Formative Assessment and Quality Teaching in Inclusive Classrooms and Schools: A

Community of Professionals  Coquitlam PNS

September 23rd, 2011 Presented by Faye Brownlie

Learning Intentions •     I  can  explain  why  the  principles  of  universal  design  for  learning  and  backwards  design  are  important  in  suppor;ng  all  learners.  

•    I  can  iden;fy  and  give  specific  examples  of  the  six  big  AFL  strategies.  

•  I  have  a  plan  to  implement  a  strategy  which  is  new  to  me.    

McKinsey  Report,  2007  

•  The  top-­‐performing  school  systems  recognise  that  the  only  way  to  improve  outcomes  is  to  improve  instruc;on:    learning  occurs  when  students  and  teachers  interact,  and  thus  to  improve  learning  implies  improving  the  quality  of  that  interac;on.  

How  the  world’s  most  improved  school  systems  keep  geNng  beOer  –

McKinsey,  2010  

Three  changes  collabora;ve  prac;ce  brought  about:  1.  Teachers  moved  from  being  private  emperors  to  

making  their  prac;ce  public  and  the  en;re  teaching  popula;on  sharing  responsibility  for  student  learning.  

2.  Focus  shiRed  from  what  teachers  teach  to  what  students  learn.  

3.  Systems  developed  a  model  of  ‘good  instruc;on’  and  teachers  became  custodians  of  the  model.  (p.  79-­‐81)  

Frameworks

It’s All about Thinking (English, Humanities, Social Studies) – Brownlie & Schnellert, 2009

It’s All about Thinking (Math, Science)– Brownlie, Fullerton, Schnellert, 2011

Universal Design for Learning

Mul;ple  means:  -­‐to  tap  into  background  knowledge,  to  ac;vate  prior  knowledge,  to  increase  engagement  and  mo;va;on  

-­‐to  acquire  the  informa;on  and  knowledge  to  process  new  ideas  and  informa;on  

-­‐to  express  what  they  know.  

                     Rose  &  Meyer,  2002  

Backwards Design

•  What  important  ideas  and  enduring  understandings  do  you  want  the  students  to  know?  

•  What  thinking  strategies  will  students  need  to  demonstrate  these  understandings?    

                 McTighe  &  Wiggins,  2001  

Approaches •  Assessment  for  learning  •  Open-­‐ended  strategies  •  Gradual  release  of  responsibility  •  Coopera;ve  learning  •  Literature  circles  and  informa;on  circles  •  Inquiry  

It’s All about Thinking – Brownlie & Schnellert, 2009

Assessment  OF  Learning  

Purpose:  repor;ng  out,  summa;ve        assessment,  measuring  learning  

Audience:  parents  and  public  

Timing:    end  

Form:    leOer  grades,  rank  order,        percentage  scores  

Assessment  FOR  Learning  

Purpose:  guide  instruc;on,  improve        learning  

Audience:  teacher  and  student  

Timing:    at  the  beginning,  day  by        day,  minute  by  minute  

Form:    descrip;ve  feedback  

AFL  

•  Learning  inten;ons  

•  Criteria  –  co-­‐created  

•  Descrip;ve  feedback  

•  Ques;oning  

•  Peer  assessment,  then  self  assessment  

•  Ownership  

How  can  you  sort  these  numbers?    What  groups  can  you  make?    What  

aOributes  can  you  find?  3  545  root  16    -­‐4    π    17    25  121  3.14  

 1/3    15/3    7/9    4/11    -­‐25    0.33333    10    10  to  the  power  of  3  

I can observe for evidence. I can use evidence to

support my inferences

Now, what do you wonder?

•  Images  from  Chris  Jordan  

Assessment for Learning Learning  inten0ons   Criteria   Descrip0ve  feedback  

Ques;ons   Self  and  peer  assessment   Ownership  

Lit  12:    prac;ce  without  penalty  Naryn  Searcy,  Pen;cton  

•  Goal:    learn  how  to  represent  your  understanding  of  a  poem  in  a  different  ways  

•  Poet:    Robert  Burns      – Auld  Lang  Syne  (read  aloud)  – To  a  Mouse  (teams)  

1.    Read  aloud  and  prac;ce  stanza  with  partner  

2.    Connect  to  themes:  – Mankind  has  broken  its  union  with  nature  – Even  our  best  laid  plans  oRen  do  not  work  out  

3.    Microcosm  &  universal  truths  

Assignment  

1.  Mouse  Dance  –  all  8  stanzas  (2-­‐4  students)  

2.  Comic  (1-­‐2  students)  

3.  Reduced  poetry  (1-­‐2  students)  

Criteria  

•  Demonstrate  understanding  of  the  meaning  of  all  8  stanzas  of  the  poem  

•  Recognize  and  demonstrate  the  2  themes  

Feedback  

•  What  worked?  •  What’s  missing?  

•  What’s  next?  

Robert  Burns  (1759-­‐1796)To  a  Mouse  On  Turning  Up  Her  Nest  with  the  

Plough,  November,  1785      

       Wee,  sleeket,  cowrin,  0m'rous  beas0e,                            Oh,  what  a  panic's  in  thy  breas0e!                            Thou  need  na  start  awa  sae  hasty                              

       Wi'  bickerin  braTle!                              

       I  wad  be  laith  to  rin  an'  chase  thee                                        Wi'  murd'ring  paTle!  

Assessment for Learning Learning  inten0ons   Criteria   Descrip0ve  feedback  

Ques;ons   Self  and  peer  assessment   Ownership  

Teresa Fayant K

Stzuminus First Nation

Goals

Plan

Rationale

Planning

What do we want to develop/ explore/change/ refine to better meet the diverse needs of diverse learners?

Why are we choosing this focus?

How will we do this?

Resources    •  Grand  Conversa,ons,  Though2ul  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