Download - Coq continuing ed.feb.2011
Assessment for Learning – improving practice in the adult
classroom Coquitlam Con,nuing Educa,on
February 18th, 2011 Faye Brownlie
www.slideshare.net
Learning Intentions • I understand what is important in designing a lesson for all learners, including ESL
• I understand the 6 strategies of assessment for learning
• I have a plan to build to use at least one of the strategies in the upcoming week
Assessment for Learning Purpose Guide learning, inform
instruc,on
Audience Teachers and learners
Timing On-‐going, minute by minute, day by day
Form Descrip,ve Feedback ¶what’s working? •what’s not? •what’s next?
Black & Wiliam, 1998 HaXe & Timperley, 2007
Assessment for Learning
• Learning inten,ons • Criteria • Descrip,ve feedback • Ques,oning • Peer and self assessment
• Ownership
Essential Lesson Components
• Essen,al ques,on/learning inten,on/a big idea • Open-‐ended strategies: connect-‐process-‐transform • Differen,a,on – choice, choice, choice • Assessment for learning • Gradual release of responsibility
Model Guided practice Independent practice Independent application
Pearson & Gallagher (1983)
Communicating Mathematically
• Sit back to back with a partner • Partner A observes the diagram and describes it to partner B
• Partner B draws what he hears Partner A describing
• Reflect: what worked in the partnership? What didn’t? How can it be improved?
Chunking Text to Respond
• Divide a poem or an ar,cle in chunks, several lines long, and place these on separate papers.
• In teams, learners consider one chunk and respond to it. Circle challenging vocabulary.
• Share the text among the groups. • Learners read the en,re text and respond – As a free write or a power paragraph – To create a found poem – To create an image that reflects their understanding – To present orally, a soundbite on their understanding of the text…
Power Paragraphs • Create a power structure: • Power 1 – the big idea • Power 2 – 3 big details about the big idea • Power 3 – 2 more precise details/examples about the
2nd powers • Together, write the paragraph, 1 topic sentence (power
1), and 3 explanatory sentences (powers 2 and 3) • Reread for fluency • Do several together, then learners can create their
structure, get feedback before writing, then write independently
power 1
power 2 power 2 power 2
2 details 2 details (power 3)
References
• Grand Conversations, Thoughtful Responses – Brownlie (2005). Portage and Main Press.
• Student Diversity, 2nd ed (2006) – Brownlie and Schnellert. Pembroke Publishers
• It’s All about Thinking – Humanities, Social Studies and English (2009) – Brownlie and Schnellert. Portage and Main Press.
• Assessment Instruction of ESL Learners – Brownlie, Feniak, McCarthy. Portage and Main Press.