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Vancouver  AFL  –  Going  Deeper  with  the  Strategies  

October  ,  2010  Masonic  Hall  Faye  Brownlie  

www.slideshare.net  

Learning  IntenIons  

•  I  can  name  and  describe  the  6  AFL  strategies.  •  I  can  idenIfy  some  of  the  AFL  strategies  in  my  pracIce.  

•  I  understand  how  to  embed  AFL  strategies  seamlessly  into  my  teaching  to  make  student  learning  more  powerful.  

•  I  can  plan  a  next  step.  

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Assessment for Learning Purpose   Guide  learning,  inform  

instrucIon  

Audience     Teachers  and  students  

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

Form     DescripIve  Feedback  ¶what’s  working?  •what’s  not?  •what’s  next?  

Black  &  Wiliam,  1998   HaZe  &  Timperley,  2007  

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Bill’s  Year  at  a  Glance-­‐Sept.  

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Bill’s  Year  at  a  Glance-­‐Oct.  

Assessment for Learning

•  Learning  intenIons  •  Criteria  •  DescripIve  feedback  •  QuesIoning  •  Peer  and  self  assessment  

•  Ownership  

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Embedding  AFL  

Frameworks

It’s All about Thinking – Brownlie & Schnellert, 2009

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Universal Design for Learning

MulIple  means:  -­‐to  tap  into  background  knowledge,  to  acIvate  prior  knowledge,  to  increase  engagement  and  moIvaIon  

-­‐to  acquire  the  informaIon  and  knowledge  to  process  new  ideas  and  informaIon  

-­‐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  

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Model Guided practice Independent practice Independent application  

Pearson  &  Gallagher  (1983)  

Teaching  Content  to  All  

Open-­‐ended          teaching  

adapted  

modified  

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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)

Essential Lesson Components

•  EssenIal  quesIon/learning  intenIon/a  big  idea  •  Open-­‐ended  strategies:    connect-­‐process-­‐transform  •  DifferenIaIon  –  choice,  choice,  choice  •  Assessment  for  learning  •  Gradual  release  of  responsibility  

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QuesIoning  –  gr.  2/3  Goal:    creaIng  real  quesIons,  using  quesIons  to  

link  background  knowledge  with  new  informaIon,  create  curiosity  

•  Present  an  image.  •  Aier  each  image,  ask  students  to  pose  quesIons  about  the  image  and  to  resist  the  urge  to  answer  someone  else’s  quesIon.  

•  Repeat  with  3-­‐4  images.  

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Salmon  Creek  –  Anneje  LeBox  &  Karen  Reczuch          2002,  Douglas  &  McIntyre  

•  How  is  this  effecIve  teaching?  

•  How  is  this  assessment  for  learning?  

•  How  could  I  adapt  this  to  use  with  my  students,  in  my  context?  

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Goal:    more  descripIve  feedback  J.  Mercuri,  MacKenzie  Secondary  

•  Grade  10  socials  students  –  first  drai  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  

Goal:    more  awareness  of  what  good  readers  do  and  of  what  fully  meeIng  

expectaIons  looks  like  •  Grade  7s  did  their  PBA  (DART)  •  Coded  and  set  a  class  goal  –  reflecIon  and  self-­‐regulaIon  

•  Taught  grade  7’s  how  to  use  the  grade  4  assessment  protocol,  how  to  do  a  running  record,  how  to  interview/conference  

•  Grade  7’s  each  conducted  the  assessment  with  a  grade  4  student,  coded  them,  chose  a  class  goal  and  strategies  to  meet  this  

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Goal:    quesIoning,  self  &peer  feedback  Aliisa  Sarte  and  Joni  Tsui,  Port  Moody  Sec.    

•  4-­‐6  quesIons,  1  at  a  Ime  •  QuesIons  review  the  previous  content  •  All  quesIons  are  mulIple  choice  •  Students  choose  their  response  •  Votes  counted  •  Partner  talk  •  Revote  •  2  students  explain  their  reasoning  

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  

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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?  

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Goal:    Learning  IntenIons,  self  assessment  Kate  Giffin,  gr.  4/5  

Learning  Inten+on  

Quiz   Mastery   Prac+ce  on  my  own  

Assistance  please!  

Where  I  get  stuck…  

I  can  create  equivalent  fracIons.  

I  can  reduce  a  fracIon  to  its  lowest  terms.  

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•  How  are  these  effecIve  teaching?  

•  How  is  this  assessment  for  learning?  

•  How  could  I  adapt  this  to  use  with  my  students,  in  my  context?  

How  can  I  help  my  students  develop  more  depth  in  their  responses?    They  are  wriIng  with  no  voice  when  I  ask  them  to  imagine  themselves  as  a  demi-­‐god  in  the  novel.  

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Students  need:  

•  to  ‘be’  a  character  •  support  in  ‘becoming’  that  character  •  to  use  specific  detail  and  precise  vocabulary  to  support  their  interpretaIon  

•  choice  •  pracIce    •  to  develop  models  of  ‘what  works’  •  a  chance  to  revise  their  work  

The  Plan  

•  Review  scene  from  novel  •  Review  criteria  for  powerful  journey  response  •  Brainstorm  who  you  could  be  in  this  scene  •  4  minute  write,  using  ‘I’  •  Writers’  mumble  •  Stand  if  you  can  share…  •  What  can  you  change/add/revise?  •  Share  your  wriIng  with  a  partner  

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Stand  if  you  have…  

•  A  phrase  that  shows  strong  feeling…  •  A  phrase  that  uses  specific  names…  

•  A  parIcularly  descripIve  line  –  using  details  from  the  novel…  

•  An  effecIve  first  line…  

•  Now,  what  will  you  change?    What  can  you  add,  delete,  revise?  

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Criteria  

•  Write  in  role  –  use  ‘I’  •  Use  specific  names  

•  Phrases/words  that  show  feeling  •  ParIcularly  descripIve  details  of  the  event  •  Powerful  first  line  

•  What  will  you  change  aier  listening  to  others?  

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•  How  is  this  effecIve  teaching?  

•  How  is  this  assessment  for  learning?  

•  How  could  I  adapt  this  to  use  with  my  students,  in  my  context?  

Gr. 3 Writing: Model – a small moment Establish criteria Kids write Descriptive feedback on

criteria  Pearson  &  Gallagher  (1983)  

Learning Intention: I can write and describe a small event from my morning.

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•  Choose a topic •  Write in front of the students •  Students describe ‘what works’ in your writing •  Students choose a ‘morning’ topic •  Students write •  Students self-assess •  Students meet with peers to share and provide

feedback

All  alone,  I  stepped  into  my  car.    With  my  map  in  hand,  I  began  to  drive.    At  the  lights  I  turned  lei,  then  the  map  said  to  turn  right.    “Oh,  no!”      The  sign  said,  “Road  closed”.          “Help,”  I  thought.    “What  am  I  going  to  do?”  

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Notices…criteria

•  Mystery

•  Opening

•  Detailed

•  Sounds like you (Voice)

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•  How  is  this  effecIve  teaching?  

•  How  is  this  assessment  for  learning?  

•  How  could  I  adapt  this  to  use  with  my  students,  in  my  context?  

School  Plans  

•  What’s  next?  

•  15  minutes  

•  In  your  school  groups  or  teams,  how  can  you  adapt  what  you  have  heard  to  match  your  learners’  needs  in  your  context?  

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Resources  

•  Student  Diversity,  2nd  ed.  –  Brownlie,  Feniak  and  Schnellert,  2006  

•  It’s  All  about  Thinking  (in  English,  Social  Studies  and  HumaniIes)  –  Brownlie  and  Schnellert,  2009