2014 clarity and model 2

Assessment for Learning

(AFL)

Clarity about what is to be learnt

Term 1 2014Based on work from Evaluation Associates

Model:Video lessons of each capability x2 per term (lead/buddy to watch video) Triadic discussion with buddy teacher and lead teacher has watched video (Weeks 4 or 5 and Weeks 8 or 9)Lead teacher supports giving feedback

Sarah G/Bridgette/Krysten AngeEmily/Gina/Danielle Marie Lauren/Michelle Julie

Term 1 – Clarity Term 2 – Active ReflectionTerm 3 – Promoting Further LearningTerm 4 – discussion around matrix and goal setting for 2015

Assessment For Learning Archway of Teaching

Capabilities

Clarity about what is to be learnt•Learning Intentions•success criteria•relevance•exemplars•modelling

Assessment•curriculum understanding

•Pervasive quality

•Quality Management

Promoting Further LearningLearning Conversation•Feedback•Feed-forward

Active Reflection•About learning

•student engagement

•sense of partnership

Shared Clarity about next learning steps

Effective Learning

Building Learning-Focused RelationshipsThe archway is standing on a firm foundation of trusted and supportive relationships

Shared clarity about what is to be learnt

1. Learning intentions

2. Relevance

3. Examples/modelling

4. Success criteria

5. Alignment

Learning Intentions

Specific and challenging goals lead to success as they direct students’ attention, specify norms of performance and have positive effects on self-efficacy.

Hattie & Jaeger, (1998); Hattie & Timperley, (2007)

The first ‘active’ element of formative assessment in the classroom is the sharing of Learning Intentions.

Shirley Clarke, (2003)

1. Be clear in your own mind: What it is that you want the students to learn or understand Write it down in ‘teacher-speak’

2. Translate into student - speak• Take your ‘teacher - speak’ Learning Intention and put it into

language that your students can understand clearly.

The difference between learning intentions and tasks

To estimate the length of a horse

To create text that clearly conveys the sense of a character

To learn some qualities used in shaping a piece of music

To sing a song

To write a recount about school camp

Learn when to use capital letters and full stops.

The difference between global and specific LIs

Learning how to write a recount

Learning how to grab the readers attention

Learning how to use words to show the order of my events

Learning how to describe an event in more detail

Global: Learning how to persuade others in our writing.

Specific: Learning to write the opening paragraph of an argument.

More specific:

Learning how to get the reader involved and interested in my argument from the start, or…

Learning how to back up a point with convincing evidence.

Relevance Some challenges with relevance:1. We just forget to mention it2. We mention it only in passing

Some useful ideas:1. ask the students why its important to learn this?2. get the students to talk to their partner about why this is important3. Discuss with students why they will use/need this learning4. Share with students how it fits into the bigger picture

It is simply about making the learning explicit by focusing students’ attention on understanding quality. Learning is improved when notions of quality are combined with modelling.

Marshall & Drummond, (2006)

What exactly constitutes quality is complicated as it often involves the articulation of what is inside a teacher’s head and is affected by the teacher’s previous qualitative judgments about what students should be able to produce.

Sadler, (1998)

ModelLing/Exemplars

Common challenges with Modelling the Process or Examining an Exemplar

The timing of the modelling

The standard of the modelling

The alignment – ie does it really exemplify what the students are trying to learn?

Does it demonstrate the process that the students needs to use in order to proceed with the learning?

When do you model/ when do you use an exemplar?

Examples / Modelling

Writing: How to add detail to our writing

Inquiry: How to sort information

Maths: How to order fractions

Reading: How to predict what the story might be about

Success CriteriaCriteria are best revealed through an experience-socialization process involving such processes as: observation, imitation, dialogue and practice, further explanation, exemplars and quality discussion of the more complex or ‘invisible’ criteria.

Rust, Price & O’Donovan, (2003).

Criteria are best revealed with the use of exemplars to help typify the standard expected.

Gibbs & Simpson, (2004-05) Sadler, (1998)

Key ideas with success criteria not too many are they product criteria or process criteria?Whose idea were they?

‘Product’ and ‘Process’ Criteria:

Product:

What it is about the finished product that shows you’ve been successful

Process:

What steps I could take to make sure the finished product is successful

Depending on the learning, one may be more useful than the other.

Key ideas with co-constructing the success criteria

To help students be clear about our modelling

Either give SC, model how to construct SC OR if inviting students to construct SC with you help them make the links back to your modelling/example

So the students can have something definitive to refer back to, to check, to see if how well they are going

To guide teacher and students in self- and peer-assessment.

Follow with an opportunity to create the Success Criteria

The question you ask will make a big difference to what the students suggest

Try this one: “how did I get my audience interested in my story? What strategies did I use? Or what steps did I take? What did I do first? Let’s have a look back at my paragraph and see...”

Not “what will make you successful?”

Alignment is a crucial element in successful pedagogical approaches. Berliner argues that highly effective teachers deliver the curriculum in ways that align delivery and learning outcomes and that alignment can directly lead to success in learning.

Berliner (1987; 1990)

ALignment

Learning intentions, the model, the success criteria and task need to be separated but aligned.

The Learning Intention is what you want the students to learn or understand.

The Model is a demonstration of how to reach the learning intention

The Success Criteria answers the question “How will we know we have achieved this?”The instructions for the Activities and Tasks describe the activities the students will carry out in order to learn

NOT ALIGNED…LI: Learn how to describe an event

in detail (so the reader gets a better picture)

SC: I have written about: What I could see and hear What I was feeling My punctuation is correct I haven’t used ‘and then… and

then…’Task: Write a recount about

yesterday’s swimming sports.

ALIGNED…LI: Learn how to describe an

event in detail (so the reader gets a better picture)

SC: I have written about: What I could see What I could hear What I was feeling.

Task: Re-write your introduction by focusing on an event that gives the reader a vivid picture in their heads

Check that students understand Give frequent opportunities for students to check their understanding

with you or one another

Model for the students how they might think and share with others

Give students time to think before responding to a question – ‘Wait-time’

Display L.I and S.C

These need to be visually displayed so you and students can refer back to them

Some ideas to save your time & the school’s money: save on the computer record on a laminated card that can be shifted from the

whiteboard to a display area. Create a flip-chart or A3 Booklet so students can refer back

to them

Example of clarityPlease record on observation sheet

Observation forms

- Blanks and examples

ReadingModel II theory

Thoughts? Wonderings? Ah-has?

Giving FeedbackConversation forms

Talk it through with lead teacher first

It’s about the practice rather than the person (emotions)

It may be tricky – work through the process

Be specific (don’t waffle to protect ppl) – address the issue (keep the purpose in mind)