Vancouver afl.may2012

Going Deeper with Assessment for Learning

Vancouver School District May 9th, 2012 Faye Brownlie

www.slideshare.net

Learning IntenFons

•  I can name and describe the 6 AFL strategies. •  I can idenFfy some of the AFL strategies in my pracFce.

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

•  I can plan a next step.

The teeter totter

kids

kids curriculum

Frameworks

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

Universal Design for Learning MulFple means: -‐to tap into background knowledge, to acFvate prior knowledge, to increase engagement and moFvaFon

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

-‐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

Teaching Content to All

Open-‐ended teaching

adapted

modified

1. Learning Intentions “Students can reach any target as long as it holds sFll for them.” -‐ SFggins -‐

2. Criteria

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

3. Questions Increase quality quesFons to show evidence of learning

4. Descrip+ve Feedback Timely, relevant descripFve 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

Intro to CirculaFon – Gr. 12 Biology Natalie Burns, Burnaby Central

The Challenge: – A hook

– More discussion

– Thinking more deeply about the content

– Building community in the classroom

First Class – 80 minutes

• I wonder pictures • Big idea – circulaFon • 2 minute quick write – what I remember • 20 min. – alone or with a partner, terms – heart, blood,

arteries, veins, capillaries, immune system, circulatory disorders – then mindmap

• Connect to heart image • 10 min. – lecture, 3 slides • 15 min. -‐-‐-‐ essenFal quesFons – in groups, discuss each • Class discussion on essenFal quesFons • Exit slip – 1 thing I remembered, 2 things I am excited to

learn

What do you know about the circulatory system?

Circula+on: An Overview BCirculaFon: An Overview •Blood vessels transport blood around the body -‐Arteries carry blood away from the heart -‐Veins carry blood to the heart -‐Capillaries allow for gas, nutrient and waste exchange between blood cells and body cells • ood vessels transport blood around the body -  Arteries carry blood away from the heart

-  Veins carry blood towards the heart -  Capillaries allow for gas, nutrient & waste exchange between blood cells and body cells

•  The heart is responsible for pumping blood throughout your whole body

-‐There are chambers to separate oxygenated and deoxygenated blood

-‐The right side of the heart pumps blood to the lungs and the lea side of the heart pumps blood throughout the body

•  Blood is made up of more than just red stuff!

-‐Most of blood is plasma (liquid)

-‐White blood cells help our immune system by fighFng diseases

-‐Platelets allow our blood to clot

-‐Red blood cells carry O2 & nutrients to cells, and CO2 & waste away from cells

3 EssenFal QuesFons

1.  How criFcal is a heart to the life of an organism?

2.  How do the differences between arteries and veins affect their jobs and their locaFon?

3. Why must blood always be flowing?

The Six Big AFL Strategies 1.  Learning intentions 2.  Criteria 3.  Descriptive feedback 4.  Questions 5.  Self and peer assessment 6.  Ownership

AFL – K Writing Leanne Commons & Jeri Jakovac, Tait Elem.

•  Resource: What’s Next for This Beginning Writer? –  Reid, Schwartz, Peterson

•  Criteria

•  DescripFve feedback

•  Ownership

Grade 9 Science – Starleigh Grass & Mindy Casselman

Electricity

•  The Challenge:

•  Many of the students are disengaged and dislike ‘book learning’. They acquire more knowledge, concept and skill when they are acFve, collaboraFve and reading in chunks.

•  Starleigh and Mindy in It’s All about Thinking (Math and Science) 2011.

Essential Question •  If we understand how materials hold and transfer electric charge, can we store and move electric charge using common materials?

•  Individually, brainstorm what you can recall about the characterisFcs of an atom.

•  Meet in groups of 3 to add to and revise your list.

•  Compare this list to the master list.

•  …(word derivaFons, label an atom…)

•  Exit slip: 2 characterisFcs you want to remember about atoms.

The Atom

•  All mamer is made of atoms. •  Atoms have electrons, neutrons, and protons. Electrons

move, protons and neutrons do not move. •  Atoms have negaFve and posiFve charges. •  Electrons have a negaFve charge; protons have a posiFve

charge. •  Protons and neutrons are located at the centre of the atom,

in the nucleus. •  Electrons orbit around the outside of the nucleus, in energy

“shells.” •  An object can be negaFvely or posiFvely charged,

depending on the raFo of protons and neutrons.

Goal: develop and apply mathematical language

•  Sit back to back with a partner •  Partner A observes the diagram and describes it to partner B

•  Partner B draws what he hears Partner A describing

•  Reflect: what worked in the partnership? What didn’t? How can it be improved?

Inuit Study

•  Now try the same strategy with content.

•  Back to back drawing. •  Aaer each sketch, check out the image and write a one sentence synthesis of what is important – or generate 5-‐8 key phrases describing the picture.

•  Students walk through the ‘gallery’ and observe the other pictures and statements/phrases.

•  Students web what they now know.

Introducing MulFple Texts – Non-‐ficFon Gr. 5-‐8

Double-‐Entry Response Journals

•  2 column response: ‘something that struck me’ and ‘my thinking’

•  Model response •  Have students idenFfy criteria for response •  Students respond individually, aaer reading •  Conference with each student as they are wriFng, and provide descripFve feedback – what’s working and extend the response

•  Provide wrimen feedback together •  Plan follow-‐up – what’s next for the class?

Reaching Readers – Pearson, GR Q-‐R, DRA – 38-‐40

In the Mountains -‐ Ethan

Something that Struck Me….

•You can grow rice in the mountains.

•People of the Andes grow coffee and corn on the lower slopes of the mountains

•People grow rice using terracing.

You raised some really good questions from this book. Now that I learned that your grandmother was a farmer on the plains, do you think she would ever use the method of terracing?!

My Thinking?

•How is the water power?

•Were does the water come from?

•How does it get in to the rocky mountains?

•How does all the wood get to the trees?

•Would all the food they grow freeze?

#My Grandma grew potatoes on the flat grounds. It was easer cuz on a mountain your on a slant. My Granny was on a flat ground.

In the Mountains -‐ Cayman

Something that Struck me…

A giraffe freely roams near the base of Mount Kilimanjaro.

I love your connections to the mountain. How does the snow level change on mountains near Dease Lake?!

My Thinking – so what?

When I went to Affrica we flew over Mountaen Kilimajaro. Even thow we were up so hy it looked like it was onle a liUle was Down. Even thou it was not there was s+ll snow on the top. There were miney types of anmels like elefents, jraffs, monkees, zebras and more.

In the Mountains -‐ Bluebell Something that struck me…

1.   Villages live on mountain side.

2. Two plaZorms combine at the earth’s crust and it makes a mountain.

3.   When you climb say Mount Everest the higher you go the colder it gets.

Living on a mountain – or in the mountains – is interesting. Many people might think that you live in the mountains. What!

My Thinking

1.   I am confused. I thought no one can live on mountains only animals.

2.   2. I thought that mountains were just the remainings of old or even 1,000,000,000 years old and o^en erupted!

would you say to them? Do you do any mountain activities?

The Next Day… How to read the text – co-‐teaching

•  Think aloud – Model

– Guided pracFce – Read independently

Resources •  Assessment & InstrucHon of ESL Learners – Brownlie, Feniak,

& McCarthy, 2004 •  Grand ConversaHons, ThoughMul Responses – a unique

approach to literature circles – Brownlie, 2005 •  Student Diversity, 2nd ed. – Brownlie, Feniak & Schnellert,

2006 •  Reading and Responding, gr. 4,5,&6 – Brownlie & Jeroski,

2006 •  It’s All about Thinking – collaboraHng to support all learners

(in English, Social Studies and HumaniHes) – Brownlie & Schnellert, 2009

•  It’s All about Thinking – collaboraHng to support all learners (in Math and Science) -‐ Brownlie, Fullerton & Schnellert, 2011

•  Learning in Safe Schools, 2nd ed – Brownlie & King, Oct., 2011

Vancouver afl.may2012

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