Differentiation and Assessment for Learning
Burnaby Intermediate/Secondary after school series
Feb. 2, 2010 Presented by Faye Brownlie
Learning Intentions • I can understand and explain to others the
concept of assessment for learning (AFL)
• I can name the 6 AFL strategies
• I can identify the 6 AFL strategies in practice
• I can determine a next step
The Six Big AFL Strategies
1. Inten(ons
2. Criteria
3. Descrip(ve feedback
4. Ques(ons
5. Self and peer assessment
6. Ownership
Paragraph wri(ng – Mehj Datoo
1. Teacher models paragraph wri(ng using content (Chinese beliefs)
2. Students prac(ce with a second paragraph 3. Students receive feedback from teacher and peers
and set a goal for the next paragraph 4. Students con(nue to write incorpora(ng feedback
and goals, receive more feedback and set new goals 5. Students are summa(vely assessed on one final
paragraph 6. Students have to do one paragraph on demand on the
China test
Power Paragraphs • Create a power structure: • Power 1 – the big idea • Power 2 – 3 big details about the big idea • Power 3 – 2 more precise details/examples about the
2nd powers • Together, write the paragraph, 1 topic sentence (power
1), and 3 explanatory sentences (powers 2 and 3) • Reread for fluency • Do several together, then students can create their
structure, get feedback before writing, then write independently
power 1
power 2 power 2 power 2
2 details 2 details (power 3)
Test!!!
Datoo – Hum 8 China Test
Part E: Paragraph Writing (5 marks)
Choose ONE of the topics below and write a PARAGRAPH on it. Make sure you have a
topic sentence, at least three points and a concluding sentence.
Explain in detail ONE of the beliefs from the Shang and Zhou Dynasties (Mandate of
Heaven, Ancestor Worship or Confucianism).
What did you think was the most interesting thing that we learned about in this unit so far?
Explain what it is and why it is interesting.
How can I help my students see geography as an opportunity to problem solve, to address the impact of geographical features on people’s lives…? Catriona Misfeldt, It’s All about Thinking
Essential Questions What stories do these data or this chart, graph, or map tell? Whose stories are they?
What data are the most revealing and representative of the quality of life?
Catriona Misfeldt, It’s All about Thinking
The Plan: • Co-create criteria for measuring
quality of human life • Model how to underline phrases that
might affect the quality of a life • Students read and underline phrases
from 2 different case studies • Students record + and – factors
affecting life • Exit slip – definition of a good life
Emma
“I hate you. You’re such an idiot!” The back door slammed loudly. Emma opened her eyes quickly and pulled up her soW comforter. Her heart was bea(ng fast, and she had a knot in her stomach. It was her older sister who had yelled and slammed the door. “Lazy head, out of bed!” her father shouted from the bo[om of the stairs.
Heavy footsteps moved quickly though the house and then the front door opened and slammed shut. The car started and with a screech pulled away. Dad must be late for work. He oWen seemed angry now. Emma remembered happier (mes when he helped her with her homework and they would go to basketball games together. She wondered if it would every be like that again.
Caring for Young People’s Rights – Roland Case
Jose
Turning over on the woven sleeping mat, Jose bumped into his younger brother. He could see the early morning light through the cracks in the s(ck wall of his family’s home. The s(cks broke easily but were a type of wood that the termites wouldn’t eat. Jose could hear his mother feeding the chickens in the yard outside. Gently raising the thin bed sheet that kept the bugs off at night, Jose sat up and climbed over Salvador and his (ny sister Rosita. Careful not to wake them, he replaced the sheet and stepped on to the dirt floor.
Caring for Young People’s Rights – Roland Case
Learning Intention: I can understand the
concept of a global village
• Anticipation guide on If the World Were a Village
• Predictions about statistical indicators
• Discuss the concept of global village
• Quick write – the big ideas of a global village; connection to qualities of life indicators
An(cipa(on Guide
Before Reading A6er Reading
The world’s popula(on is about 6.2 billion people.
Spanish is the most widely spoken language in the world.
25% of the world’s people do not have easy access to clean drinking water.
Predic(ons
• About the world’s na(onali(es?
• About schooling/literacy throughout the world?
• About electricity consump(on throughout the world?
Quick Write Samples
• I understand global village to be an understanding of what is happening in the world and to accept that everyone is different. Also understanding that some places don’t have enough of something like food and water and live in poverty. – Alan
• My defini(on of a global village is that it’s a metaphor showing the ways of the world. It is a way people can define and see races and cultures as it we were all in one village. – Terri
Science -‐ grade 7
Kerry Armstrong Mary-‐Lynn Epps
Chap. 1 -‐ The Process
For each of the 3 sec(ons: • Students read using graphic organizer (Reading Like a Scien(st)
• Students met in small groups (Informa(on Circles) to discuss important points
• Students wrote quick writes
The Results
5 of the designated students passed the Ch 1 test and 3 achieved 75% or more.
All 6 students handed work in when using technology and did not complete work without it.
All students achieved at least a 2 on all Quick Writes, some achieved 4’s and Gr 9 and 10 Readability levels.
Chap. 2 -‐ The Process
Same process, plus…
• In computer lab, all students could use technology to have text read aloud, to copy and past, to use autosummarize, to change font size
• In wri(ng Quick Writes, all could use the computer, set ‘Word’ to ‘formal’ wri(ng, use spelling and grammar tools, use the Readability Stats in Word
It’s not just about how teachers use technology.
It’s about the whole class using technology to significantly change the achievement of students with
learning disabilities.
Important Points Highlighted
Word Tools for Changing Font Choice, Colour, and Size
Students’ Writing
The Six Big AFL Strategies
1. Inten(ons
2. Criteria
3. Descrip(ve feedback
4. Ques(ons
5. Self and peer assessment
6. Ownership
How does this process address the Six Big AFL Strategies?
Resources
• It’s All about Thinking – Collabora(ng to Support All Learners: Humani(es, Social Studies and English edi(on – Brownlie and Schnellert, 2009
• If the World Were a Village – Smith, 2002