Formative Assessment and Quality Teaching in Inclusive Classrooms and
Schools: A Community of Professionals
Coquitlam Sept. 24, 2010
Presented by Faye Brownlie
Learning Inten+ons
• I can explain current theories of teaching and learning.
• I can understand and can explain to others the concepts of Assessment for Learning (AFL)
• 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.
• I can determine a next step
Know your content
• Research – effec<ve programming
• Curriculum – key concepts, learning outcomes
Model Guided practice Independent practice Independent application
Pearson & Gallagher (1983)
Teaching Content to All
Open-‐ended teaching
adapted
modified
Open-ended strategies:
Connect-activate Process-acquire
Personalize/transform- apply
(Brownlie, Feniak & Schnellert, 2006; Buehl, 2001; Cook, 2005; Gear, 2006; Harvey & Goudvis, 2007; Kame'enui & Carnine, 2002)
Frameworks
It’s All about Thinking – Brownlie & Schnellert, 2009
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
Know your kids
• Class review
• Assessment for learning – the grand event
ASSESSMENT of
LEARNING
Purpose • To measure, to report out
Audience • Parents, others outside the classroom
Form • Rank order, marks, percentages, numbers, leZers
Timing • At the end to sum up the learning
ASSESSMENT for
LEARNING
Purpose • to inform teaching and learning
Audience • teachers and students
Form • descrip<ve feedback – NO MARKS!
Timing • while the learning is happening when the informa<on can s<ll be used
Classroom Examples
AFL
• Learning inten<ons
• Descrip<ve feedback
• Ques<oning
• Ownership
Reading and Thinking with Different Texts
• Making Inferences • Asking ques<ons • Using evidence to support your thinking
• Learning Inten<ons: -‐I can use world currency informa<on to explain what this means to average people. -‐I can interpret this informa<on, providing reasoning for my interpreta<ons
A Comparison of World Currencies – what does it mean to the average
ci<zen? • Ci<es being compared: – Athens, Frankfurt, Manila, Shanghai, Toronto
• Number of minutes to work to buy a Big Mac: -‐12, 15, 30, 30, 88
• Number of hours to work to buy an 8gb iPod -‐10.5, 13.5, 24.5, 56.5, 128.5
• Annual average hours worked: -‐1704, 1827, 1868, 1946, 2032
• Cost of living (rela<ve to NYC) -‐28.7%, 48.9%, 54.6%, 63%, 70.6%
ar#cles.moneycentral.msn.com/SmartSpending/ConsumerAc#onGuide/burgernomics-‐whats-‐a-‐big-‐mac-‐worth.aspx
Ques<oning
• Math
• Closed vs open
• 1 + 4 =
• 2 + 3 =
• 4 + 1 =
• 0 + 5 =
How can you show your number for our number
book?
Ques<oning
• Who is answering your ques<ons?
• Who is asking the ques<ons?
AFL
• Learning inten<ons
• Criteria – co-‐created
• Descrip<ve feedback
• Peer assessment, then self assessment
• Ownership
Cinquain Poems • Show a poem to the students and have them see if they can find the paZern – 5 lines with 2,4,6,8,2 syllables
• Create a cinquain poem together • No<ce literacy elements used • Brainstorm for a list of poten<al topics • Alone or in partners, students write several poems • Read each poem to 2 other students, check the syllables and the word choices, then check with a teacher
Garnet’s 4/5s Literary Elements
• Simile
• Rhyme
• Allitera<on • Assonance
Sun Run Jog together
Heaving pan<ng pushing
The cumbersome mass moves along
10 K
Vicky Shy and happy
The only child at home
Always have a smile on her face
my
cheerful
Candy Choclate bars
Tastes like a gummy drop
Lickrish hard like gummys
Eat
Thomas
Vampires Quenching the thirst
These bloodthirsty demons
Eyes shine, like a thousand stars
Midnight
Hannah
Majic Lafa<ng
Wacing throw wals fliing in air
Macking enment objec
Drec dans.
Henry
AFL
• Criteria
• Descrip<ve feedback
• Ownership
AFL
• Ques<oning
• Self and peer assessment
• Ownership
How can I help my students learn the vocabulary they need in science?
How can I help my students link what they have learned in one chapter to the next?
Students need:
• Prac<ce using the vocabulary • To link new vocabulary to what they already know, then to add on or refine their understanding of the words
• To make connec<ons among the words in order to retain the vocabulary
The Plan
• Choose 2 key words from previous chapter and have students brainstorm what they know about each – 2 min. each – add ideas from partners
• Class share 10 key ideas and clarify • “I used to think…but now…” • Introduce new chapter words with 3 column notes: – Before/during/aver
The Plan
• In ‘before’ column, students write what they know about each word
• Students read the sec<on of the text, collec<ng informa<on to clarify the vocabulary and recording this in the ‘during’ column
• Students choose 6-‐8 words and make a concept map with them in the ‘aver’ column
Human Op<cs Vocabulary
Before During A@er
pupil
iris
cornea
sclera
re<na
op<c nerve
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?