Revised Curriculum Year 5 Assessment for Learning.
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Transcript of Revised Curriculum Year 5 Assessment for Learning.
• What did you try?What did you try?
• How did it go?How did it go?
• How did your pupils How did your pupils
respond?respond?
Links from Day 2Links from Day 2Thinking Skills and Personal CapabilitiesThinking Skills and Personal Capabilities
Learning IntentionsLearning Intentions
You will:You will:
* have a sense of ‘Why AfL?’
* have a knowledge of the typical
range of AfL classroom strategies
* experience each of the AfL areas
AfL . . . why?
Links . . .
Experience the range
What’s next?
Networking . . .
It’s based on a constructivist approach to learning . . .
We have to help children to construct their own learning. . .
We can’t learn it for them!
. . . to Personal Development / Mutual Understanding
. . . and Thinking Skills / Personal Capabilities
Sharing Learning Intentions
Feedback for improvement
Questioning to deepen learning
Scaffolding children’s reflection about their learning
Time for you to consider next steps in developing your own practiceProviding contact details to enable and encourage you to link up with ‘cohort colleagues’ for mutual support
Key content for todayKey content for today
RationaleRationaleAssessment for learning is based on a Constructivist view of learning.
Children have to construct their own Children have to construct their own learning . . . we can’t do it for learning . . . we can’t do it for
them.them.
Children successfully managing their own learning:
THE COMPONENTSTHE COMPONENTS
supported by
Positive attitudes to learning
structuresstructures skillsskills informationinformation
Intelligence ‘Mindsets’Intelligence ‘Mindsets’
““IntelligenIntelligence is ce is
fixed”fixed”
““IntelligenIntelligence can ce can grow”grow”
(After Carol Dweck)
(After Carol Dweck)
Intelligence ‘Mindsets’Intelligence ‘Mindsets’
““Effort Effort leads to leads to success”success”
““Ability Ability leads to leads to success”success”
(After Carol Dweck)
Intelligence ‘Mindsets’Intelligence ‘Mindsets’““When the When the going gets going gets
tough … I get tough … I get smarter”smarter”
““When the When the going gets going gets
tough … I get tough … I get found out”found out”
(After Carol Dweck)
Intelligence ‘MindsetsIntelligence ‘Mindsets’’
“When the When the going gets going gets
tough … give tough … give up, it’s up, it’s
hopeless”hopeless”
““When the When the going gets going gets
tough … dig in tough … dig in and persist”and persist”
(After Carol Dweck)
Intelligence ‘Mindsets’Intelligence ‘Mindsets’
““I need to be I need to be viewed as viewed as
able”able”
““I only I only need to need to
believe in believe in myself”myself”
(After Carol Dweck)
Intelligence ‘Mindsets’Intelligence ‘Mindsets’
““Success Success is finding is finding
things things easy”easy”
““Success Success is making is making
the the targets”targets”
““Success Success is doing is doing better better than than
others”others”
OROR
Children’s Children’s ‘Mindsets’ about ‘Mindsets’ about
learning:learning:
Dweck Dweck
card sortingcard sorting
activityactivity
Exploring the Links in the Revised Exploring the Links in the Revised CurriculumCurriculum
Assessment for
Learning
Personal Development and Mutual
Understanding
Thinking Skills and Personal Capabilities
P5 Assessment for Learning
Learning Log
Name:
Please complete your Learning Log for the first session:
‘AfL in the Revised Curriculum’
• Children’s ‘mindsets’ regarding the nature of learning
• Links with TS & PC and PDMU
What’s involved?
Telling children what they’re about to learn and why
Scaffolding successful activity towards learning by telling them what to pay attention to ~ explicitly
Giving feedback which is focussed on improvement
Ensuring that students reflect on the ‘what’ and the ‘how’ of their learning
Using questioning strategies that extend participation and deepen learning
and how? and the tricky bits?
Formative
Feedback
Reflecting about
Learning
Questioning
Assessment Assessment forfor
LearningLearning
Sharing the
Learning
What’s involved?
Telling children what they’re about to learn and why
Scaffolding successful activity towards learning by telling them what to pay attention to ~ explicitly
Giving feedback which is focussed on improvement
Ensuring that students reflect on the ‘what’ and the ‘how’ of their learning
Using questioning strategies that extend participation and deepen learning
and how?
• Publish Learning Intentions
~ perhaps using ‘WALT’
• Agree and publish Success Criteria
~ perhaps using ‘WALT’
• Structured, comment only feedback
• Peer/Self Assessment
• Structured plenaries
• eg 2 Stage MindMaps
• Closed/ open questions• ‘No Hands Up’• Wait time• Response Partners
and the tricky bits?
P5 Assessment for Learning
Learning Log
Name: Please complete your Learning Log for the second
session:
‘Practical experience of some AfL Strategies’
• Sharing Learning Intentions and Success Criteria
• Giving feedback that is focussed on making improvements
• Questioning to enhance participation and learning
• Encouraging and scaffolding children’s reflection about their learning
Reflecting about
Learning
Sharing the
Learning
Formative
Feedback
Questioning
Assessment Assessment forfor LearningLearning
1
2
3
4
What’s involved?
Telling children what they’re about to learn and why
Scaffolding successful activity towards learning by telling them what to pay attention to ~ explicitly
Giving feedback which is focussed on improvement
Ensuring that students reflect on the ‘what’ and the ‘how’ of their learning
Using questioning strategies that extend participation and deepen learning
and how?
• Publish Learning Intentions
~ perhaps using ‘WALT’
• Agree and publish Success Criteria
~ perhaps using ‘WALT’
• Structured, comment only feedback
• Peer/Self Assessment
• Structured plenaries
• eg 2 Stage MindMaps
• Closed/ open questions• ‘No Hands Up’• Wait time• Response Partners
and the tricky bits?
• Framing good LI s for learning, rather than activity
• Coming up with SC• Keeping SC succinct• Keeping them few• Ensuring range
• Keeping within the SC!!!• Breaking old habits
• It probably won’t happen unless you make it happen
• Training for objectivity
• Initially ~ no hands up!!!
• Scaffolding the wait time
• Breaking old habits
P5 Assessment for Learning
Learning Log
Name: Please complete your Learning Log for the third
session:
‘Impact of AfL in the classroom’
• Sharing Learning Intentions and Success Criteria
• Class discussion ~ Questioning and pupil responses
• Peer Assessment
• Class reflection/Plenary session
Next Steps
In the next 2-4 In the next 2-4 weeks…….weeks…….
By the end of this By the end of this school year….school year….
By the end of next By the end of next year……year……