“let our students be the real actors of learning ... - educa · “let our students be the real...

Workshop for EDUCA 2015

“Let our students be the real actors of learning”– A SRL model of classroom practice integrating

Assessment with L&T

Dr. Ho Sai Mun, Stanley

14-10-2015EDUCA 2015

Objectives

This workshop aims to help participants:

1. reflect on their daily practice of assessment and teaching in

the classroom

2. explore the theory and practice of self-regulated learning

and its relationship with assessment

3. experience directly the learning process and atmosphere of

a self-regulated learning classroom

EDUCA 2015

Proposition

For school reform to be successful with lasting impact,

we need fundamental changes in:

1. lesson organization and classroom culture

2. teaching and assessment practices

3. student learning

Only when students become the real “lead actors” but not the

“supporting actors” in the process of learning, with proper

support and guidance of teachers in the classroom, can our

dream of school reform with lasting impact come true.

EDUCA 2015

Organization

The workshop is organized around 6 basic questions. Participants

are requested to take part actively in 4 types of activities:

• Individual pre-lesson study

• Group discussion and presentation

• Inter-group exchanges and comment

• Feedback and elaboration by facilitatorEDUCA 2015

Question # 1

What is your expectation of this workshop and do you foresee

any challenges and difficulties?

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Warm up Activity (10 min)

• Introduce each other in your group

(name, school, duties)

• Discuss Question 1 with your group members

• Design a name for your group which tells something about the

expectation and challenges of your groupEDUCA 2015

Group presentation (10 min)

• Write down the key points on the whiteboard

• Present the views of your group to the whole class

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Feedback and Elaboration (5 min)

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Divergent expectations

1. Knowledge

2. Skills

3. Experience

4. Attitude

5. Values

6. Vision

1 → 6 Deeper understanding?

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Difficulties and Challenges

1. Theoretical understanding

2. Cultural differences

3. System constraints

4. School background

5. Personal comfort zone

6. Professional belief and identity

1 → 6 Inner reflection?

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What is your understanding of the relationships among curriculum,

teaching, learning and assessment?

Question # 2

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Group Work (10 min)

• Draw a mental map to represent the relationships among

curriculum, teaching, learning and assessment

• Show your map to the whole class by putting it up on the

whiteboard

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Group 1, 3, 5 presentations (5 min)

• Describe the key components of your mental map and

explain how they are related to each other

• Illustrate the relationships by a daily life example in your

classroom

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Group 2, 4, 6 responses (5 min)

• Compare the mental maps of different groups with yours

• Explain which one your group think is the best representation

EDUCA 2015


EDUCA 2015

Direct instruction (linear& discrete) model(Ho, 2015 forthcoming)

Mainly Assessment of learning (Aol)

Curriculum

Teaching

Learning

Assessment(evaluative feedback)

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Mastery learning (cyclic & partially integrated) model (Ho, 2015 forthcoming)

Primarily Assessment of learning (Aol) but approaching Assessment for

learning (Afl)

Assessment(evaluative feedback)

Curriculum + Teaching(general/ enrichment/ remedial)

Learning

EDUCA 2015

Self-regulated learning (Cyclic & fully integrated) model (Ho, 2015 forthcoming)

Primarily Assessment as learning (Aal) and Assessment for learning (Afl) with some Assessment of learning (Aol)

Learning + Curriculum (embedded in pre-lesson worksheet / online video clips) +

Assessment (on-line or off-line summative & formative feedback)

Teaching+ Curriculum (revised after assessment of pre-lesson worksheet) +Learning +

Assessment (external & internal formative feedback)

Learning +

Curriculum (supplementary & revision materials) +Assessment (external & internal formative & summative feedback)

Before lesson:

During lesson:

After lesson:

EDUCA 2015

Key learning points

• Curriculum and teaching usually go together – curriculum is

teacher-dependent rather than teacher-proof

• Curriculum can go together with learning before teaching –

curriculum set by the teacher can be learnt preliminarily by

students before the teacher teaches in the lesson

• Assessment can be after-learning or while-learning

• Learning can be while-assessment or through-assessmentEDUCA 2015

– Assessment of learning

(Earl & Katz, 2006; Mok, 2010)

• to help teachers confirm what students know and can do

• to find out whether they have achieved the curriculum

outcomes

• to show how the students are placed in relation to others

• to identify student level of achievement against an external

standard

Assessment after Learning

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– Assessment for learning

(Earl & Katz, 2006; Mok, 2010; Clark, 2012)

• to give teachers information to monitor the progress of

students toward a desired goal

• to identity the gap between student current performance and

the intended outcome

• to modify and differentiate teaching and learning activities

• to close the gap

Assessment while Learning

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– Assessment as learning

(Earl & Katz, 2006; Mok, 2010; Clark, 2012)

• to help students set learning goals and share learning intentions

and success criteria

• to facilitate student self and peer evaluation through individual

and collaborative reflection on evidence of learning

• to develop student metacognition and self-regulation

• to enable students to co-construct learning and assessment tools

Learning through Assessment

EDUCA 2015

What can teachers do about the arrangement regarding the

connection among curriculum, assessment and teaching to

help students learn better?

Question # 3

EDUCA 2015

Case Study (10 min)

• Exchange examples with your group members of how you

help your students learn better by making changes to the

arrangement regarding the connection among curriculum,

assessment and teaching in the classroom

• Analyze the critical success factors and write the keywords on

the whiteboardEDUCA 2015


• Describe a successful or an unsuccessful case in your group

• Explain the reasons for its success or failure

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• Point out if 1 to 2 key factors are missing in the presentation

of other groups

• Explain why such factors are important for improving student

learning

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Three different paths to improve student learning

Continuous and summative assessments Adaptation of curriculum and teaching for future lessons Improvement in future learning

Path 1: Assessment of learning

Path 2: Assessment for learning

Path 3: Assessment as learning

Formative assessment in the classroom Adaptation of curriculum and teaching during the lesson Improvement in classroom learning

Peer and self-assessment in the classroom Adaptation of learning during the lesson Improvement in classroom learning

EDUCA 2015

Teachers’ roles in Assessment of learning (Earl & Katz, 2006)

• provide a rationale for undertaking a particular assessment of

learning at a particular point in time

• provide clear descriptions of the intended learning

• provide processes that make it possible for students to

demonstrate their competence and skill

• provide a range of alternative mechanisms for assessing the

same outcomes

EDUCA 2015

• provide public and defensible reference points for making

judgments

• provide transparent approaches to interpretation

• provide descriptions of the assessment process

• provide strategies for recourse in the event of disagreement

about the decisions EDUCA 2015

Teachers’ roles in Assessment for learning (Earl & Katz, 2006)

• aligning instruction with the targeted outcomes

• identifying particular learning needs of students or groups

• selecting and adapting materials and resources

• creating differentiated teaching strategies and learning

opportunities for helping individual students move forward in

their learning

• providing immediate feedback and direction to students

EDUCA 2015

Teachers’ roles in Assessment as learning(Earl & Katz, 2006)

• model and teach the skills of self-assessment

• guide students in setting goals, and monitoring the progress

toward them

• provide exemplars and models of good practice and quality

work that reflect curriculum outcomes

• work with students to develop clear criteria of good practiceEDUCA 2015

• guide students in developing internal feedback or self-

monitoring mechanisms to validate and question their own

thinking, and to become comfortable with the ambiguity and

uncertainty that is inevitable in learning anything new

• provide regular and challenging opportunities to practice, so

that student can become confident, competent self-assessors

• monitor students’ meta-cognitive processes as well as their

learning, and provide descriptive feedback

• create an environment where it is safe for students to take

chances and where support is readily available

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How do we tell whether our students are self-regulated learners?

Question # 4

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Case Study (10 min)

• Find relevant information in the pre-reading

• Extract, organize and write down the key points on the

whiteboard

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• List the characteristics of a self-regulated learner and explain

their importance

• Describe how teacher can discern whether a student has

these characteristics

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• Correct any misconceptions in the presentation of other

groups

• Add key points of your group or supplement the answers

of other groups

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SRL characteristics and strategies (Clark, 2012)

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The 3‘A’ of SRL (Zimmerman, 2001)

1. Goal Attaining

2. Active

3. Adaptive

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A self-regulated learner is able to exercise (Ho, 2014):

1. Motivational/affective regulation:

Students show a set of motivational beliefs and adaptive

emotional responses and adjust them to specific learning

contexts and tasks.

2. Behavioral/contextual regulation:

Students control and regulate personal and interpersonal

engagement, academic tasks, modify their learning

environments and seeking help from teachers and

classmates.

EDUCA 2015

3. Cognitive regulation:

Students use a series of cognitive strategies to attend to,

retrieve, elaborate, organize and process critically

information in completing specific learning tasks.

4. Meta-cognitive regulation:

Students plan, control and direct their mental processes,

reflect, evaluate and adjust their learning strategies towards

the achievement of personal and collective goals.

EDUCA 2015

A self-regulated learner is one who is (Ho, 2015):

• otivated (affectively goal-attaining)

• ngaged (behaviorally active)

• earning to (cognitively adaptive)

learn

• eflective (metacognitively adaptive)

M

E

L

R

SRL

EDUCA 2015

Question # 5

How do we integrate assessment with learning and teaching in a

self-regulated learning classroom?

EDUCA 2015

Group Work (10 min)

• Based on the preceding discussion and your understanding of

the pre-reading, suggest how classroom assessment can be

integrated with L&T in a SRL classroom

• Organize and represent the views of your group in the form of

a diagram or tableEDUCA 2015


• Explain your diagram or table

• Explain the process and the logic of thinking which guide you

to find the answer to the question

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• Comment on the representation method of other groups

• Point out if there are any ambiguities, misunderstanding or logical

fallacies in the presentation of other groups

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SRL while & through formative assessment (William& Thompson, 2008)

Where the learner

is goingWhere the learner

is right nowHow to get there

Teacher

Peer

Learner

Clarifying learning

intentions and sharing

criteria for success

Understanding and

sharing learning

intentions and criteria

for success

Understanding

learning intentions

and criteria for

success

Engineering effective

classroom discussions,

activities and tasks

that elicit evidence of

learning

Providing feedback

that moves learner

forward

Activating learners as instructional

resources for one another

Activating learners as the owners

of their own learning

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Model of SRL with external and internal feedback (Butler & Winnie, 1995)

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Integrating formative assessment and learning in a SRL classroom

The organization structure of a SRL lesson (Ho, 2014)

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Embedding Assessment for learning in a SRL lesson (Clark, 2012; Ho, 2015 forthcoming)

• Communicate to students the goals of the lesson and the criteria

for success -- Directed-learning

• Engage students in discussions about study habits and strategies

which sustain improvement -- Co-learning & mutual learning

• Involve students in previewing and planning forthcoming work

-- Self-learning

• Inform students of who can give them help if they need it and

permit full access to such help -- Co-learning

EDUCA 2015

Embedding Assessment as learning in a SRL lesson (Clark, 2012; Ho, 2015 forthcoming)

• Provide opportunities for students to become metacognitive and build knowledge of themselves as learners

– Directed learning

• Create a non-competitive, productive environment free of risks to self-esteem founded upon cooperation and dialogue

– Co-learning and mutual learning

• Support students to take responsibility for their learning

– Self learning

• Provide opportunities for frequent participation in the process of learning with their teacher as their advisor and with their peers in a climate of equality and mutuality

– Directed-learning, co-learning and mutual learning

EDUCA 2015

Integrating Assessment and L&T in a SRL lesson- The three types of SRL classroom assessments (Ho, 2015 forthcoming)

Assessment before lesson

Assessment during lesson

Assessment after lessonEDUCA 2015

Assessment before lesson

• Teacher sets preliminary learning

objectives

• Teacher gives preview worksheet, video clips & pretest

• Students understand lesson objectives

& outline

• Students self-learn & complete

questions by teacher

• Students self-reflect & identify learning

difficulties

• Students search additional materials &

prepare for lesson

• Students submit pre- lesson work to

teacher online or off-line

• Teacher evaluates individual & overall

student pre-lesson workEDUCA 2015

Assessment during lesson

• Teacher re-prioritizes learning

objectives & adjusts instruction

• Teacher sets the scene & explains

learning objectives

• Students activate prior knowledge &

review pre-study

• Students co-learn & help each other in

group work

• Students present & display group work

on boards

• Students learn from other groups

through peer comment

• Students self-monitor, adjust & self-

assess learning

• Teacher asks questions, gives feedbacks

& concludes with studentsEDUCA 2015

Assessment after lesson

• Teacher gives homework, revision

worksheet & post-test

• Teacher revises curriculum &

instruction

• Students complete individual or group

assignments

• Students consolidate, extend &

restructure their learning

• Students group-reflect & complete

learning log

• Students share their classroom

experience with teacher

• Students reset learning goals & prepare

for new lessons

• Teacher differentiates curriculum &

instruction according to student needsEDUCA 2015

Characteristics of SRL classroom assessment

1. Teacher-directed

2. Student-centered

3. L&T & assessment integrated

4. Lesson embedded

5. Strategy oriented

6. Meta-cognitively engagedEDUCA 2015

Question # 6

Who are actually the lead actors in your everyday lessons and

what do you want to change in future?

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Group reflection (10 min)

• Share your personal reflection on your everyday lessons with

your group members

• Prioritize the changes suggested by your group members in

descending order of importance or urgency

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Group presentation (5 min)

• Each group takes turn to present one key point at a time

• All groups must not repeat the key points mentioned by

previous groups

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Inter-group comment (5 min)

• Highlight one point you agree most strongly with other groups

and explain why

• Highlight one point you disagree most strongly with other

groups and explain briefly

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EDUCA 2015

Questions to ask ourselves:

Can school reform have lasting impact?

Do we (you yourself and every one of us) believe in school reform?

Can we (you yourself and every one of us) contribute to school

reform?

Are we (you yourself and every one of us) willing to

change? EDUCA 2015

The truth is:

School reform with lasting impact did happen, does happen and

will happen

in the classroom

in ordinary everyday lessons

as teachers change their instructional practices

and most important of all

as students improve their learning

EDUCA 2015

The teacher is the one who is in charge of the

external instructional organization.

But it is the student who is in charge of the

internal learning process.

Unless the student wants to and continues to

develop his or her capability to learn,

No one can do the learning for the student .

EDUCA 2015

What our students need most in classroom learning:

• ownership

• autonomy

• trust

• efficacy

• progress

in short, to be autonomous self-regulated learners – the real

lead actors in learning

EDUCA 2015

The importance of SRL – 21st Century core competency

• lifelong learning to learn

• integration with the most advanced technology of e-learning

• adaptability to ever changing situations

• resilience to new challenges

• personalized learning to unleash individual potentialsEDUCA 2015

Epilogue – What’s Next

“What should we do to help our students to prepare for their future?”

“How should we conduct our lessons in the classroom tomorrow?”

To change or not to change, that is the question

EDUCA 2015

“let our students be the real actors of learning ... - educa · “let our students be the real...

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