Download - 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