A full day session with the teachers, administrators and paraprofessionals of the Collegiate...differentiation, AFL, engagement

1. Differen'a'on?
Assessment
for
Learning?
Engagement?
Teaching
in
Today’s
Classrooms
River
East
Collegiate
Friday,
Nov.
19th,
2010
Faye
Brownlie

2. Learning
Inten'ons
• I
know
the
difference
between
assessment
of
learning
and
assessment
for/as
learning.
• I
have
at
least
2
specific
AFL
strategies
to
try
with
my
students
next
week.
• I
bePer
understand
how
to
differen'ate
instruc'on
in
my
courses.
• I
have
a
plan
to
try
a
strategy
that
is
different
for
me.

3. Assessment of Learning
Purpose
To
measure
Audience
Those
outside
the
classroom
Timing
At
the
end
Form
Marks,
rank
order,
numbers,
lePer
grades,
%
Black
&
Wiliam,
1998

4. Assessment for Learning
Purpose
Guide
learning,
inform
instruc'on
Audience
Teachers
and
students
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
Ha]e
&
Timperley,
2007

5. 1. Learning Intentions
“Students
can
reach
any
target
as
long
as
it
holds
s'll
for
them.”
-­‐
S'ggins
-­‐
2. Criteria
Work
with
learners
to
develop
criteria
so
they
know
what
quality
looks
like.
3. Questions
Increase
quality
ques'ons
to
show
evidence
of
learning

6. 4.
Descrip+ve
Feedback
Timely,
relevant
descrip've
feedback
contributes
most
powerfully
to
student
learning!
5. Self & Peer Assessment
Involve
learners
more
in
self
&
peer
assessment
6. Ownership
Have
students
communicate
their
learning
with
others

7. • Learning intentions
• Descriptive feedback
• Questioning
• Ownership

8. Reading
and
Thinking
with
Different
Texts
• Making
Inferences
• Asking
ques'ons
• Using
evidence
to
support
your
thinking
• Learning
Inten'ons:
-­‐I
can
use
world
currency
informa'on
to
explain
what
this
means
to
average
people.
-­‐I
can
interpret
this
informa'on,
providing
reasoning
for
my
interpreta'ons

9. A
Comparison
of
World
Currencies
–
what
does
it
mean
to
the
average
ci'zen?
• Ci'es
being
compared:
– Athens,
Frankfurt,
Manila,
Shanghai,
Toronto
• Number
of
minutes
to
work
to
buy
a
Big
Mac:
-­‐12,
15,
30,
30,
88
• Number
of
hours
to
work
to
buy
an
8gb
iPod
-­‐10.5,
13.5,
24.5,
56.5,
128.5

10. • Annual
average
hours
worked:
-­‐1704,
1827,
1868,
1946,
2032
• Cost
of
living
(rela've
to
NYC)
-­‐28.7%,
48.9%,
54.6%,
63%,
70.6%
ar#cles.moneycentral.msn.com/SmartSpending/
ConsumerAc#onGuide/burgernomics-­‐whats-­‐a-­‐big-­‐
mac-­‐worth.aspx

11. Descriptive
Feedback

12. Descriptive Feedback
• What’s working?
• What’s not?
• What’s next?

13. Goal:
more
descrip've
feedback
J.
Mercuri,
MacKenzie
Secondary
• Grade
10
socials
students
–
first
draq
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

14. Peer & Self
Assessment

15. Goal:
feedback,
self
assessment,
ownership
Aliisa
and
Joni
• During
lecture,
lab
or
assignment
• 3
coloured
cubes:
– Red
–
don’t
get
it
– Yellow
–
bit
confused
– Green
–
making
sense
– Used
with
AP
Biology
12,
science
10,
Biology
11

16. 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?

17. Ownership

18. Math
-­‐
Grade
12
Rob
Sidley,
Richmond

19. Summa've
turned
Forma've
Ques'on
1
Ques'on
2
Individual
response
Individual
response
Group
response
Group
response

20. • Teacher
models
powerful
response
• Student
reflects/self-­‐assesses/makes
a
goal
or
a
plan

21. A
math
sequence
• Ac'vate
background
knowledge
• Demonstrate/model
new
concept
• Prac'ce
in
partners
• ‘Could
you
do
these
ques'ons
with
80%
accuracy
and
confidence?’
• If
‘yes’,
begin
independent
prac'ce.
• If
‘no’,
come
to
this
table
for
more
teaching.

22. Instruc+onal
Considera+ons
Try
to…
-­‐have
the
students
use
the
vocabulary
NOT
just
the
teacher!
Questioning/Ownership

23. 45
seconds
Brainstorm
the
words
you
know
about
mo'on
Stand
if
you
have
more
than
10.
Share
with
partner
–
get
a
few
more
words.
Move
and
share
with
someone
NOT
at
your
table
–
get
a
few
more
words.
Add
a
scenario,
an
image,
…
Grade 10 Science –
intro to physics: motion

24. direc'on
displacement
distance
magnitude
posi'on
scalars
speed
'me
vectors
velocity
Categorize
the
above
words
into
2
groups.
2
of
these
words
are
headings
1
of
these
words
is
common
to
both
categories

25. Tammy Renyard & Graham Scargall
Grade 9
A Mid-Summer Night’s Dream
Mt. Prevost Middle School
Cowichan Valey
A/B partner talk
Daily learning intentions
Expanded definitions of the text
Student reflections on their
learning processes
Goals of the
collaboration:

26. Different
Ways
to
Access
Informa'on
• Listening
to
the
play
and
ac'ng
out
roles
in
the
play
• Reading
a
graphic
novel
• Watching
movie
clips
• Listening
to
the
teacher
• Working
in
small
groups
to
analyze
pieces

27. Graphic
Representa'ons
• Learning
Inten'on:
I
can
interpret
lines
of
text
using
graphics
• Each
student
has
several
lines
to
represent
• Done
first
without
clear
criteria
• Analyzed
their
work
in
a
carousel
• Created
criteria
and
1-­‐4
rubric
• Coded
own
work
-­‐
descrip've
feedback
• New
lines,
represented
again,
with
criteria

29. Wri'ng
in
Role
• Learning
Inten'on:
I
can
write
in
role
to
another
character
• Students
developed
criteria
• Wrote
their
lePers
• Self
and
peer
assessed
with
criteria
and
descrip've
feedback
• Wrote
second
lePer

30. Dear Aunt,
I have some news that may distress you in the worst way. My
fair Hermia and I are forbidden to wed. We must elope, but
have nowhere to stay. I seek you intelligence and hospitality.
You are my dearest and most beloved relative and I offer my
greatest apologies for such short notice. I have won the love of
a woman whose beauty many a man only dreamed of. My dear
Hermia will be forced to wed another who she does not love or
be sentenced to live as a nun if we do not flee. Her third option
is one that makes my skin crawl and my heart break just
thinking about it. Death is thee punishment – O hell! What
would I do without her? The true desire of my heart is to be
wed to Hermia for all eternity. Alas, I cannot do so without your
help. Deeply and without judgment, in two moons time, the
sunset will mark my arrival.
Sincerely,
Lysander

31. Culmina'ng
Project:
Mind
Map
• Learning
Inten'on:
I
can
represent
my
understanding
of
the
play
through
a
mind
map
• Built
criteria
• Gave
descrip've
feedback
while
students
worked
• Students
included
a
personal
reflec'on
on
their
learning
style
and
the
unit

33. Literature
Circles
How
can
I
introduce
a
variety
of
novels
to
my
students
in
a
way
that
encourages
them
to
read
thoughwully
and
deeply,
using
more
independently,
the
strategies
I
have
been
teaching
in
my
class
novel?
How
can
I
help
my
students
aPend
to
the
import
of
se]ng
and
character
at
the
beginning
of
a
novel
–
yet
s'll
WANT
to
read?

34. Students
need:
• strategies
to
hook
them
into
reading
• mul'ple
ways
into
the
books
• an
opportunity
to
apply
the
strategies
you
have
been
teaching
• opportuni'es
to
talk
with
others
about
their
thinking
about
their
reading
• 'me
to
read
independently

35. The
Plan
• Distribute
5-­‐6
different
first
pages
• Have
students
read
the
page
• Students
sketch
what
they
‘see’
on
the
page
• Students
circle
powerful
words
• Students
ask
ques'ons
around
the
text
• Students
meet
with
others
reading
the
same
page
and
compare
their
notes
• Students
meet
with
others
not
reading
the
same
page
and
compare
their
notes
• Students
read
independently,
in
the
novel
of
their
choosing

36. Learning Intentions
Joni
Tsui
and
Alissa
Sarte,
Port
Moody
Secondary

37. • At
the
beginning
of
each
class
we
write
the
learning
inten'ons
for
the
day
on
the
board
– e.g.
By
the
end
of
class
today
you
will
be
able
to:
1.
Define
the
term
ionic
compound.
2.
Determine
the
chemical
formulae
for
ionic
compounds.
3.
Name
ionic
compounds.

38. • Have
students
write
the
learning
inten'ons
down
in
a
journal.
• During
class,
we
refer
to
the
inten'ons
as
we
progress
through
the
lesson
and
point
out
when
we
have
hit
each
outcome.
• Refer
to
them
again
at
the
end
of
class
and
occasionally
stop
and
do
a
quick
check
for
understanding.

39. • Student
feedback:
– They
like
to
know
why
we
are
doing
certain
ac'vi'es
– They
look
back
at
the
learning
inten'ons
when
doing
review.
– If
I
forget
to
write
them
down,
they
tell
me
right
away!
It
has
become
the
star'ng
paPern
for
my
classes.

40. • What
we
found:
– Students
had
a
focus
for
the
lessons.
They
would
oqen
interrupt
me
to
say
“so
that’s
the
second
learning
inten'on,
right?”
– They
didn’t
ques'on
“why
are
we
doing
this?”
because
I
told
them
right
from
the
start.
– When
we
reminded
the
kids
at
the
end
of
class
that
these
were
the
things
that
they
should
now
know,
we
had
an
increase
in
students
asking
for
clarifica'on
or
coming
in
for
help.
Students
became
bePer
at
the
metacogni'on
of
understanding
whether
or
not
they
had
learned
things.

41. Questioning through Pictures

42. • I
used
this
ac'vity
as
an
introduc'on
to
earthquakes
in
geology
12.
• Students
have
all
seen
earthquakes
in
previous
classes
(some
more
than
others).
• We
completed
the
ac'vity
and
I
made
sure
every
student
in
class
wondered
at
least
one
thing.
Let’s
try
it….

43. Earthquakes
• You
may
ask
ques'ons
out
loud.
• You
may
NOT
ANSWER
any
ques'ons.
EVEN
IF
YOU
KNOW
THE
ANSWER!!!!
• All
ques'ons
should
start
with
“I
wonder”…

47. Example
2
Nerves
–
Biology
12

51. What
I
Found:
• Every
student
could
contribute.
There
is
no
risk
in
asking
a
ques'on
that
no
one
is
supposed
to
answer.
• Students
remembered
a
lot
of
previous
informa'on.
• When
moving
on
to
the
lesson,
they
actually
cared
about
the
material!!!
• The
ques'ons
that
they
asked
were
oqen
very
good
and
related
to
the
content
that
I
was
subsequently
teaching.

52. 4.
Inference
and
Evidence
• This
is
a
simple
ac'vity.
• We
do
similar
things
all
the
'me,
the
difference
is
this
one
is
explicitly
about
finding
evidence
for
your
inference.
• Students
look
at
a
picture
and
make
an
inference
about
what’s
going
on,
then
must
supply
evidence.

53. AFL and The Kite Runner
Terry Taylor, Nakusp

54. Gradual
Release
• Read
the
first
two
chapters
of
the
novel
together
aloud.
• Read
a
passage
from
The
Kite
Runner,
as
a
think
aloud
about
the
big
ideas
and
how
the
evidence
in
the
text
connected
with
those
big
ideas.
• Partner
talk
big
ideas
that
they
saw
that
connected
with
the
text.
• Repeat
over
several
classes
before
students
go
to
independent
reading
of
the
novel.
•
Do
several
discussion
forums
on
the
novel
before
they
start
working
on
the
projects.
The
first
of
the
three
posts
is
on
the
novel's
big
ideas
-­‐
I
framed
as
"What's
Important
and
why?”

55. • First
post
on
Moodle:
– What’s
important
in
what
you
have
read
so
far
and
why?
– Students
respond
to
at
least
2
others.

56. Final
Project
• Take
a
big
idea
from
the
novel.
• Transform
the
big
idea
in
some
way
to
represent
your
thinking
about
it
• Make
a
video/podcast
or
create
interviews
of
people
and
record
them,
enter
one
of
the
contests
(Digital
Diversity,
Stop
Racism),
create
an
anthology
of
Canadian
writers
who
address
your
issue

57. Criteria
for
Final
Project
• -­‐
crea'vity
of
thought,
response
to
the
big
idea,
or
of
presenta'on/finalproduc'on
• -­‐
connec'on
to
a
big
idea
from
the
novel,
The
Kiterunner
• -­‐
clear,
direct
communica'on
• Self-­‐
assessed
using
a
10
point
Likert
scale
and
provided
examples
of
how
they
met
each
of
the
criteria
to
back
up
their
self
assessment
"score".

58. Inference & Evidence

59. 4.
Inference
and
Evidence
Cont.
Faye’s
Example
–
Grade2/3
Literature
Students
write
inferences
in
red
and
evidence
in
green.

60. Determine
which
biome
you
think
this
is
(inference)
and
give
evidence
to
support
your
decision.
(originally
done
by
Lisa
Bovay)

61. What
I
found:
• It
was
an
enjoyable
ac'vity.
• Students
couldn’t
just
guess
as
they
had
to
find
evidence.
• Took
ownership
of
their
own
understanding.
• Group
summariza'on
helped
at
the
end.