Secondary Science

Secondary ScienceProfessional Learning Cycle

Day 3

Our Inquiry Question:How can we improve student

learning in Secondary Science by inquiring into our current

assessment practices?

AgendaMinds On

Intro/Welcome/PrayerSetting the Stage: Student

EngagementAction

Descriptive FeedbackPLCycle - Reflecting & Sharing from

Day 2Consolidation

Revisit: Student EngagementApplication: Co-PlanningReflection: Exit Card

The extent to which students identifywith and value schooling outcomes,have a sense of belonging at school,participate in academic and nonacademic activities, strive to meet theformal requirements of schooling, and make a serious personal investment inlearning.

Willms et al., 2009Hume, 2011

Student Engagement

Minds On

Social Heart Academic/Institutional

SchoolIntellectual Mind

(Willms) (Hume)

Three Types of Engagement

Minds On

1. How do I feel? 2. Am I interested? 3. Is this important? 4. Can I do this?

Marzano & Pickering, 2011

6

4 Questions to Engagement

Minds On

Let’s Observe: Sheldon & Penny

Minds On

How would Penny, the learner, respond to: • How am I feeling? • Am I interested? • Is this important? • Can I do this?

How would Sheldon, the teacher, respond to: • How am I feeling? • Am I interested? • Is this important? • Can I do this?

Minds On

Descriptive FeedbackWhat is it?• Provides students with a

description of their learning• Purpose is to reduce the gap

between the student’s current level of knowledge and skills and the learning goals, and• Enables the learner to adjust

what he or she is doing in order to improve

Action

Effective Descriptive FeedbackWhat are its characteristics?

Groups of 4 • Read through the list of quotes in

your handout package• Based on these quotes, what do you

think are the characteristics of effective feedback?• Record your ideas on chart paper, and• Be prepared to share with the whole

group

Action

VideoAction

Effective Descriptive FeedbackSummary

Descriptive feedback is the most powerful tool for improving student learning – if it’s done well

It can be positive or negative depending on

•Type•Delivery•Timing

•Structure•Focus•Amount

Action

Effective Descriptive FeedbackSummary cont.

Structure: what was done well, what needs improvement, how to improve (orally, written, in question format)

Focus: linked to learning goals and success criteria (task-oriented not behaviour-oriented)

Amount: prioritize feedback, address most important needs first, limit 2-3

Action

Effective Descriptive FeedbackSummary cont.

Helps students to learn by• Providing information about current

achievement (where am I now?),•With respect to a goal

(where am I going?), and• Identifying appropriate next steps

(how can I close the gaps?)

Action

Effective Descriptive FeedbackSummary cont.

Feedback needs to come while students are still learning

Evaluative feedback can have a negative impact on learning and motivation

Action

Effective Descriptive FeedbackGeneral Progression:

teacher provides feedback to student

student is given time to act on

the feedback

teacher follows up with student to check that feedback

is being used properly

Action

Let’s Revisit Sheldon & Penny

Action

How would Penny, the learner, respond to: • How am I feeling? • Am I interested? • Is this important? • Can I do this?

How would Sheldon, the teacher, respond to: • How am I feeling? • Am I interested? • Is this important? • Can I do this?

Action

PLCycle – Sharing

Action

Co-constructing Success Criteria

Action

Consolidation

Sheldon & Penny – The Finale

How would Penny, the learner, respond to: • How am I feeling? • Am I interested? • Is this important? • Can I do this?

How would Sheldon, the teacher, respond to: • How am I feeling? • Am I interested? • Is this important? • Can I do this?

Consolidation

Co-Planning

Consolidation

Co-Planning• Select a lesson for the next unit

in your course• Determine the learning goals

and success criteria• What assessment tools can you

use (e.g. checklist, rubric, exit card, …) consider using Cooper’s and Keeley’s books for ideas• Determine opportunities for

feedback (when, type, …)• Post on the wiki

Consolidation

Exit Card

Consolidation