vancouver afl - going deeper.may.2011
DESCRIPTION
repeat session from Oct 2010, but with more emphasis this time on AFL grand events - using whole class performance-based reading assessments to set specific instructional goalsTRANSCRIPT
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Vancouver AFL – Going Deeper with the Strategies October , 2010, May, 2011
Masonic Hall, Italian Cultural Centre Faye Brownlie
www.slideshare.net
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Learning IntenHons
• I can name and describe the 6 AFL strategies. • I can idenHfy some of the AFL strategies in my pracHce.
• I understand how to embed AFL strategies seamlessly into my teaching to make student learning more powerful.
• I can plan a next step.
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Assessment for Learning Purpose Guide learning, inform
instrucHon
Audience Teachers and students
Timing On-‐going, minute by minute, day by day
Form DescripHve Feedback ¶what’s working? •what’s not? •what’s next?
Black & Wiliam, 1998 HaYe & Timperley, 2007
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Bill’s Year at a Glance-‐Sept.
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Bill’s Year at a Glance-‐Oct.
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• Connec&ons: How does what you read connect with what you already knew?
• Summarizing: Choose a way to show the main ideas and details in what you read.
• Inferencing: Read between the lines to find something that you believe to be true, but that isn’t actually said. Explain your reasoning.
• Vocabulary: Here are 3 challenging words from the text. Explain what you think they mean.
• Reflec&ng: Was this easy or hard to understand? How did you help your self understand? (SD, p.23)
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Assessment for Learning
• Learning intenHons • Criteria • DescripHve feedback • QuesHoning • Peer and self assessment
• Ownership
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Embedding AFL
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Frameworks
It’s All about Thinking – Brownlie & Schnellert, 2009
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Universal Design for Learning
MulHple means: -‐to tap into background knowledge, to acHvate prior knowledge, to increase engagement and moHvaHon
-‐to acquire the informaHon and knowledge to process new ideas and informaHon
-‐to express what they know.
Rose & Meyer, 2002
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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
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Model Guided practice Independent practice Independent application
Pearson & Gallagher (1983)
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Teaching Content to All
Open-‐ended teaching
adapted
modified
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Open-ended strategies:
Connect-activate Process-acquire
Personalize/transform- apply
(Brownlie, Feniak & Schnellert, 2006; Buehl, 2001; Cook, 2005; Gear, 2006; Harvey & Goudvis, 2007; Kame'enui & Carnine, 2002)
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Essential Lesson Components
• EssenHal quesHon/learning intenHon/a big idea • Open-‐ended strategies: connect-‐process-‐transform • DifferenHaHon – choice, choice, choice • Assessment for learning • Gradual release of responsibility
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QuesHoning – gr. 2/3 Goal: creaHng real quesHons, using quesHons to
link background knowledge with new informaHon, create curiosity
• Present an image. • Ager each image, ask students to pose quesHons about the image and to resist the urge to answer someone else’s quesHon.
• Repeat with 3-‐4 images.
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Salmon Creek – Anneie LeBox & Karen Reczuch 2002, Douglas & McIntyre
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Questioning – Joni Tsui • IntroducHon to earthquakes in geology 12. • Students have all seen earthquakes in previous classes (some more than others).
• We completed the acHvity and I made sure every student in class wondered at least one thing.
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• How is this effecHve teaching?
• How is this assessment for learning?
• How could I adapt this to use with my students, in my context?
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Goal: more descripHve feedback J. Mercuri, McBride Secondary
• Grade 10 socials students – first drag of essay • Explained the rubric to the grade 12 English students, then they used the rubric to highlight the anonymous essays
• Grade 12 students included with their feedback, 2 stars and a wish
• Grade 10 students used the feedback to revise their essay, then handed them in for marks
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Goal: self assessment, ownership
• Highlight your notes with the 3 colours – helps you find what you need to focus on
• Code your own quizzes with coloured pencils, before handing in
• Consider your errors – how many were careless?
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Goal: Learning IntenHons, self assessment Kate Giffin, gr. 4/5
Learning Inten&on
Quiz Mastery Prac&ce on my own
Assistance please!
Where I get stuck…
I can create equivalent fracHons.
I can reduce a fracHon to its lowest terms.
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• How are these effecHve teaching?
• How is this assessment for learning?
• How could I adapt this to use with my students, in my context?
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How can I help my students develop more depth in their responses? They are wriHng with no voice when I ask them to imagine themselves as a demi-‐god in the novel.
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Students need:
• to ‘be’ a character • support in ‘becoming’ that character • to use specific detail and precise vocabulary to support their interpretaHon
• choice • pracHce • to develop models of ‘what works’ • a chance to revise their work
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The Plan
• Review scene from novel • Review criteria for powerful journey response • Brainstorm who you could be in this scene • 4 minute write, using ‘I’ • Writers’ mumble • Stand if you can share… • What can you change/add/revise? • Share your wriHng with a partner
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Stand if you have…
• A phrase that shows strong feeling… • A phrase that uses specific names…
• A parHcularly descripHve line – using details from the novel…
• An effecHve first line…
• Now, what will you change? What can you add, delete, revise?
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Criteria
• Write in role – use ‘I’ • Use specific names
• Phrases/words that show feeling • ParHcularly descripHve details of the event • Powerful first line
• What will you change ager listening to others?
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• How is this effecHve teaching?
• How is this assessment for learning?
• How could I adapt this to use with my students, in my context?