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Byng Small Changes: Increasing Engagement and Decreasing Stress
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Transcript of Byng Small Changes: Increasing Engagement and Decreasing Stress
Jacob MartensSD39 (Vancouver)
Peer to Peer
Small ChangesUsing Formative Assessment to Increase Engagement &
Reduce Stress
I came expecting…
steenjones.blogspot.ca ( 2012/09)
Give & Go
On your card complete the following stem:
Students learn best when …
Find a someone at a different table than you.
Read your cards to each other.
Swap cards.
Find someone new and read your “new” cards to each other.
Swap cards again
Hopes & Fears
Hopes
Your conversations today deepen your learning
You leave considering one small change
Fears
Your conversation has no impact on students
Inadequate time & structure is provided for your conversation
Goals
That you leave with:
A way of gauging your student’s engagement and connection
A shared definition of formative assessment
An idea for a manageable change worth making
Change
Intellectual Engagement
What Did You Do In School Today (2009)
Mental Health
mentally well vs. mentally unwell vs. mentally ill
“…a lot of anxiety is caused by unchecked stress and pressures: the pressure to be smart, to be in a girl-boy relationship, to look good, to be skinny – especially for girls, to get good marks, and so on.”
Carol Todd
Change Cautions
“After all is said and done, more is said than done”
Aesop
"Plus ça change, plus c'est la même chose”
Jean-Baptiste Alphonse Karr
Managing Change
“If you are going to start doing something new, you need to stop doing something old.”
Faye Brownlie
“Change should be good for students, and manageable for teachers.”
Damien Cooper
the view from a student’s desk
The analogy that might make the student’s view more comprehensible to adults is to imagine oneself on a ship sailing across an unknown sea, to an unknown destination. An adult would be desperate to know where he is going. But a child only knows he is going to school… The chart is neither available nor understandable to him… Very quickly, the daily life on board ship becomes all important… The daily chores, the demands, the inspections, become the reality, not the voyage, nor the destination. Mary Alice White (1971)
Reading #1: The Key Questions
Silently read “The Key Questions” (pink sheet)
Find a partner and share one thing that resonated with you.
The Key Questions
Can you name two adults in this school who believe you will be a success in life?
What are you learning?Where are you going with your learning?
How is it (your learning) going? Where to next?
Reading #2: Using the Key Questions
Read both sides of “Using the Key Questions” (yellow sheet)
In your group, discuss how you expect your students would reply to these questions.
At Byng
QuestionsChallengesWhat’s Working
Break & Reading #3
Excerpt from Embedded Formative Assessment Ch. 2Assessment: The Bridge Between Teaching & Learning p.46-50
During the break:
Read the first page
Find a partner & share one thing that resonated with you.
Need a framework
© 2011 by Halbert & Kaser
Backward Design
Text
© 2011 by Wiggins & McTighe
Desired Results
© 2011 by Mark Sample
Learning Intentions Examples
Link to Prezi with Key Points & Examples
http://prezi.com/ulctpyxz2-sc/
Feedback
“The most powerful single influence enhancing achievement is feedback” – Dylan Wiliam
Quality feedback is needed, not just more feedback
Students with a Growth Mindset welcome feedback and are more likely to use it to improve their performance
Oral feedback is much more effective than written
The most powerful feedback is provided from the student to the teacher.
from Faye Brownlie
Formative Assessment
Defined by Function not Form
Formative Assessment
from Embedded Formative Assessment (2011)
using “evidence” to make informed “decisions”
using “evidence” to make informed “decisions”
using “evidence” to make informed “decisions”
using “evidence” to make informed “decisions”
using “evidence” to make informed “decisions”
using “evidence” to make informed “decisions”
using “evidence” to make informed “decisions”
© repairtrust.com
Formative Assessment
using “evidence” to make informed “decisions”
“An assessment functions formatively to the extent that evidence about student achievement is elicited, interpreted, and used by teachers, learners, or their peers to make decisions about the next steps in instruction that are likely to be better, or better founded, than the decisions they would have made in the absence of that evidence.”
Wiliam (2011)
Goals
That you leave with:
A way of gauging your student’s engagement and connection
A shared definition of formative assessment.
An idea for a manageable change worth making
Thank You
I would appreciate your feedback on this morning’s session.
Please complete the feedback form before you go.
Thank you