Vancouver.afl.deeper.nov.2011

Going Deeper with Assessment for Learning

Vancouver School District Nov. 25th, 2011 Faye Brownlie

www.slideshare.net

Learning IntenFons

•  I can name and describe the 6 AFL strategies. •  I can idenFfy some of the AFL strategies in my pracFce.

•  I understand how to embed AFL strategies seamlessly into my teaching to make student learning more powerful.

•  I can plan a next step.

McKinsey Report, 2007

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

How the world’s most improved school systems keep geUng beVer –

McKinsey, 2010

Three changes collaboraFve pracFce brought about: 1.  Teachers moved from being private emperors to

making their pracFce public and the enFre teaching populaFon sharing responsibility for student learning.

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

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

The teeter totter

kids

kids curriculum

1. Learning Intentions “Students can reach any target as long as it holds sFll for them.” -‐ SFggins -‐

2. Criteria

Work with learners to develop criteria so they know what quality looks like.

3. Questions Increase quality quesFons to show evidence of learning

4. Descrip+ve Feedback Timely, relevant descripFve feedback contributes most powerfully to student learning!

5. Self & Peer Assessment Involve learners more in self & peer assessment

6. Ownership Have students communicate

their learning with others

What’s working?

What’s not?

What’s next?

Descriptive Feedback

Science 8 Science Skills & Processes Name: _____________

LEARNING GOALS Date: _____________ Safety, Scientific Method & Measuring Block:_______ BEFORE AFTER

1. I can find and list important safety equipment in the classroom

2. I can explain the meaning of “WHMIS”

3. I can identify and name the WHMIS symbols 4. I can identify unsafe situations & explain why the situation is unsafe 5. I can make qualitative & quantitative observations & explain the difference between inferences & observations

6. I can define & identify: variables, independent variable, Dependent variable, controlled experiment, control set up

7. I can identify & explain the difference between: controlled experiments, correlation studies & observational studies

8. I can name the steps of the scientific method 9. I can design a controlled experiment 10.. I can discuss examples of ethical issues in science

Feedback: coloured pens Joni Tsui, Port Moody Secondary

•  Conclusion to a lab

•  First line – state the conclusion •  JusFfy the conclusion from the data

•  JusFfy the conclusion from the literature

Gallery Walk – writing lesson •  In groups, 3 things that count in wriFng •  Made class list and categorized •  Focus on meaning and thinking

–  DescripFon –  ImaginaFon –  Detail –  Knowledge –  Focus –  Ideas –  Passion –  Intriguing –  Understandable

•  Place a series of pictures around the room •  Students in groups of 3 •  3 minutes per picture

•  Chat – How could you use this image in your wriFng?

•  Build on one another’s thinking •  View 4 pictures

•  Eagle Dreams -‐ Wri8en by Sheryl McFarlane ; Illustra+ons by Ron Lightburn;

•  ISBN: 1-‐55143-‐016-‐9

•  Task: a piece of wriFng, choose your genre, think about the criteria

•  As you are moving to your desk, keep walking unFl you have your first line in your head

•  12 minutes to write

•  As students are wriFng, move about the room, underlining something powerful (criteria connected) in each person’s wriFng

•  Each student shares what was underlined •  Listen to hear something you might want to borrow

•  As a class, decide on why each was underlined •  Create the criteria:

– Words that are WOW – Details that showed emoFon or made a picture

– Hook – first line made me want to keep reading

Sample 1

One cool and breezy night, in a prairie, a boy sat on the rim of his open window, looking out at the moon, hoping for something to happen. AXer a few minutes, he went back in and close his window. Robin sighed. “I wished my life has more excitement in it, “ he thought, before he turned off his light and went to bed, he took one quick look at his kite on top of his bed that’s shaped like an eagle, and went to sleep.

Sample 3 Once upon a Fme there was a boy that was facinated by eagles, he

asked his father to get one for him but he couldn’t. Then the boy thought about a way to catch an eagle and then a different gender one for more eagles. Delighted with his idea that he thought of last night, he conFnued his plan. He put 3 fishes in the open with a trap, and went to bed. Then he heard a noise that sounded like an eagle. When he had checked the trap, he found an eagle that was in his trap. Happily jumping around, the eagle made him inspired to make a home for the eagle. He created a bond with the eagle. He remembered how much his father despised eagles. He lead the eagle to a secret place in the forest where his father never went. He came downstairs and his father was in a rage. He threatened to ground his son if he didn’t kill the eagles. Shocked, the boy asked why he told him so. The father said they …

Sample 4

At Sunday, the Ximing and his father mother go travel. On, Ximing say “I’m see a eagle!” His father and his mother is going to his. And his mother say “Oh, Help it!” OK. It was heal. OK. We are go back home!

At home: Today is very funning. Because we are helpa eagle! I’m so happy now! Ximing is Fme to eat a dinner say mother say …

•  Kids can add/edit/conFnue to work •  Set up for next class

– Work on same criteria – Hear again, pieces that work – Move to where kids can idenFfy criteria in their own work and ask for help with criteria that are struggling with

•  AXer repeated pracFce, students choose one piece to work up, edit, revise, and hand in for marking

•  Feedback is conFnuous, personal, Fmely, focused

Teresa Fayant K

Stzuminus First Nation

Teaching how to respond

Formative assessment to determine students strengths and needs

Brownlie, Feniak & Schnellert, 2006; Earl & Katz, 2005; Schnellert, Butler & Higginson, in press; Smith & Wilhelm, 2006

•  How are these effecFve teaching?

•  How is this assessment for learning?

•  How could I adapt this to use with my students, in my context?

Questioning Math 5

and so...?

What mathematical

processes did you engage in?

mathemaFcal Processes

now consider this...

and so...?

What mathematical


Critical thinking & Problem-Solving

•  How much forest must be removed to create a 4-‐lane highway 15 km long?

•  How can you figure it out?

•  What thinking skills do you use?

It’s all about thinking in math & science – Brownlie, Fullerton, Schnellert

•  How much forest must be removed to create a 4-‐lane highway 15 km long?

•  How can you figure it out?

Critical thinking & Problem-Solving

and so...?

What mathematical


Sequence:

Humanities 6/7

Learning Intention

•  To examine and understand children’s rights in different parts of the world

United Nations Rights of the Child 1.  Education 2.  Family 3.  Food and shelter 4.  Health 5.  Name and nationality 6.  Non-discrimination 7.  Own culture 8.  Protection from harm 9.  Rest and play 10.  Share opinions

Middle School En/SS Project Mon. - Model assignment with picture book. Build

criteria. Tues. - Read independently, begin assignment. Wed. - Read, descriptive feedback. Thurs. - Return assignments. Teach mini- lesson. Fri. - Hand in assignment for evaluation.

Student Diversity, 2006

Criteria

•  At least 3 examples of denied children’s rights

•  Specific evidence from the story that demonstrates how the right is denied

•  Information presented in a clear, organized, and interesting way

How you will earn your mark •  Rights and evidence: 3 denied rights with

detailed, supporting evidence from the story (10 marks)

•  Presentation: categorized presentation of information (3 marks)

•  Conventions: few errors and these do not interfere with meaning (2 marks)

**Drafts ready for feedback on Wed!

My Name Is Seepeetza

The Right to Her Own Culture

It was in the law that the Indians couldn’t pracFce their own religion. The nuns taught them in school and made them pracFce the Catholic religion. The Indian children had to learn English; some of them even forgot how to speak their naFve language. The nuns also had them change their Indian names to Catholic names.

-‐Clint

Good-‐Bye Vietnam

Share Opinions -‐when the Government broke down the temple, and they didn’t even ask the neigbors will they like it or not.

-‐when Mai’s family was on the sampan the others said now we can say what ever we want because we are on the sea and no one can hear us. -‐Jian




Old Mother Bear – Victoria Miles Orca Publishing

How can I help my students: •  build their background knowledge through listening

•  learn note taking • write informaFon paragraphs?

Catherine Feniak, inner city, Vancouver

Learning IntenFons:

•  I can connect my background knowledge to informaFon from text

•  I can acFvely listen to a text, while recording notes and making detailed drawings

•  I can use my notes to write 2 informaFon paragraphs

•  I can self-‐assess my wriFng using the performance standards

My knowledge of bears Images in my mind

Memorable language Facts I learned

The Plan:

•  With a partner, share current knowledge of bears •  Record 3-‐4 ideas •  Predict which quadrants will be easiest/most challenging

•  Students record 4+ ideas in each quadrant as teacher reads

•  Part way through the text, stop and have students discuss with a partner: –  Their notes – What’s working, what’s not, why? – What needs more focus – the plan

•  ConFnue reading •  When finished, students connect ideas from their background knowledge that have been expanded/changed by the text

•  Establish criteria or review the PS •  Students idenFfy at least 5 ideas from their notes/drawings to include when wriFng

•  DraXs are wriVen •  Self-‐assess and peer assess wriFng

Bears – by Mark

Bears build their den with their claws. It has the power to dig hard in the soil and grips and pulls it out. Female bears weigh less then the male and their a liVle small.

Female bears lay babies in the den and brest feeds them unFl they grown up a liVle. Baby bears are pink when they come out of their mothers stomach. Baby cubs learn what their mother is doing.

Bears love to eat sweet bark from the trees not always that they like to eat bark they like wild berries.

Old Mother Bear – by Dan Bears are very intelligent with their own family’s safety and

hunger. They have a sense to aVack anyone who is a threat to their own safety but since bears are over-‐protecFve with their babies they will harm anyone who comes close to the liVle cubs. So watch out if you get close to a bear cub. SomeFmes when bears are frightened they bark like a dog which is very weird! A very cool fact is that when baby bears are born, they look like mice! Some bears give birth to cubs during their hibernaFon.

Bears love to eat salmon and berries they find around forests and unfortunately they also like to eat sweet food like honey. SomeFmes bears who live near urban places can find human food and they can get hooked to it. There are some bears who also bully other bears, like brothers and sisters.

Bears – by DV

Mother bears are very protecFve of their young. Mother bears have their cubs in the winter when they are hybernaFng. The cubs someFmes nurse while their mother is sFll asleep. In every group of cubs, there is always a bully. The bear bully gets all of the milk or food first and is the biggest one of all the cubs.

When the mother bear wakes up it is sFll winter so there isn’t much to eat. They have to eat skunk cabbage. Bears stand on two legs and rub their backs on trees to shed their fur. They don’t need the extra winter fur anymore. Mother bears will protect their young, even when going against male bears so never pet a baby bear.




Resources •  Grand Conversa@ons, ThoughBul 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