Differentiation and Assessment for Learning

Burnaby Intermediate/Secondary after school series

Feb. 2, 2010 Presented by Faye Brownlie

Learning Intentions •  I can understand and explain to others the

concept of assessment for learning (AFL)

•  I can name the 6 AFL strategies

•  I can identify the 6 AFL strategies in practice

•  I can determine a next step

The  Six  Big  AFL  Strategies  

1.     Inten(ons  

2.     Criteria  

3.     Descrip(ve  feedback  

4.     Ques(ons  

5.     Self  and  peer  assessment  

6.     Ownership  

Paragraph  wri(ng  –  Mehj  Datoo  

1.  Teacher  models  paragraph  wri(ng  using  content  (Chinese  beliefs)  

2.  Students  prac(ce  with  a  second  paragraph  3.  Students  receive  feedback  from  teacher  and  peers  

and  set  a  goal  for  the  next  paragraph  4.  Students  con(nue  to  write  incorpora(ng  feedback  

and  goals,  receive  more  feedback  and  set  new  goals  5.  Students  are  summa(vely  assessed  on  one  final  

paragraph    6.  Students  have  to  do  one  paragraph  on  demand  on  the  

China  test    

Power Paragraphs •  Create a power structure: •  Power 1 – the big idea •  Power 2 – 3 big details about the big idea •  Power 3 – 2 more precise details/examples about the

2nd powers •  Together, write the paragraph, 1 topic sentence (power

1), and 3 explanatory sentences (powers 2 and 3) •  Reread for fluency •  Do several together, then students can create their

structure, get feedback before writing, then write independently

               power  1  

power  2        power  2        power  2  

2  details              2  details  (power  3)  

Test!!!  

Datoo – Hum 8 China Test

Part E: Paragraph Writing (5 marks)

Choose ONE of the topics below and write a PARAGRAPH on it. Make sure you have a

topic sentence, at least three points and a concluding sentence.

Explain in detail ONE of the beliefs from the Shang and Zhou Dynasties (Mandate of

Heaven, Ancestor Worship or Confucianism).

What did you think was the most interesting thing that we learned about in this unit so far?

Explain what it is and why it is interesting.

How can I help my students see geography as an opportunity to problem solve, to address the impact of geographical features on people’s lives…? Catriona Misfeldt, It’s All about Thinking

Essential Questions  What stories do these data or this chart, graph, or map tell? Whose stories are they?

 What data are the most revealing and representative of the quality of life?

Catriona Misfeldt, It’s All about Thinking

The Plan: •  Co-create criteria for measuring

quality of human life •  Model how to underline phrases that

might affect the quality of a life •  Students read and underline phrases

from 2 different case studies •  Students record + and – factors

affecting life •  Exit slip – definition of a good life

Emma  

“I  hate  you.    You’re  such  an  idiot!”    The  back  door  slammed  loudly.    Emma  opened  her  eyes  quickly  and  pulled  up  her  soW  comforter.    Her  heart  was  bea(ng  fast,  and  she  had  a  knot  in  her  stomach.    It  was  her  older  sister  who  had  yelled  and  slammed  the  door.      “Lazy  head,  out  of  bed!”  her  father  shouted  from  the  bo[om  of  the  stairs.  

Heavy  footsteps  moved  quickly  though  the  house  and  then  the  front  door  opened  and  slammed  shut.    The  car  started  and  with  a  screech  pulled  away.    Dad  must  be  late  for  work.    He  oWen  seemed  angry  now.    Emma  remembered  happier  (mes  when  he  helped  her  with  her  homework  and  they  would  go  to  basketball  games  together.    She  wondered  if  it  would  every  be  like  that  again.  

Caring  for  Young  People’s  Rights  –  Roland  Case  

Jose  

Turning  over  on  the  woven  sleeping  mat,  Jose  bumped  into  his  younger  brother.    He  could  see  the  early  morning  light  through  the  cracks  in  the  s(ck  wall  of  his  family’s  home.    The  s(cks  broke  easily  but  were  a  type  of  wood  that  the  termites  wouldn’t  eat.      Jose  could  hear  his  mother  feeding  the  chickens  in  the  yard  outside.    Gently  raising  the  thin  bed  sheet  that  kept  the  bugs  off  at  night,  Jose  sat  up  and  climbed  over  Salvador  and  his  (ny  sister  Rosita.    Careful  not  to  wake  them,  he  replaced  the  sheet  and  stepped  on  to  the  dirt  floor.  

Caring  for  Young  People’s  Rights  –  Roland  Case  

Learning Intention: I can understand the

concept of a global village

•  Anticipation guide on If the World Were a Village

•  Predictions about statistical indicators

•  Discuss the concept of global village

•  Quick write – the big ideas of a global village; connection to qualities of life indicators

An(cipa(on  Guide  

Before  Reading   A6er  Reading  

The  world’s  popula(on  is  about  6.2  billion  people.  

Spanish  is  the  most  widely  spoken  language  in  the  world.  

25%  of  the  world’s  people  do  not  have  easy  access  to  clean  drinking  water.  

Predic(ons  

•  About  the  world’s  na(onali(es?  

•  About  schooling/literacy  throughout  the  world?  

•  About  electricity  consump(on  throughout  the  world?  

Quick  Write  Samples  

•  I  understand  global  village  to  be  an  understanding  of  what  is  happening  in  the  world  and  to  accept  that  everyone  is  different.    Also  understanding  that  some  places  don’t  have  enough  of  something  like  food  and  water  and  live  in  poverty.  – Alan  

•  My  defini(on  of  a  global  village  is  that  it’s  a  metaphor  showing  the  ways  of  the  world.    It  is  a  way  people  can  define  and  see  races  and  cultures  as  it  we  were  all  in  one  village.  – Terri  

Science  -­‐  grade  7    

Kerry  Armstrong  Mary-­‐Lynn  Epps  

Chap.  1  -­‐  The  Process  

For  each  of  the  3  sec(ons:  •  Students  read  using  graphic  organizer    (Reading  Like  a  Scien(st)  

•  Students  met  in  small  groups  (Informa(on  Circles)  to  discuss  important  points  

•  Students  wrote  quick  writes  

The  Results  

5 of the designated students passed the Ch 1 test and 3 achieved 75% or more.

All 6 students handed work in when using technology and did not complete work without it.

All students achieved at least a 2 on all Quick Writes, some achieved 4’s and Gr 9 and 10 Readability levels.

Chap.  2  -­‐  The  Process  

Same  process,  plus…  

•  In  computer  lab,  all  students  could  use  technology  to  have  text  read  aloud,  to  copy  and  past,  to  use  autosummarize,  to  change  font  size  

•  In  wri(ng  Quick  Writes,  all  could  use  the  computer,  set  ‘Word’  to  ‘formal’  wri(ng,  use  spelling  and  grammar  tools,  use  the  Readability  Stats  in  Word    

It’s not just about how teachers use technology.

It’s about the whole class using technology to significantly change the achievement of students with

learning disabilities.

Important Points Highlighted

Word Tools for Changing Font Choice, Colour, and Size

Students’ Writing

The  Six  Big  AFL  Strategies  

1.     Inten(ons  

2.   Criteria  

3.   Descrip(ve  feedback  

4.   Ques(ons  

5.   Self  and  peer  assessment  

6.   Ownership  

How  does  this  process  address  the  Six  Big  AFL  Strategies?  

Resources  

•  It’s  All  about  Thinking  –  Collabora(ng  to  Support  All  Learners:    Humani(es,  Social  Studies  and  English  edi(on  –  Brownlie  and  Schnellert,  2009  

•  If  the  World  Were  a  Village  –  Smith,  2002