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TEACHER
THE GREAT INNOVATOR
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We think of the effective
teachers we have had overthe years with a sense of
recognition, but those whohave touched our humanitywe remember with a deep
sense of gratitude.
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Objectives
Knowing the 21stCentury Teaching & Learning
Understand the Importance of Assessment inTeaching & Learning
Understand the Five Strategies of Assessmentfor Learning
Understand the Importance of Feedback inmoving the students
Best Practice through thoughtful planning andexecution of a lesson
Understand the Importance of PLC
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Success Criteria
Relate the characteristics of the 21stCenturyTeachers & Learners
Differentiate between AfL, AaL & AoL
Explain the Five Strategies of AfL Explain the difference between Feedback (FB) &
Feed Forward (FF)
Able to Incorporate AfL Strategies in Planning &Executing a Lesson
Relate the Six Strategies of PLC
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PARKING LOT If you have any
questions that arise
during the course ofthis workshopplease write theseon a post it note andstick on the parkinglot.
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Assessment
Assessment Literacy
Termssuch as diagnostic, formative,and summativehaverecently beensupplemented with the phrases assessmentfor learning, assessment as learning, andassessment of learning.
Whatmatters is how the information is used
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Fundamental Belief
The primary purpose of
assessment and evaluation is
to improve student learning
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TYPES OF ASSESSMENT
Assessment for Learning
Assessment as Learning
Assessment of Learning
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Activity 1
1. Read the definition given in the task sheetindividually, identify which definition is:
Assessment for learning
Assessment as Learning Assessment of Learning
2. Compare your finding with your shoulder
partner.3. Discuss with your group your understanding
of the three type of assessment.
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Assessment for Learning
The ongoing process of gathering andinterpreting evidence about student learningfor the purpose of determining wherestudents are in their learning, where theyneed to go, and how best to get there.(p. 144)
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Assessment as Learning
The process of developing and supportingstudent metacognition. Students are activelyengaged in the assessment process; that is,they monitor their own learning. (p. 143)
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Assessment of Learning
The process of collecting and interpretingevidence for the purpose of summarizinglearning at a given point in time, to make
judgements about the quality of student learningon the basis of established criteria, and to assigna value to represent that quality. The informationgathered may be used to communicate the
studentsachievement to parents, other teachers, students themselves, and others. It occurs at ornear the end of a learning cycle. (p. 144)
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Assessment for
Learning
Assessment as
Learning
Assessment of
Learning
By teachers
todetermine what todo next instructionally(strategies,
differentiation)Toprovide descriptivefeedback to students(what they are doingwell, what needs
improvement and howto improve)
By student
todetermine what todo next in my learning(e.g. strategy, focus)
Toprovide descriptivefeedback to peers andself (peer andself assessment)Goalis to become
reflective,self monitoring learner
By teacher
todetermine studentslevel of achievement ofoverall expectations at a
given point in timeAsevidence to supportprofessional judgment
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..We shouldpromote high levels oflearning for every child entrusted to us,not because of legislation or fear of
sanctions, but because we have a moraland ethical imperative to do sotestscores will take care of themselves if
educators commit to ensuring that eachstudent masters essential skills andconcepts in every unit of instruction
Whatever It Takes , page 27
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Assessment for Learning (AfL)
Strategies1. Where the learner is going?
(LO & SC)
Sharing, guiding learner, make clear, vision of learning target
2. Planning
Using effective discussion, tasks & activities which will demonstrate learning
CL activities, effective questioning, differentiation (process, content, products),prior knowledge, graphic organiser (thinking tools)
3 Provide effective Feedback that move learner forward
Oral (effective questioning)
Written (positive & encouraging comment & reflection)
4 Activating students as learning resources to one another Sharing & interacting, peer assessment, group assessment
5 Activating students as owner of their own learning
Reflection, Learning environment, self assess & set goal, keep track of ownlearning
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1. Where the learner is going?
Learning Objective
Success Criteria/ Learning Outcomes
Sharing, guiding learner, make clear, vision oflearning target
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2. Planning
Using effective discussion, tasks & activitieswhich will demonstrate learning
Cooperative & collaborative activities,effective questioning, differentiation(process, content, products), prior
knowledge, graphic organiser (thinkingtools)
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Cooperative Learning
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Feedback
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4 Activating students as learning resources
to one another
Sharing & interacting, peer
assessment, group assessment
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Sharing & Interacting
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Roving Ambassador
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5 Activating students as owner of their own
learning
Reflection, Learning environment,
self assess & set goal, keep track
of own learning
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Learning Environment
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THE FACTORS
John Hatties meta- analysis
Effect-size
FeedbackInstructional quality
classroom environment
Class SizeStudents Prior Cognitive Ability
Classroom Management
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THE FACTORS
John Hatties meta- analysis
Effect-size
Feedback (0.73/ 1.13)Instructional quality (0.60/ 1.00)
classroom environment (0.56)
Class Size (0.21)Students Prior Cognitive Ability (1.04)
Classroom Management (0.52)
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The most powerful single moderator thatenhances
achievement is feedback
John Hattie. University of Auckland. 1999
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FEEDBACK & FEED-FORWARD
FEEDBACKFEED-FORWARD
Comment on what hasbeen
done/observed/
completed
Comment that identifieswhat needs to be done toimprove
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CHECKPOINT
NO ITEMS TRUE/FALSE
1. Feedback is one of the most influential factors thatimpacts on student learning.
2. Learning objective describe what students should beable to do at the end of the lesson
3. Success criteria are specific statements that describe
how student can achieve in the lesson
4. Effective AfL does not include opportunities forfeedback and feed-forward
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LESSON PLANNING
A lesson well planned and thought is the first step
to effective practice.
Who are my learners?
What prior knowledge they have?
What strategies shall I use?
How to assess them authentically?
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LESSON PLANNING
Three Parts: StarterBodyPlenary
(Intro) (Main) (Conclusion)
Framed by LOs and SCs
(SMART) Specific, Measurable, Achievable, Relevant,Time-bound
Detail includes: Activities Assessment opportunities Content points/focus questions
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LESSON EXECUTION
A well planned lesson together withinteresting delivery and excellent
classroom management enhance learning
engage learners of all levels through
instructional strategies making the environment conducive
take responsibility of their own learning.
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Anyone who stops learning is old, whether at twentyor eighty. Anyone who keeps learning stays young.
To teach is to learn twice
Teachers should guide without dictating, andparticipate without dominating
The critical factor is not class size but rather the nature
of the teaching as it affects learning.
LEARNING NEVER ENDS
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Professional Learning
Community (PLC)
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