

Stand  if  you  have  more  than  10.  

Share  with  partner  –  get  a  few  more  words.  

Move  and  share  with  someone  NOT  at  your  table  –  get  a  few  more  words.  

Add  a  scenario,  an  image,  …  

Grade  10  Science  –  intro  to  physics:    mo<on  

direc<on  displacement  distance  magnitude  posi<on  scalars  speed  <me  vectors  velocity  

Categorize  the  above  words  into  2  groups.  2  of  these  words  are  headings  1  of  these  words  is  common  to  both  categories