icwg learning activity - assessment

Assessment Short Learning Session

Situation Philippe - Elementary teacher

Planzette Elementary School, Switzerland

http://web.ecoles.sierre.ch/planz56/zwook/planzette/

* Elementary school.

* Located near Sierre, in the Valais canton, in the Swiss Alps.

Methodology Philippe

* Decompartmentalization.

- New forms of assessment

- Personalised learning (‘differentiated instruction’)

- Integration of ICT

Resources Philippe

* Software:

* Hardware:

Websites - Evalog (school assessment system), ZwookEdu (CMS)

Promethean board

Packages - PhotoLine, LibreOffice

PC’s

Links to examples Philippe

* Teachers also use ZwookEdu to share information and online exercises.

* To help them find resources which match their need, there is an online table with links to exercises, available educational software and other resources.

http://www.evalog.ch/zwook/telechargement

Links to examples Philippe

* Evalog provides assessment tables which tell each student which objective he/she has reached or not.

* Students who want to succeed, know what they need to practice.

Difficulties Philippe

* To keep in view and ensure the coherence of the increasing curricula.

* To build and keep updated the weekly work-plans used by the students, in order to make them as autonomous as they can.

* To achieve a balance between control and trust with the students.

* To accept that overwhelmed moments are part of the process.

Results Philippe

* For the student.

* For the teacher.

* For the parent.

- Twice a month, there are ‘regulation workshops’ during which, every student can choose an objective he/she works on, after which they ask for a test. If they succeed their results increase.

- Students can look at their results via the school website.

- Changes in how parents view the school in relation to bringing every student to their best possible level, rather than selecting who’s ‘good’ or ‘bad’.

- Increased motivation.

- To get a clear vision of the global and specific strengths and weaknesses of the students.

- To be able to plan the teaching according to the global and personal needs.

- To be able to keep high standards for the class and in the same time adapted expectations for individual cases.

- To give the parents objective and useful information about the learning.

- To be able to make choices between all the educational resources they can find in the classroom and on the website to improve their skills.

Le Cheile Secondary School, Dublin, Ireland

Situation Niall - Maths Teacher

http://lecheilesecondaryschool.ie

* The first Catholic state school to open in Ireland in 30 years, but not exclusive to Catholic students. All faiths and none, can go to the school.

* Mixed gender.

* Secondary (post-primary) school.

* No textbooks.* Every student buys an iPad.* All teachers have an iPad and some have access to a MacBook.

Methodology Niall

* Flipped learning. * Japanese model of structured problem solving.

Each video is linked directly to a syllabus point

Weekly Overview:

Resources Niall

http://lsc.cornell.edu/wp-content/uploads/2016/10/Cornell-NoteTaking-System.pdf* Cornell University note taking system:

* Software:

* Hardware:

Apps - Explain Everything, LessonNote, PicCollage, Schoology, FlashcardsMac - Numbers

iPad

MacBook Air

Website - Schoology

iPad pen

* Books:Jo Boaler - Mathematical mindsetsJonathan Bergmann, Aaron Sams - Flip your classroomDylan Wiliam, Paul Black - Inside the black boxAlan Schoenfeld - Mathematical problem-solving

Year 1: ‘Murphy the wise oul owl’

Year 2: Penny the wise oul penguin’

Year 3: ‘Monty the wise oul monkey’

http://www.pdsttechnologyineducation.ie/en/Good-Practice/Videos/#153363055

Links to examples Niall

* Lesson Video:

* YouTube Channels:

* Twitter education account:@noconnor_ed

#practisewhatyouteach

https://www.youtube.com/channel/UCDctxx7wk8n-CGWZ7-vK2wg

https://www.youtube.com/channel/UCdMR-Au_s0If7I3XuB60TNA

https://www.youtube.com/channel/UCE2BqwWFyFB40IxUZYW5GXQ

Links to examples Niall

* Colour coded ‘tracking’ using Apple’s Numbers (below). There are 3 activities to go with each video. The colour code shows which activity each student has completed.* Digital badge awarded at the end of each topic.* No grades given and students can choose when to take the end of topic test.

Links to examples Niall

* Example of student’s self-assessment in their exercise copy (topic ‘Everyday Maths’).

Students colour in which activities they

have completed

Video 1

They circle how they felt about the difficulty

of the questions

Difficulties Niall

* At first, the time required to learn how to make a video and then to actually make the videos.* With no textbooks, finding/making activities to go with each video.* Finding ways to track the students, which can be done quickly and efficiently. The tracking system has slightly changed each year I have being doing this.* Finding a balance with using flipped learning. - I felt that using too much flipped learning, the students were missing out on maths conversations as a whole group and the opportunities to show their work to other students on the board.

* Convincing other teachers how technology can support students learning and adopting change.

* Finding the most relevant research and breaking it down into what it would actually look like in a real world classroom.

Results Niall

* For the student.

* For the teacher.

* For the parent.

- I am working with two local Universities on the methodologies, which now forms part of my continuous professional development.

- Students receive far more 1:1 help from the teacher.- Homework is shorter and concise. Absent students can catchup on work easier.

- Parents can see how the teacher teaches maths in school. - They are better able to support their child at home.

- Everyone can complete the homework, even without parental support.

- Foster better relations with the students, as I get to spend more 1:1 time supporting them.

- They have to take more ownership and responsibility for their learning.

- Making the videos develops my explanations of the content.

- Weaker students can get more support. Stronger students can receive more challenge.