St Joseph’s College, Lucan. Background Dublin school All-girls’ Catholic Secondary School 900...
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- St Josephs College, Lucan.
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- Background Dublin school All-girls Catholic Secondary School
900 students 66 Staff Mix academic, cultural & socio-economic
backgrounds 39 nationalities Before AFL 2012 school at a crossroads
in planning Evaluated life in the school through questionnaire All
unhappy with student learning and their lack of responsibility to
it Teachers felt they were doing all the work
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- What do I want the students to learn? How am I going to get
them to learn? How can I get them to improve their learning? How am
I going to assess their learning?
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- Curriculum broad based Do I value only memory? What about the
Key Skills? Holistic student?
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- Managing Myself Managing Information & Thinking Working
with others CommunicatingStaying WellBeing Creative
LiteracyNumeracy
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- They help the learner develop the knowledge, skills and
attitudes to face the many challenges in todays world. They also
support students in learning how to learn & take responsibility
for their own learning
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- What do you want YOUR students to learn?
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- Enables teachers and students to focus on three key questions -
1.Where are students now in their learning? 2.Where are students
going in their learning? 3.How will students get to the next point
in their learning? NCCA Assessment Guidelines p9.
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- AFL Process Learning Intention and Quality Criteria are the
foundation stones
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- If learners are to take more responsibility for their own
learning, then they need to know what they are going to learn, how
they will recognise when they have succeeded and why they should
learn it in the first place. (An Intro to AfL, Learning Unlimited,
2004) Learning intentions What and Why Features of quality How to
recognise success
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- Introduced AFL & Key Skills How: 1.Quality Criteria
2.Learning dialogue 3.Feedback Two Stars and a Wish/Traffic Lights
4.Peer and self assessment 5.Evidence of improved learning Learning
Log 6.Learning Boot camp
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- Character Question Romeo and Juliet Underline the keywords in
the question Brainstorm ideas thinking of the main qualities of the
character Plan the essay into 5-6 paragraphs Write an Introduction.
In the introduction I must refer to the keywords in the question,
name the play and author using the correct spelling and capitals. I
must outline what I am going to talk about in the essay. Put every
new idea into a new paragraph referring to the keywords in
question. Add in suitable quotes and examples from the play to back
up my points Write a concluding paragraph referring back to the
keywords in the question and summarise what were tha main points of
the essay Check for spelling, grammar and punctuation I must not
tell the story
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- Quality Criteria act as scaffolding for learning & Key
Skills
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- 1.I have written at least 2A4 pages. 2.I have appealed to all
five senses. 3.I have used a variety of rich and interesting
adjectives. 4.I have used similes, metaphors or vivid images. 5.I
have used onomatopoeia to describe sounds. 6.I have divided my text
into paragraphs. 7.Each paragraph clearly deals with a separate
point. 8.I have written complete, grammatical sentences. 9.I have
used capitals at the start of a sentence. 10.I have used commas and
full stops to show where a sentence ends. 11.My spellings are
mostly correct.
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- Back-to-Back Carousel Jig saw Murder Hunt Verbal tennis Hot
seating Circus time Role play The Teachers Toolkit by Paul
Ginnis
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- All these methodologies lead to learning dialogue between the
students and the teacher The teacher adapts her lesson to meet the
learning concerns Traffic Lights Building a growth mindset Changes
the pupil-teacher relationship
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- Feedback The main goal of feedback is to reduce the gap between
the current understanding and performance and a goal. (Hattie) The
only good feedback is feedback that is acted upon. The relationship
between the student and teacher is paramount.
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- Helpful Immediate The process understood Students actively
involved Dialogue between learner and teacher
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- 1. Feed Up Where am I going? What are the goals? 2. Feedback
How am I going? What progress is being made towards the goals? 3.
Feed Forward Where to next? What activities need to be undertaken
to make better progress?
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- Break assignment into stages Provisional grade oral dialogue
Withhold the grade comment only Peer assessment Self assessment
Group work on feedback comments Oral Feedback Staggering feedback
Two Stars and a Wish - Handout
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- Teacher corrects using Two stars and a Wish. Peer and Self
Assessment Offers exemplars of work Comment only marking for First
Years Conversational marking No personal comments we kept to the
task
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- Show Me Boards teacher can assess whole class Wait time No
hands up Bouncing Drafting and redrafting Hard on content, soft on
people Growth Mind set & Key Skills
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- QUALITY CRITERIA Students set and Students recognise complete
learningwhat went well Students recognise what needs
improvement
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- What I need to do? What went well? What needs improvement? What
is my learning goal?
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- Time to get tough with our 6 steps to achieving your
goals!
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- A proper learning workout helps you achieve your specific
learning goals With a well-thought-out plan its easy to create
effective learning
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- Have you got the right gear for class? The right gear consists
of all the books, copies, etc. you will need for each class So be
prepared, you cannot do a proper learning workout without the right
gear!
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- Are you ready to learn? A good warm up routine helps you to
concentrate on the learning to come Warm up routines vary in each
class but generally involve roll call, getting books out,
correcting homework, recalling the work of a previous class
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- Focus and Listen to your instructor (teacher) Do you know what
you are about to learn in this lesson? Learning Intention Do you
know what you are to do during the lesson? Success Criteria
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- Are you actively engaging in and learning from the lesson? Are
you adding to the lesson by sharing prior knowledge or asking
pertinent questions? Are you fully partaking in class discussion
and activities?
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- Revision refreshes & hydrates your mind Did you take notes
during and after the lesson? Did you go over and learn those notes?
Did you do your homework to practice what you learned?
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- How have you done so far? Self Evaluation What are your
learning strengths? Are you achieving your learning targets? What
areas of your learning do you need to improve to reach your
learning targets? Deskercise (revision) every weekend is the
perfect cool down routine!
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- HOW AM I GOING TO ASSESS THE LEARNING?
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- Do our assessment practices give students enough feedback and
targets for improvement? Do they encourage continuous hard work and
responsibility from the student? Are they consistent across all
subjects?
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- Christmas Exams Class tests Revision list of chapters covered
Report with comment Term Exams in November Ongoing Assessment 20%
Juniors/30% Seniors Task criteria given Report with Learning advice
and literacy
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- See handout in file
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- 100% for on-going assessment Use of Distinction, Merit, Pass,
Not Working... 100% for Term Exams Students not taking assignments
seriously unless they were on-going assessment grades Fear of
inflating the marks when combined at Senior level Gives greater
flexibility to teacher Each Subject department decides common
assessment.
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- Change in the culture of the school to one of learning and
teaching 86% students say they now are more responsible for their
learning Students working harder Grades have improved Students
staying at Higher Level Student collaboration building better
relationships with each other Parents have agreed it helps with
study habits
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- More collaborative & culture of planning Awareness of the
need for CPD Teachers role in the classroom has changed. ICT helped
with collaboration Hard work needed to integrate AFL & Key
Skills. Teachers are asked to be progressive, professional and
pioneering. Working smarter not longer
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- Stress levels were initially very high for students and
teachers Quality criteria and class planning takes a lot of time
Teachers unsure of how to give effective feedback Assessment is
complex
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- Learning Pauses ICT sharing and collaboration Croke Park hours
are very subject based Lots of CPD from outside and inside. Staff
doing CPD on-line Health flag staff well being MLL gave us all a
positive lift SSE helps us to see if there is progress Evaluating
and tweaking
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- How do we know we have improved learning? Tracking literacy and
numeracy Showed above the national average Questionnaires and Focus
group interviews Noted students who needed assessments and extra
help with learning Found lack of consistency in correcting exam
papers and need for moderation
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- Knows their learning strengths Believes in a growth mind set
Values collaboration and working with others ICT competent Stays
confident and well Peer and self evaluation is a natural process
Communicates with ease and confidence Finds meaning and purpose in
life Skilled at thinking for themselves in a creative way
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- Where are you on the path? Questions??