K-12 day session on integrating AFL practices into daily classroom practice/unit planning/sequences.

1. Going
Deeper
with
Assessment
for
Learning
Vancouver
School
District
Nov.
25th,
2011
Faye
Brownlie
www.slideshare.net

2. Learning
IntenFons
• I
can
name
and
describe
the
6
AFL
strategies.
• I
can
idenFfy
some
of
the
AFL
strategies
in
my
pracFce.
• I
understand
how
to
embed
AFL
strategies
seamlessly
into
my
teaching
to
make
student
learning
more
powerful.
• I
can
plan
a
next
step.

3. McKinsey
Report,
2007
• The
top-­‐performing
school
systems
recognise
that
the
only
way
to
improve
outcomes
is
to
improve
instrucFon:
learning
occurs
when
students
and
teachers
interact,
and
thus
to
improve
learning
implies
improving
the
quality
of
that
interacFon.

4. How
the
world’s
most
improved
school
systems
keep
geUng
beVer
–
McKinsey,
2010
Three
changes
collaboraFve
pracFce
brought
about:
1. Teachers
moved
from
being
private
emperors
to
making
their
pracFce
public
and
the
enFre
teaching
populaFon
sharing
responsibility
for
student
learning.
2. Focus
shiXed
from
what
teachers
teach
to
what
students
learn.
3. Systems
developed
a
model
of
‘good
instrucFon’
and
teachers
became
custodians
of
the
model.
(p.
79-­‐81)

5. The teeter totter
kids curriculum
kids

6. 1. Learning Intentions
“Students
can
reach
any
target
as
long
as
it
holds
sFll
for
them.”
-­‐
SFggins
-­‐
2. Criteria
Work
with
learners
to
develop
criteria
so
they
know
what
quality
looks
like.
3. Questions
Increase
quality
quesFons
to
show
evidence
of
learning

7. 4.
Descrip+ve
Feedback
Timely,
relevant
descripFve
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

8. Descriptive Feedback
What’s
working?
What’s
not?
What’s
next?

9. Science 8
Science Skills & Processes
Name: _____________
LEARNING GOALS Date: _____________
Safety, Scientific Method & Measuring Block:_______
BEFORE AFTER
1. I can find and list important safety
equipment in the classroom
2. I can explain the meaning of “WHMIS”
3. I can identify and name the WHMIS symbols
4. I can identify unsafe situations & explain why
the situation is unsafe
5. I can make qualitative & quantitative observations &
explain the difference between inferences & observations
6. I can define & identify: variables, independent variable,
Dependent variable, controlled experiment, control set up
7. I can identify & explain the difference between:
controlled experiments, correlation studies & observational studies
8. I can name the steps of the scientific method
9. I can design a controlled experiment
10.. I can discuss examples of ethical issues in science

10. Feedback:
coloured
pens
Joni
Tsui,
Port
Moody
Secondary
• Conclusion
to
a
lab
• First
line
–
state
the
conclusion
• JusFfy
the
conclusion
from
the
data
• JusFfy
the
conclusion
from
the
literature

11. Gallery Walk – writing lesson
• In
groups,
3
things
that
count
in
wriFng
• Made
class
list
and
categorized
• Focus
on
meaning
and
thinking
– DescripFon
– ImaginaFon
– Detail
– Knowledge
– Focus
– Ideas
– Passion
– Intriguing
– Understandable

12. • Place
a
series
of
pictures
around
the
room
• Students
in
groups
of
3
• 3
minutes
per
picture
• Chat
–
How
could
you
use
this
image
in
your
wriFng?
• Build
on
one
another’s
thinking
• View
4
pictures

19. • Eagle
Dreams
-­‐
Wri8en
by
Sheryl
McFarlane
;
Illustra+ons
by
Ron
Lightburn;
• ISBN:
1-­‐55143-­‐016-­‐9

20. • Task:
a
piece
of
wriFng,
choose
your
genre,
think
about
the
criteria
• As
you
are
moving
to
your
desk,
keep
walking
unFl
you
have
your
first
line
in
your
head
• 12
minutes
to
write
• As
students
are
wriFng,
move
about
the
room,
underlining
something
powerful
(criteria
connected)
in
each
person’s
wriFng

21. • Each
student
shares
what
was
underlined
• Listen
to
hear
something
you
might
want
to
borrow
• As
a
class,
decide
on
why
each
was
underlined
• Create
the
criteria:
– Words
that
are
WOW
– Details
that
showed
emoFon
or
made
a
picture
– Hook
–
first
line
made
me
want
to
keep
reading

22. Sample
1
One
cool
and
breezy
night,
in
a
prairie,
a
boy
sat
on
the
rim
of
his
open
window,
looking
out
at
the
moon,
hoping
for
something
to
happen.
AXer
a
few
minutes,
he
went
back
in
and
close
his
window.
Robin
sighed.
“I
wished
my
life
has
more
excitement
in
it,
“
he
thought,
before
he
turned
off
his
light
and
went
to
bed,
he
took
one
quick
look
at
his
kite
on
top
of
his
bed
that’s
shaped
like
an
eagle,
and
went
to
sleep.

23. Sample
3
Once
upon
a
Fme
there
was
a
boy
that
was
facinated
by
eagles,
he
asked
his
father
to
get
one
for
him
but
he
couldn’t.
Then
the
boy
thought
about
a
way
to
catch
an
eagle
and
then
a
different
gender
one
for
more
eagles.
Delighted
with
his
idea
that
he
thought
of
last
night,
he
conFnued
his
plan.
He
put
3
fishes
in
the
open
with
a
trap,
and
went
to
bed.
Then
he
heard
a
noise
that
sounded
like
an
eagle.
When
he
had
checked
the
trap,
he
found
an
eagle
that
was
in
his
trap.
Happily
jumping
around,
the
eagle
made
him
inspired
to
make
a
home
for
the
eagle.
He
created
a
bond
with
the
eagle.
He
remembered
how
much
his
father
despised
eagles.
He
lead
the
eagle
to
a
secret
place
in
the
forest
where
his
father
never
went.
He
came
downstairs
and
his
father
was
in
a
rage.
He
threatened
to
ground
his
son
if
he
didn’t
kill
the
eagles.
Shocked,
the
boy
asked
why
he
told
him
so.
The
father
said
they
…

24. Sample
4
At
Sunday,
the
Ximing
and
his
father
mother
go
travel.
On,
Ximing
say
“I’m
see
a
eagle!”
His
father
and
his
mother
is
going
to
his.
And
his
mother
say
“Oh,
Help
it!”
OK.
It
was
heal.
OK.
We
are
go
back
home!
At
home:
Today
is
very
funning.
Because
we
are
helpa
eagle!
I’m
so
happy
now!
Ximing
is
Fme
to
eat
a
dinner
say
mother
say
…

25. • Kids
can
add/edit/conFnue
to
work
• Set
up
for
next
class
– Work
on
same
criteria
– Hear
again,
pieces
that
work
– Move
to
where
kids
can
idenFfy
criteria
in
their
own
work
and
ask
for
help
with
criteria
that
are
struggling
with
• AXer
repeated
pracFce,
students
choose
one
piece
to
work
up,
edit,
revise,
and
hand
in
for
marking
• Feedback
is
conFnuous,
personal,
Fmely,
focused

26. Teresa Fayant
K
Stzuminus First Nation
Teaching how to respond

27. Formative assessment
to determine students
strengths and needs
Brownlie, Feniak & Schnellert, 2006; Earl & Katz, 2005; Schnellert, Butler & Higginson, in press; Smith & Wilhelm, 2006

36. • How
are
these
effecFve
teaching?
• How
is
this
assessment
for
learning?
• How
could
I
adapt
this
to
use
with
my
students,
in
my
context?

37. Questioning
Math 5

40. and
so...?
What
mathematical
processes did you
engage in?

41. mathemaFcal
Processes

42. now
consider
this...

43. and
so...?
What
mathematical
processes did you
engage in?

44. Critical thinking & Problem-Solving
• How
much
forest
must
be
removed
to
create
a
4-­‐lane
highway
15
km
long?
• How
can
you
figure
it
out?
• What
thinking
skills
do
you
use?
It’s
all
about
thinking
in
math
&
science
–
Brownlie,
Fullerton,
Schnellert

45. Critical thinking & Problem-Solving
• How
much
forest
must
be
removed
to
create
a
4-­‐lane
highway
15
km
long?
• How
can
you
figure
it
out?

46. and
so...?
What
mathematical
processes did you
engage in?

47. Sequence:
Humanities 6/7

48. Learning Intention
• To examine and understand children’s
rights in different parts of the world

49. United Nations Rights of the Child
1. Education
2. Family
3. Food and shelter
4. Health
5. Name and nationality
6. Non-discrimination
7. Own culture
8. Protection from harm
9. Rest and play
10. Share opinions

50. Middle School En/SS Project
Mon. - Model assignment with picture book. Build
criteria.
Tues. - Read independently, begin assignment.
Wed. - Read, descriptive feedback.
Thurs. - Return assignments. Teach mini- lesson.
Fri. - Hand in assignment for evaluation.
Student
Diversity,
2006

51. Criteria
• At least 3 examples of denied children’s rights
• Specific evidence from the story that
demonstrates how the right is denied
• Information presented in a clear, organized,
and interesting way

52. How you will earn your mark
• Rights and evidence: 3 denied rights with
detailed, supporting evidence from the story
(10 marks)
• Presentation: categorized presentation of
information (3 marks)
• Conventions: few errors and these do not
interfere with meaning (2 marks)
**Drafts ready for feedback on Wed!

53. My
Name
Is
Seepeetza
The
Right
to
Her
Own
Culture
It
was
in
the
law
that
the
Indians
couldn’t
pracFce
their
own
religion.
The
nuns
taught
them
in
school
and
made
them
pracFce
the
Catholic
religion.
The
Indian
children
had
to
learn
English;
some
of
them
even
forgot
how
to
speak
their
naFve
language.
The
nuns
also
had
them
change
their
Indian
names
to
Catholic
names.
-­‐Clint

54. Good-­‐Bye
Vietnam
Share
Opinions
-­‐when
the
Government
broke
down
the
temple,
and
they
didn’t
even
ask
the
neigbors
will
they
like
it
or
not.
-­‐when
Mai’s
family
was
on
the
sampan
the
others
said
now
we
can
say
what
ever
we
want
because
we
are
on
the
sea
and
no
one
can
hear
us.
-­‐Jian

55. • How
are
these
effecFve
teaching?
• How
is
this
assessment
for
learning?
• How
could
I
adapt
this
to
use
with
my
students,
in
my
context?

56. Old
Mother
Bear
–
Victoria
Miles
Orca
Publishing

57. How
can
I
help
my
students:
• build
their
background
knowledge
through
listening
• learn
note
taking
• write
informaFon
paragraphs?
Catherine
Feniak,
inner
city,
Vancouver

58. Learning
IntenFons:
• I
can
connect
my
background
knowledge
to
informaFon
from
text
• I
can
acFvely
listen
to
a
text,
while
recording
notes
and
making
detailed
drawings
• I
can
use
my
notes
to
write
2
informaFon
paragraphs
• I
can
self-­‐assess
my
wriFng
using
the
performance
standards

59. My
knowledge
of
bears
Images
in
my
mind
Memorable
language
Facts
I
learned

60. The
Plan:
• With
a
partner,
share
current
knowledge
of
bears
• Record
3-­‐4
ideas
• Predict
which
quadrants
will
be
easiest/most
challenging
• Students
record
4+
ideas
in
each
quadrant
as
teacher
reads
• Part
way
through
the
text,
stop
and
have
students
discuss
with
a
partner:
– Their
notes
– What’s
working,
what’s
not,
why?
– What
needs
more
focus
–
the
plan

61. • ConFnue
reading
• When
finished,
students
connect
ideas
from
their
background
knowledge
that
have
been
expanded/changed
by
the
text
• Establish
criteria
or
review
the
PS
• Students
idenFfy
at
least
5
ideas
from
their
notes/drawings
to
include
when
wriFng
• DraXs
are
wriVen
• Self-­‐assess
and
peer
assess
wriFng

63. Bears
–
by
Mark
Bears
build
their
den
with
their
claws.
It
has
the
power
to
dig
hard
in
the
soil
and
grips
and
pulls
it
out.
Female
bears
weigh
less
then
the
male
and
their
a
liVle
small.
Female
bears
lay
babies
in
the
den
and
brest
feeds
them
unFl
they
grown
up
a
liVle.
Baby
bears
are
pink
when
they
come
out
of
their
mothers
stomach.
Baby
cubs
learn
what
their
mother
is
doing.
Bears
love
to
eat
sweet
bark
from
the
trees
not
always
that
they
like
to
eat
bark
they
like
wild
berries.

65. Old
Mother
Bear
–
by
Dan
Bears
are
very
intelligent
with
their
own
family’s
safety
and
hunger.
They
have
a
sense
to
aVack
anyone
who
is
a
threat
to
their
own
safety
but
since
bears
are
over-­‐protecFve
with
their
babies
they
will
harm
anyone
who
comes
close
to
the
liVle
cubs.
So
watch
out
if
you
get
close
to
a
bear
cub.
SomeFmes
when
bears
are
frightened
they
bark
like
a
dog
which
is
very
weird!
A
very
cool
fact
is
that
when
baby
bears
are
born,
they
look
like
mice!
Some
bears
give
birth
to
cubs
during
their
hibernaFon.
Bears
love
to
eat
salmon
and
berries
they
find
around
forests
and
unfortunately
they
also
like
to
eat
sweet
food
like
honey.
SomeFmes
bears
who
live
near
urban
places
can
find
human
food
and
they
can
get
hooked
to
it.
There
are
some
bears
who
also
bully
other
bears,
like
brothers
and
sisters.

67. Bears
–
by
DV
Mother
bears
are
very
protecFve
of
their
young.
Mother
bears
have
their
cubs
in
the
winter
when
they
are
hybernaFng.
The
cubs
someFmes
nurse
while
their
mother
is
sFll
asleep.
In
every
group
of
cubs,
there
is
always
a
bully.
The
bear
bully
gets
all
of
the
milk
or
food
first
and
is
the
biggest
one
of
all
the
cubs.
When
the
mother
bear
wakes
up
it
is
sFll
winter
so
there
isn’t
much
to
eat.
They
have
to
eat
skunk
cabbage.
Bears
stand
on
two
legs
and
rub
their
backs
on
trees
to
shed
their
fur.
They
don’t
need
the
extra
winter
fur
anymore.
Mother
bears
will
protect
their
young,
even
when
going
against
male
bears
so
never
pet
a
baby
bear.

68. • How
are
these
effecFve
teaching?
• How
is
this
assessment
for
learning?
• How
could
I
adapt
this
to
use
with
my
students,
in
my
context?

69. Resources
• Grand
Conversa@ons,
ThoughBul
Responses
–
a
unique
approach
to
literature
circles
–
Brownlie,
2005
• Student
Diversity,
2nd
ed.
–
Brownlie,
Feniak
&
Schnellert,
2006
• Reading
and
Responding,
gr.
4,5,&6
–
Brownlie
&
Jeroski,
2006
• It’s
All
about
Thinking
–
collabora@ng
to
support
all
learners
(in
English,
Social
Studies
and
Humani@es)
–
Brownlie
&
Schnellert,
2009
• It’s
All
about
Thinking
–
collabora@ng
to
support
all
learners
(in
Math
and
Science)
-­‐
Brownlie,
Fullerton
&
Schnellert,
2011
• Learning
in
Safe
Schools,
2nd
ed
–
Brownlie
&
King,
Oct.,
2011
• Assessment
&
Instruc@on
of
ESL
Learners,
2nd
ed
–
Brownlie,
Feniak,
&
McCarthy,
in
press