Formative Assessment and Quality Teaching in Inclusive Classrooms and

Schools: A Community of Professionals

Coquitlam Jan. 22, 2010

Presented by Faye Brownlie

Learning  Inten+ons  

•     I  can  apply  Universal  Design  for  Learning  and  Backwards  Design  -­‐  current  theories  of  teaching  and  learning  –  in  my  classroom.  

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

•  I  understand  the  purpose  of,  and  can  design,  a  performance  based  assessment  for  my  class/subject.  

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

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  

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"

Who are your students?

Standard Reading Assessment  

•  Choose a common piece of text. •  Build background for the reading. •  Have students respond to common prompts. •  Have students read a short section aloud and answer several

interview questions. •  Code, individually, using the Reading Performance Standards •  Make a class plan, using the Worksheets

•  No plan, no point! •  Described in Student Diversity and in It’s All about Thinking

•  Connec+ons:    How  does  what  you  read  connect  with  what  you  already  knew?  

•  Summarizing:    Choose  a  way  to  show  the  main  ideas  and  details  in  what  you  read.  

•  Inferencing:    Read  between  the  lines  to  find  something  that  you  believe  to  be  true,  but  that  isn’t  actually  said.    Explain  your  reasoning.  

•  Vocabulary:    Here  are  3  challenging  words  from  the  text.    Explain  what  you  think  they  mean.  

•  Reflec+ng:    Was  this  easy  or  hard  to  understand?    How  did  you  help  your  self  understand?        (Student  Diversity,  p.23)  

Bill’s  Year  at  a  Glance-­‐Sept.  

Bill’s  Year  at  a  Glance-­‐Oct.  

Classroom Examples

Gr.  8  Science  “The  Diges@ve  System”  Paul  Paling,  Prince  Rupert  

Learning  Inten+on:  Demonstrate  where  in  the  body  

diges@on  occurs  and  what  happens  to  the  food  

Connec@ng/processing  Strategy:    What’s  In,  

What’s  Out?      (Reading  44,  adapted  by  PPaling)  

•  stomach      squeezing  •  abdomen      hungry  

•  saliva          ulcer  

•  bolus          tongue  

•  gastric  juices    mucus  

•  pepsin          carbohydrates  

•  muscles        mechanical  

Exit  Slips  

•  Day  1    Choose  1  part  of  the  diges@ve  system  and  describe  what  happens  to  food  there.  

•  Day  2    Write  the  2  most  important  things  learned  today.  

•  Day  4    3-­‐2-­‐1  for  diges@on.  

Word  Wall  •  What’s  in,  what’s  out  •  Sort  and  predict  •  Make  connec@ons  among  words  •  Point  out  vocabulary/phrases  as  you  work  •  Iden@fy  areas  of  confusion/strength  •  Mind  map  with  select  words  •  Keep  the  target  language  clear  and  visible  •  EdHelper.com  –  makes  flash  cards  

Response Journals

  double-entry journals

  initially, written in class, together   develop criteria for powerful responses

Left Side Right Side Notes Early Stages: 1 Title of the Book One sentence I can read from the book. 2 Title of the Book (After reading a pattern book)

A sentence of my own following the pattern of the text.

3 Title of the Book My Opinion (e.g. The part I like best is ...

My favourite character is …)

Writing is very limited in the early stages.

End of Grade 1/Beginning of Grade 2: 4 Summary (What Happened?) My Thinking About What Happened Initially, expect a lot more

writing on the left side than on the right at this stage.

Later: 5 Two Events My Thinking About These Events Gradually expect the length

of the writing to become more balanced on each side.

6 A Quotation from the Text My Interpretation/Thinking of the Meaning of this Quotation

By Intermediate, expect 1 – 2 sentences about an event and a paragraph of personal response.

questioning

Direct,  explicit  comprehension  instruc@on  •  Secret  of  the  Dance  -­‐    •  Andrea  Spalding  and  Alfred  Scow,  Illustra@ons  -­‐  Darlene  Gait  

•  Orca  Publishing,  2006  •  #9  781551  433967