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Maple Ridge Graduate Diploma
March 3rd, 2009 Faye Brownlie
Formative assessment to determine students strengths and needs
Brownlie, Feniak & Schnellert, 2006; Earl & Katz, 2005; Schnellert, Butler & Higginson, in press; Smith & Wilhelm, 2006
Activating prior knowledge & helping students connect what they are learning to what they already know
(Brownlie, Close & Wingren, 1988; Brownlie, Feniak & Schnellert, 2006; Buehl, 2001; Kame'enui & Carnine, 2002; Wilhelm, 2007)
Helping students process new content/ building their
repertoire of meaning making strategies
(Brownlie, Feniak & Schnellert, 2006; Buehl, 2001; Cook, 2005; Gear, 2006; Harvey & Goudvis, 2007;Kame'enui & Carnine, 2002; )
Provide opportunities for students to personalize and transform (synthesize) their learning in reference to key concepts and
essential questions
(Brownlie, Feniak & Schnellert, 2006; Buehl, 2001; Cook, 2005; Daniels, & Bizar, 2005; Tomlinson & McTighe, 2006; Wilhelm, 2007)
Ensuring students self-assess, set goals and take actions to
manage and improve their learning
(Brown, Cocking & Bransford, 2000; Brownlie, Feniak & Schnellert, 2006; Butler & Cartier, 2004; Butler, Schnellert, & Cartier, 2005; Davies, 2000; Gregory, Cameron & and Davies, 2000; Zimmerman & Schunk, 2001)
Teaching Content to All
Open-ended teaching
adapted
modified
The Class Review
• What are the strengths of the class? • What are your concerns about the class as a whole?
• What are your main goals this year?
• What are the individual needs in your class?
• Meet as a school‐based team, with the administrator
• Each classroom teacher (CT) joins the team for 45 minutes to speak of her class
• TOC’s provide coverage for CTs • Follow the order of strengths, needs, goals, individuals
• The CT does not do the recording or the chairing
The Class Review
What are the strengths of the class?
What are your concerns about the class as a whole?
What are your main goals for the class this year?
What are the individual needs in your class?
Class Review Learning in Safe Schools
(Brownlie & King, 2000)
Teacher: Class:
Classroom Strengths Classroom Needs
Other Socio-Emotional Learning Language Medical
Goals Decisions
Individual Concerns
Class Review Recording Form
Class Review Learning in Safe Schools
(Brownlie & King, 2000)
Bill Juhasz K-7 Tait
Richmond
4-5 formative assessments/year Block out 4-5 weeks in school calendar All non-enrolling teachers & admin co-assess with CT Coding in teams at pro d or in- school collab time
Bill Juhasz K-7 Tait
Richmond
Sept: Class Review Meetings
Optional Jan. class review
One week later: now what meetings
Non-categorical resource model
Bill’s Year at a Glance‐Sept.
Bill’s Year at a Glance‐Oct.
Menu for Resource Teachers
• Co‐teaching • Working with small groups or individual students • Help administer, score and create a plan from a bi‐monthly Standard Reading Assessment
• ConsultaXon • Peer/Parent/Tutor programming • Special EducaXon Assistants
A Possible Day for a Non‐categorical Resource Teacher
• 8:15‐8:45 Co‐plan with classroom teacher
• 9:00‐9:20 Meet with students re: behaviour/learning plans
• 9:20‐10:30 Gr. 4/5 Reading strategy ‐ co‐teaching
• 10:45‐12:00 Gr. 1/2 Writer’s Workshop
PM
• 1:00‐1:45 Gr.6/7 Works with small group of students on pre‐teaching social studies’ vocabulary/building
background knowledge
• 1:45‐2:15 Gr. 1/2 Browsing Boxes
• 2:15‐2:45 Primary Math Centres
• 2:45‐3:00 Meets with SEAs
Roz’s Schedule
• A CommunicaXons 12 ‐ co‐teaching with Joanne • B Literacy • C English 9 ‐ co‐teaching with Doug • D Science 9 ‐ co‐teaching with Barry • E Prep • F Learning Support 9 • G CPWE 12 • H Social Studies 9 ‐ co‐teaching with Colin
Classroom Strengths ‐ gr.4/5
• Kind to each another • Like to write • High energy • Some models of responsibility
• Some will take risks in their learning
Classroom Needs ‐ gr. 4/5
• Self‐control ‐ too loud! • Interdependence • Listen to group instrucXons • Wide academic range
• Very teacher dependent • Easily distracted
Classroom Goals ‐ gr. 4/5
• Help individuals within class to become more independent
• Help students make wise decisions in choice wriXng and in research quesXons
• Help students choose appropriate reading materials
Medical
• Challis ‐ ritalin, see file • Karmvir ‐ severe diabetes
Language
• ESL 1 ‐ Sharon • ESL 2‐4 Ammen, Karmjit, Janel, Amrit, Ekam, Tommy, Iris, Osama, Jasdeep, David
• IniXate oral language ‐ Jasdeep • Pose quesXons ‐ Challis, Dion, Ekam
Learning
• Focusing ‐ Jordan, Janel, Jasdeep, Challis, KriXes, Ekam, Sigman
• Comprehension ‐ Sigmund, Oscan, Ekam, Janel, Challis, David
• Limited wriien output ‐ KriXes, Challis, Tommy
Social‐emoXonal
• Jordan ‐ severe behavior • Janel ‐ anger management
• Jasdeep ‐ withdrawn, silent
Other
• Extensions: Chloe, Taylor, Janelle, Josie, Emily, KrisXe, Andrew, Amanda
Decisions
Decisions
• RT/CT meet to plan unit on social responsibility
• Include in this unit comprehension strategies of think aloud and quadrants of a thought
• Begin Writers’ Workshop with CT/RT. Use interview process to model choosing topics wisely
• Counsellor to begin ‘magic circle’ group with targeted students (behavior, withdrawn, overpowering)
• Individual behavior plans: Challis, Jordan Jasdeep, Janel ‐ RT check in on goals at 8:40, CT at 3:00
• EA with class for core subjects
Classroom Strengths ‐ gr.1/2
• Teacher is former librarian so extensive knowledge of school’s books
• High energy, keen • AccepXng, generally of Ray • Strong parental support • Students report they are readers/writers • Students love to be read to and browse books
Classroom Needs ‐ gr. 1/2
• Social responsibility: ‐how to treat each other fairly
‐how to take turns
‐how to not call out
‐how to use an inside voice
• Wide academic range ‐ early learners to very able reader
Classroom Goals ‐ gr. 1/2
• Make this class a team • Write daily
• Guided reading, as able • Encourage independence
Medical gr. 1/2
Language‐gr. 1/2
• ESL 1&2 ‐ Elvira, Tom, Juno, Michelle,Tony, Ray, Annie, Jerad
• Ray ‐ omen incomprehensible
• ESL 1‐4 ‐ 13 students, including 8 different first languages
Learning ‐ gr. 1/2
• Briiney ‐ very weak skills • Dominic ‐ knows few, if any, sounds
• Ray, Elvira, Annie, Juno, Tony, Darren ‐ help hearing sounds ‐ phonemic awareness
• Maihew ‐ won’t write
• Ray ‐ is he reading for meaning?
Social‐emoXonal ‐ gr. 1/2
• Briiney ‐ inappropriate friendship skills • Jared, Trevor, Maihew ‐ demanding, liile self control
• Trevor ‐ low self esteem
• Michelle ‐ inaudible speech, whisper
• Ray ‐ wanders
Other ‐ gr. 1/2
• Challenge ‐ Wilson, Catherine
Decisions
Decisions
• RT assess for guided reading • RT with class on RW strategy while CT works on leier/sound
matching, hearing sounds in words (elasXc,snap) • CT reinforce elasXc/snap during whole class reading & wriXng,
small group and 1:1 • CT read twice/week on friendship, geong along with others • RT/CT spend a week on ‘Lily Sequence’ • ConXnue Ray’s full‐Xme EA and reassess amer 1 month
Shabash – Ann Walsh
• Whole class novel – gr. 6/7 • Goals: – Build community
– Highlight, acknowledge, respect diversity – Teach double‐entry journals as a strategy for deepening understanding
– Build and apply criteria for success
Connecting: – Gallery wall – Quick write Processing: – SXcky notes – Double‐entry journals – Criteria Transforming and personalizing: ‐Author’s message
• Chad’s slides