River east.nov.2010

Differen'a'on?    Assessment  for  Learning?    Engagement?  

Teaching  in  Today’s  Classrooms  

River  East  Collegiate  Friday,  Nov.  19th,  2010  

Faye  Brownlie  

Learning  Inten'ons  

•  I  know  the  difference  between  assessment  of  learning  and  assessment  for/as  learning.  

•  I  have  at  least  2  specific  AFL  strategies  to  try  with  my  students  next  week.  

•  I  bePer  understand  how  to  differen'ate  instruc'on  in  my  courses.  

•  I  have  a  plan  to  try  a  strategy  that  is  different  for  me.  

Assessment of Learning Purpose   To  measure  

Audience     Those  outside  the  classroom  

Timing     At  the  end  

Form     Marks,  rank  order,  numbers,  lePer  grades,  %  

Black  &  Wiliam,  1998  

Assessment for Learning Purpose   Guide  learning,  inform  

instruc'on  

Audience     Teachers  and  students  

Timing     On-­‐going,  minute  by  minute,  day  by  day  

Form     Descrip've  Feedback  ¶what’s  working?  •what’s  not?  •what’s  next?  

Black  &  Wiliam,  1998   Ha]e  &  Timperley,  2007  

1. Learning Intentions “Students  can  reach  any  target  as  long        as  it  holds  s'll  for  them.”    -­‐  S'ggins  -­‐  

2. Criteria

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

3. Questions  Increase  quality  ques'ons  to        show  evidence  of  learning  

4.  Descrip+ve  Feedback  Timely,  relevant    descrip've  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

•  Learning intentions

•  Descriptive feedback

•  Questioning

•  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  

Descriptive Feedback

Descriptive Feedback

•  What’s working?

•  What’s not?

•  What’s next?

Goal:    more  descrip've  feedback  J.  Mercuri,  MacKenzie  Secondary  

•  Grade  10  socials  students  –  first  draq  of  essay  •  Explained  the  rubric  to  the  grade  12  English  students,  then  they  used  the  rubric  to  highlight  the    anonymous  essays  

•  Grade  12  students  included  with  their  feedback,  2  stars  and  a  wish  

•  Grade  10  students  used  the  feedback  to  revise  their  essay,  then  handed  them  in  for  marks  

Peer & Self Assessment

Goal:    feedback,  self  assessment,  ownership  Aliisa  and  Joni  

•  During  lecture,  lab  or  assignment  •  3  coloured  cubes:      – Red  –  don’t  get  it  – Yellow  –  bit  confused  – Green  –  making  sense  

– Used  with  AP  Biology  12,  science  10,  Biology  11  

Goal:    self  assessment,  ownership  

•  Highlight  your  notes  with  the  3  colours  –  helps  you  find  what  you  need  to  focus  on  

•  Code  your  own  quizzes  with  coloured  pencils,  before  handing  in  

•  Consider  your  errors  –  how  many  were  careless?  

Ownership

Math  -­‐  Grade  12  

Rob  Sidley,  

Richmond  

Summa've  turned  Forma've  

Ques'on  1      Ques'on  2  

Individual  response  

Individual    response  

Group  response  

Group    response  

•  Teacher  models  powerful  response  

•  Student  reflects/self-­‐assesses/makes  a  goal  or  a  plan  

A  math  sequence  

•  Ac'vate  background  knowledge  •  Demonstrate/model  new  concept  

•  Prac'ce  in  partners  •  ‘Could  you  do  these  ques'ons  with  80%  accuracy  and  confidence?’  

•  If  ‘yes’,  begin  independent  prac'ce.      •  If  ‘no’,  come  to  this  table  for  more  teaching.  

Instruc+onal  Considera+ons  

Try  to…  -­‐have  the  students  use  the  vocabulary  NOT  just  the  teacher!  

Questioning/Ownership

45  seconds  Brainstorm  the  words  you  know  about  mo'on  Stand  if  you  have  more  than  10.  

Share  with  partner  –  get  a  few  more  words.  

Move  and  share  with  someone  NOT  at  your  table  –  get  a  few  more  words.  

Add  a  scenario,  an  image,  …  

Grade 10 Science – intro to physics: motion

direc'on  displacement  distance  magnitude  posi'on  scalars  speed  'me  vectors  velocity  

Categorize  the  above  words  into  2  groups.  2  of  these  words  are  headings  1  of  these  words  is  common  to  both  categories  

Tammy Renyard & Graham Scargall Grade 9

A Mid-Summer Night’s Dream Mt. Prevost Middle School

Cowichan Valey

A/B partner talk

Daily learning intentions

Expanded definitions of the text

Student reflections on their learning processes

Goals of the collaboration:

Different  Ways  to  Access  Informa'on  

•  Listening  to  the  play  and  ac'ng  out  roles  in  the  play  

•  Reading  a  graphic  novel  •  Watching  movie  clips  •  Listening  to  the  teacher  •  Working  in  small  groups  to  analyze  pieces  

Graphic  Representa'ons  

•  Learning  Inten'on:    I  can  interpret  lines  of  text  using  graphics  •  Each  student  has  several  lines  to  represent  •  Done  first  without  clear  criteria  •  Analyzed  their  work  in  a  carousel  •  Created  criteria  and  1-­‐4  rubric  •  Coded  own  work  -­‐  descrip've  feedback  •  New  lines,  represented  again,  with  criteria  

Wri'ng  in  Role  

•  Learning  Inten'on:    I  can  write  in  role  to  another  character  

•  Students  developed  criteria  •  Wrote  their  lePers  

•  Self  and  peer  assessed  with  criteria  and  descrip've  feedback  

•  Wrote  second  lePer  

Dear Aunt, I have some news that may distress you in the worst way. My fair Hermia and I are forbidden to wed. We must elope, but have nowhere to stay. I seek you intelligence and hospitality. You are my dearest and most beloved relative and I offer my greatest apologies for such short notice. I have won the love of a woman whose beauty many a man only dreamed of. My dear Hermia will be forced to wed another who she does not love or be sentenced to live as a nun if we do not flee. Her third option is one that makes my skin crawl and my heart break just thinking about it. Death is thee punishment – O hell! What would I do without her? The true desire of my heart is to be wed to Hermia for all eternity. Alas, I cannot do so without your help. Deeply and without judgment, in two moons time, the sunset will mark my arrival.

Sincerely, Lysander

Culmina'ng  Project:      Mind  Map  

•  Learning  Inten'on:    I  can  represent  my  understanding  of  the  play  through  a  mind  map  

•  Built  criteria  •  Gave  descrip've  feedback  while  students  worked  

•  Students  included  a  personal  reflec'on  on  their  learning  style  and  the  unit  

Literature  Circles  

How  can  I  introduce  a  variety  of  novels  to  my  students  in  a  way  that  encourages  them  to  read  thoughwully  and  deeply,  using  more  independently,  the  strategies  I  have  been  teaching  in  my  class  novel?  

How  can  I  help  my  students  aPend  to  the  import  of  se]ng  and  character  at  the  beginning  of  a  novel  –  yet  s'll  WANT  to  read?  

Students  need:  

•  strategies  to  hook  them  into  reading  •  mul'ple  ways  into  the  books  

•  an  opportunity  to  apply  the  strategies  you  have  been  teaching  

•  opportuni'es  to  talk  with  others  about  their  thinking  about  their  reading  

•  'me  to  read  independently  

The  Plan  

•  Distribute  5-­‐6  different  first  pages  •  Have  students  read  the  page  •  Students  sketch  what  they  ‘see’  on  the  page  •  Students  circle  powerful  words  •  Students  ask  ques'ons  around  the  text  •  Students  meet  with  others  reading  the  same  page  and  compare  their  notes  

•  Students  meet  with  others  not  reading  the  same  page  and  compare  their  notes  

•  Students  read  independently,  in  the  novel  of  their  choosing  

Learning Intentions Joni  Tsui  and  Alissa  Sarte,  Port  Moody  Secondary  

•  At  the  beginning  of  each  class  we  write  the  learning  inten'ons  for  the  day  on  the  board  – e.g.      By  the  end  of  class  today  you  will  be  able  to:

   1.    Define  the  term  ionic  compound.    

     2.    Determine  the  chemical  formulae  for                  ionic  compounds.  

     3.    Name  ionic  compounds.  

•  Have  students  write  the  learning  inten'ons  down  in  a  journal.  

•  During  class,  we  refer  to  the  inten'ons  as  we  progress  through  the  lesson  and  point  out  when  we  have  hit  each  outcome.  

•  Refer  to  them  again  at  the  end  of  class  and  occasionally  stop  and  do  a  quick  check  for  understanding.  

•  Student  feedback:  – They  like  to  know  why  we  are  doing  certain  ac'vi'es  – They  look  back  at  the  learning  inten'ons  when  doing  review.  – If  I  forget  to  write  them  down,  they  tell  me  right  away!    It  has  become  the  star'ng  paPern  for  my  classes.  

•  What  we  found:  –  Students  had  a  focus  for  the  lessons.    They  would  oqen  interrupt  me  to  say  “so  that’s  the  second  learning  inten'on,  right?”  

–  They  didn’t  ques'on  “why  are  we  doing  this?”  because  I  told  them  right  from  the  start.  

– When  we  reminded  the  kids  at  the  end  of  class  that  these  were  the  things  that  they  should  now  know,  we  had  an  increase  in  students  asking  for  clarifica'on  or  coming  in  for  help.    Students  became  bePer  at  the  metacogni'on  of  understanding  whether  or  not  they  had  learned  things.  

Questioning through Pictures

•  I  used  this  ac'vity  as  an  introduc'on  to  earthquakes  in  geology  12.    

•  Students  have  all  seen  earthquakes  in  previous  classes  (some  more  than  others).  

•  We  completed  the  ac'vity  and  I  made  sure  every  student  in  class  wondered  at  least  one  thing.        Let’s  try  it….  

Earthquakes  

•  You  may  ask  ques'ons  out  loud.  •  You  may  NOT  ANSWER  any  ques'ons.    EVEN  IF  YOU  KNOW  THE  ANSWER!!!!  

•  All  ques'ons  should  start  with  “I  wonder”…  

Example  2  

Nerves  –  Biology  12  

What  I  Found:  •  Every  student  could  contribute.    There  is  no  risk  in  asking  a  ques'on  that  no  one  is  supposed  to  answer.  

•  Students  remembered  a  lot  of  previous  informa'on.  

•  When  moving  on  to  the  lesson,  they  actually  cared  about  the  material!!!  

•  The  ques'ons  that  they  asked  were  oqen  very  good  and  related  to  the  content  that  I  was  subsequently  teaching.      

4.    Inference  and  Evidence  •  This  is  a  simple  ac'vity.  •  We  do  similar  things  all  the  'me,  the  difference  is  this  one  is  explicitly  about  finding  evidence  for  your  inference.  

•  Students  look  at  a  picture  and  make  an  inference  about  what’s  going  on,  then  must  supply  evidence.  

AFL and The Kite Runner Terry Taylor, Nakusp

Gradual  Release  

•  Read  the  first  two  chapters  of  the  novel  together  aloud.  •  Read  a  passage  from  The  Kite  Runner,  as  a  think  aloud  

about  the  big  ideas  and  how  the  evidence  in  the  text  connected  with  those  big  ideas.  

•  Partner  talk  big  ideas  that  they  saw  that  connected  with  the  text.    

•  Repeat  over  several  classes  before  students  go  to  independent  reading  of  the  novel.  

•   Do  several  discussion  forums  on  the  novel  before  they  start  working  on  the  projects.  The  first  of  the  three  posts  is  on  the  novel's  big  ideas  -­‐  I  framed  as  "What's  Important  and  why?”    

•  First  post  on  Moodle:  – What’s  important  in  what  you  have  read  so  far  and  why?  

– Students  respond  to  at  least  2  others.  

Final  Project  

•  Take  a  big  idea  from  the  novel.  •  Transform  the  big  idea  in  some  way  to  represent  your  thinking  about  it  

•  Make  a  video/podcast  or  create  interviews  of  people  and  record  them,  enter  one  of  the  contests  (Digital  Diversity,  Stop  Racism),  create  an  anthology  of  Canadian  writers    who  address  your  issue  

Criteria  for  Final  Project  

•  -­‐  crea'vity  of  thought,  response  to  the  big  idea,  or  of  presenta'on/finalproduc'on    

•  -­‐  connec'on  to  a  big  idea  from  the  novel,  The  Kiterunner  

•  -­‐  clear,  direct  communica'on  •  Self-­‐  assessed  using  a  10  point  Likert  scale  and  provided  examples  of  how  they  met  each  of  the  criteria  to  back  up  their  self  assessment  "score".  

Inference & Evidence

4.    Inference  and  Evidence  Cont.  

Faye’s  Example  –  Grade2/3  Literature  

Students  write  inferences  in  red  and  evidence  in  green.  

Determine  which  biome  you  think  this  is  (inference)  and  give  evidence  to  support  your  decision.  (originally  done  by  Lisa  Bovay)  

What  I  found:  •  It  was  an  enjoyable  ac'vity.  •  Students  couldn’t  just  guess  as  they  had  to  find  evidence.  

•  Took  ownership  of  their  own  understanding.  •  Group  summariza'on  helped  at  the  end.