Day 2 in a multi-district, K-12 series, with mentors: Formative assessment and quality teaching in inclusive classrooms and schools: a community of professionals

1. Formative Assessment and Quality
Teaching in Inclusive Classrooms and
Schools: A Community of
Professionals
Coquitlam
Jan. 22, 2010
Presented by Faye Brownlie

2. Learning
Inten+ons
•
I
can
apply
Universal
Design
for
Learning
and
Backwards
Design
-­‐
current
theories
of
teaching
and
learning
–
in
my
classroom.
•
I
can
iden@fy
and
give
specific
examples
of
the
six
big
AFL
strategies
• I
understand
the
purpose
of,
and
can
design,
a
performance
based
assessment
for
my
class/
subject.
• I
have
a
plan
to
implement
a
strategy
which
is

3. Frameworks
It’s All about Thinking – Brownlie & Schnellert, 2009

4. Universal Design for Learning
Mul@ple
means:
-­‐to
tap
into
background
knowledge,
to
ac@vate
prior
knowledge,
to
increase
engagement
and
mo@va@on
-­‐to
acquire
the
informa@on
and
knowledge
to
process
new
ideas
and
informa@on
-­‐to
express
what
they
know.
Rose
&
Meyer,
2002

5. 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

6. The
Six
Big
AFL
Strategies
1.
Inten@ons
2.
Criteria
3.
Descrip@ve
feedback
4.
Ques@ons
5.
Self
and
peer
assessment
6.
Ownership

7. Teach Content to All
Learning in Safe Schools - Brownlie, King"

8. Who are your students?

10. Standard Reading Assessment
• Choose a common piece of text.
• Build background for the reading.
• Have students respond to common prompts.
• Have students read a short section aloud and answer several
interview questions.
• Code, individually, using the Reading Performance Standards
• Make a class plan, using the Worksheets
• No plan, no point!
• Described in Student Diversity and in It’s All about Thinking

12. • 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?
(Student
Diversity,
p.23)

16. Bill’s
Year
at
a
Glance-­‐Sept.

17. Bill’s
Year
at
a
Glance-­‐Oct.

18. Classroom Examples

19. Gr.
8
Science
“The
Diges@ve
System”
Paul
Paling,
Prince
Rupert
Learning
Inten+on:
Demonstrate
where
in
the
body
diges@on
occurs
and
what
happens
to
the
food

20. Connec@ng/processing
Strategy:
What’s
In,
What’s
Out?
(Reading
44,
adapted
by
PPaling)
• stomach
squeezing
• abdomen
hungry
• saliva
ulcer
• bolus
tongue
• gastric
juices
mucus
• pepsin
carbohydrates
• muscles
mechanical

23. Exit
Slips
• Day
1
Choose
1
part
of
the
diges@ve
system
and
describe
what
happens
to
food
there.
• Day
2
Write
the
2
most
important
things
learned
today.
• Day
4
3-­‐2-­‐1
for
diges@on.

26. Word
Wall
• What’s
in,
what’s
out
• Sort
and
predict
• Make
connec@ons
among
words
• Point
out
vocabulary/phrases
as
you
work
• Iden@fy
areas
of
confusion/strength
• Mind
map
with
select
words
• Keep
the
target
language
clear
and
visible
• EdHelper.com
–
makes
flash
cards

27. Response Journals
 double-entry journals
 initially, written in class, together
 develop criteria for powerful responses

28. Left Side Right Side Notes
Early Stages:
1 Title of the Book One sentence I can read from the book. Writing is very limited in the
2 Title of the Book (After reading a pattern book) early stages.
A sentence of my own following the
pattern of the text.
3 Title of the Book My Opinion (e.g. The part I like best is
...
My favourite character is
…)
End of Grade 1/Beginning of Grade 2:
4 S u m m a r y (What Happened?) My Thinking About What Happened Initially, expect a lot more
writing on the left side than
on the right at this stage.
Later:
5 Two Events My Thinking About These Events Gradually expect the length
of the writing to become
more balanced on each side.
6 A Quotation from the Text My Interpretation/Thinking of the By Intermediate, expect 1 –
Meaning of this Quotation 2 sentences about an event
and a paragraph of personal
response.

38. questioning

42. Direct,
explicit
comprehension
instruc@on
• Secret
of
the
Dance
-­‐
• Andrea
Spalding
and
Alfred
Scow,
Illustra@ons
-­‐
Darlene
Gait
• Orca
Publishing,
2006
• #9
781551
433967