using afl to train independent learners empowering ... · using afl to train independent learners...
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Using AfL to train independent learners Empowering students to take control
of their own learning through self assessment
Zoë ElderTeaching & Learning Adviser
North Somerset Learning Exchange@fullonlearning
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“Tell me and I’ll forget,show me and I may remember,involve me and I’ll understand”
Chinese proverb2
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self assessment empowerment motivation
sa + e = m
+ =
“...involve me and I’ll understand”
( )
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Must be integrated and ‘part of’ the
learning (not in isolation)
Integral to developing literacy
Embedded in the exploration of BIG IDEAS,
CONCEPTS & FACTS
It is developed through how we teach
SELF ASSESSMENT
TYPICAL LEARNING:Every day, every lesson, by every teacher, for
every learner
MO
TIV
ATIO
NEM
POW
ERM
ENT
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MOTIVATION EMPOWERMENT
BIG QUESTION:
What does an AfL ‘rich’ classroom SPECIFICALLY
look likesound likefeel like...
For students?For teachers?
SELF ASSESSMENT5
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COMMUNICATIONVerbal
Non-VerbalWritten
RELATIONSHIPSValues
ExpectationsActions
MOTIVATEDEMPOWERED
LEARNING Where I am
Where I need to be How to get there
THE LEARNING
ZONE
students teacher
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AFFILIATION
AUTONOMY
AGENCY
Find out more: Alan McLean
“The Motivated School”http://www.themotivatedschool.com/
alanMcLean.htmlThe Journey To Excellence:
http://www.journeytoexcellence.org.uk/
resourcesandcpd/biographies/biogalanmclean.asp
Pitch
Choice
“I belong here”
MOTIVATED & EMPOWERED LEARNINGadapted from the work of Alan McLean
MOTIVATIONSELF
ASSESSMENT
Safety“I can do this”
“I want to do this”
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Self assessment motivates students
by regularly using established
feedback channels
Teachers need to deliberately plan frequent opportunities to listen to and respond to all 3 feedback channels
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By explicitly teaching students how to set appropriate
goals as well as how to assess their work realis5cally and accurately, teachers can help to promote this
upward cycle of learning and self-‐ confidence.
Ross (2006)
AFFILI
ATION
SAFE
TY
MOTIVATION EMPOWERMENT
“I FEEL OKAY TO DO THIS”
FEEDBACK
SELF ASSESSMENT9
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How ready are you to learn right now?
What are your energy levels now? 1-10
How much do you want to be engaged and energised? 1-10
How open are you to thinking differently today? 1-10
How ready are you to experience & learn something new? 1-10
How focused are you now? 1-10
TOTAL: To what degree are you ready to learn NOW? (Out of 50)
PROGRESS-CHECKING:
Ask again during and at the end of the lesson to assess what has changed.
Adapt the questions to curriculum-specific targets: ‘How open are you to learning about (topic) today?’
Te 1 = asleep10 = bursting
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Evaluate your partner’s curriculum level
Analyse your own progress today
Assess your partner’s progress today
Set yourself a goal: “As a result of your thinking today,
What will you know? What will you be able to do?
What will you need to be like?”
Reflect on your progress today against your goals
Predict your own curriculum level against the assessment criteria
Self assessment from the outset &handing over learning responsibility:
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COMFORT
CHALLENGE
DANGER
(GROWTH)
Challenge takes many forms:Level of cognitive or skill within the challengeOrganisation of learning: groups, pairs, individual workWays of working: time to complete, process that needs to be used or product to be createdStyle of learning to be used: technology, art, music, dramatic, written, verbal etc
SELF ASSESSMENT FROM THE OUTSET: Which learning zone am I in today?
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Self assessment rubrics empower
students to develop and own a language
for learning
Teachers need to co-create rubrics with students to refer to as their learning progresses
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Student self assessment is
crucial for feedback to be used effec5vely. Students
are the ones who must ul5mately take ac,on to bridge the gap between
where they are and where they are heading.
(Sadler, 1989)
AGENCY
PITCH
MOTIVATION EMPOWERMENT
“I KNOW I CAN DO THIS”
SUCCESS CRITERIA
SELF ASSESSMENT14
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What will success look like?
What will we see?
What will we hear?
SPECIFIC
LANGUAGE
CREATE RUBRICS:
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KISSKeep it specific, simples.
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LOOK LIKE
INCLUDE
A quality outcome will...
(Refer to this to check on what you are producing)17
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I WILL SEE
How am I doing?
I WILL SEE
I WILL HEAR
When we are solving problems...
(Refer to this to check on how you are learning)18
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Either create a template or simply ask pupils to draw a grid at the beginning of the lesson with two boxes, one headed something like "I already know" or "I already can" and the other headed something like "Now I can" or "Now I know". You could print these off for them if you prefer.
I already know I now know... Next time, I will learn about
Reflective Learning GridPROGRESS
OVER TIME
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Ask pupils to record key learning moments they experience on a sticky note.
Invite them to post (& organise under themes) their ‘BEST LEARNING MOMENTS’ on the board/ wall to reflect upon at any given moment during the lesson.
A development of this is to encourage pupils to assess and reflect on each others’ progress and learning moments and learn from these.
Learning momentsLOW
LITERACY
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Create a template for pupils to complete with pictures, key questions, diagrams, words, numbers processes etc.
Agree a time line with milestones for when they will put some NEW information into the storyboard boxes during the lesson/ topic.
Emphasise this activity is all about PROCESS, not PRODUCT. Capturing the learning process IS the product.
Storyboard your learning
What do these milestones look, sound & feel like for EACH pupil?
SUPPORT FOR LOW
LITERACY
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Detailed example of a learning grid
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What does MY success look like?
What do I see?
What did I hear?
SPECIFIC
GOALS
CREATE REFLECTIONS:
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SELF ASSESSMENT:Developing learning sentences
...next I need to do/ find out about THIS...
Step 1 Step 2 Step 3
I already feel confident enough
to do/ know/ understand this...
...so now I can do/ know/
understand this...
SPECIFIC
Integral to developing literacy &
numeracy24
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...next I need to do/ find out about THIS...
MY LEARNING BRIDGE
Step 1 Step 2 Step 3
I feel confident enough to do/
know/ understand this...
...so now I can do/ know/
understand this...
Who could help? Questions to ask? Ideas...
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Provide question stems to support self assessment for a specific purpose...
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QUESTIONS THAT...
PROMOTE REFLECTION
How did you come up with your answer?What if you could only use...?
What if you had started at a different point?What went well and why?
What could have gone better and why?What do you know now that you didn’t know before?
BUILD CONFIDENCE
Why is that true?How did you reach that conclusion?
Does that make sense to everybody else?Can how me how you came up with that?
DEVELOP REASONING
In what ways is that true for all cases?Are there any alternatives?
How would you PROVE it beyond doubt?Are you making any assumptions?
THINK COLLABORATIVELY
What do you think about what (x) said?Do you agree with (x); why/ why not?
Provide question stems to support self assessment for a specific purpose...
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Student uses teacher feedback to self assess
Self assessment informs next steps
Student uses deliberate, mindful practice to improve
Student confidence to actively seek out new challenges increases
Student makes decisions about next steps independent of teacher input
TEACHER
STUDENT
QU
EST
ION
ING
EMPOWERMENT: What to look for
‘I can...’}28
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Self assessment opportunities
empower students to make informed
choices to determine their learning
pathways
Teachers need to integrate choices into aspects of learning tasks
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Self assessment asks students to make choices
about what to focus on next in their learning. When students make
choices about their learning, achievement increases; when choice is absent, learning
decreases.(Davies, 2008)
AUTONOMY
CHOICE
MOTIVATION EMPOWERMENT
“I WANT TO DO THIS”
RELEVANCE
SELF ASSESSMENT30
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SPECIFIC
CHOICES
MANAGE CHOICE:
TechniqueTeamTask
Time
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4 ‘T’s from...
TECHNIQUE
TIM
ETA
SK
TEAMCHOICE
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AFFILIATION
AUTONOMY
AGENCY
Find out more: Alan McLean
“The Motivated School”http://www.themotivatedschool.com/
alanMcLean.htmlThe Journey To Excellence:
http://www.journeytoexcellence.org.uk/
resourcesandcpd/biographies/biogalanmclean.asp
Pitch
Choice
“I belong here”
MOTIVATED & EMPOWERED LEARNINGadapted from the work of Alan McLean
MOTIVATION
Safety“I can do this”
“I want to do this”
SELF ASSESSMENT
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LEARNING OBJECTIVE
W.A.L.T - What are we learning today?
SUCCESS CRITERIA
W.I.L.F - What I’m looking for...
BIG PICTURE
T.I.B - This is because...
I am learning how to...
I am learning why...
I need to KNOW & Understand
I need to be able to DOI need to BE LIKE
I will know I have been successful when...I can see/ I hear/ I feel/ I feel/
I say/ I can...
Success for me will...LOOK likeFEEL like...
SOUND like...
This links to what I was doing last time/ what I will be doing next/ the
outside world...
I can connect this/ apply this/ understand
why...
SELF ASSESSMENT EMPOWERMENT MOTIVATION
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Must be ‘part of’ (not in isolation)
Integral to developing literacy &
numeracy
Embedded in the exploration of BIG IDEAS,
CONCEPTS & FACTS
It is developed through how we teach
(not what we teach)
SELF ASSESSMENT
TYPICAL LEARNING:Every day, every lesson, by every teacher, for
every learner
MO
TIV
ATIO
NEM
POW
ERM
ENT
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SELF ASSESSMENT ofSELF ASSESSMENT
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How can we establish self assessment so that it is typical of the learning experience for all our students?
Must be integrated and ‘part of’ the learning (not in isolation)
How do we ensure that self assessment is integral to the culture of learning?
Integral to developing literacy
In what ways is self assessment a fundamental part of the development of literacy?
TYPICAL LEARNING:Every day, every lesson, by every teacher, for every learner
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How can self assessment encourage students to reflect on how they learn alongside what they learn?
It is developed through how we teach
Must be integrated and ‘part of’ the learning (not in isolation)
How can self assessment promote independence and encourage decision making?
How does self assessment support the exploration and articulation of skills, concepts and securing understanding?
Embedded in the exploration of BIG IDEAS, CONCEPTS & FACTS
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