Step Three: “Pit stops and Checking In”
How can we elicit evidence of learning from our
students?
Where are our students in their learning?
Plan to continually assess as well as instruct
Formative Activities • Focus on learning, rather than
instruction • Unpredictability in learning • Can reveal glaring inconsistencies
in knowledge & understanding!• Enables for the prioritisation of
deep learning in a busy curriculum
ALL students: Thumbs up or Down
Regular “Cheat Sheets”
Encourage students to
refine knowledge and evidence –
on a regular basis
Exit Passes E.g. What do you need to focus on after your
practice task?
The Great PowerPoint Shake-Up of 2012!
Personal pledge: Never show a PowerPoint without activities to find out where students are at with the content
Insert questions to promote thinkingEngage students in debates All student response systems (thumbs up/down)Exit passes
History “Buddy Up”: Quick Collaboration
Select partners
Share factual knowledge
Share interpretations
“Pit Stop”: Quick Quizzes
Design regular quizzes and
tests throughout the course
Students are to work in partners
and mark one another’s answers
Projects: Reflections
There are a range of projects in the Middle Years curriculum
Encourage continual reflection, with questions like:
“What have I completed so far?”
“How do I feel about my work rate and effort so
far?”
“What am I still confused about?”
“What can I do to resolve my confusion?”
Encourage ACTIVE ListeningPresentations are an inevitable part of the Middle Years Curriculum
Avoid the glaze!
Ask students to record, in their own words, fascinating points raised in each presentation
This also creates a
record for all learners
Collaboration Online: Using Forums
www.wikispaces.com
Step Four: “Keep Running: You Can Do It!”
How can we provide feedback that moves
learning forward?
Some Startling Stats! Ruther Butler, 1988• 132 Grade 6 students in twelve classes – Israel • At the end of a period of learning, work was collected
and marked by researchers and teachers • Feedback was recorded and its effects studied
Findings (between two units): • Only scores on work = no progress • Only comments on work = 30% more progress• Scores + comments = same result as those who
were given scores alone (i.e. very little!)
According to this study…Comment + score =
minimal student improvement
Or, another perspective: “What matters is the mindfulness with which students engage in the
feedback – sometimes less is more.” (Wiliam)
1. Detailed comments on each part of the task
2. Smiley faces used as an indication of skill level
3. Overall grade supplied, but no numerical mark at this stage
Feedback in Four Stages
4. Five overall “themes” or challenges confronting the class – each individual has their focal points highlighted and they are asked to re-work responses
Overall mark supplied when
reflection is complete
Essay Feedback Step 1: Fill out criteria sheet by marking “high, medium, low”
Step 2: • No grade supplied • Students asked to fill
out self reflection to receive grade
Two Stars and a Wish
Essay Reflection: Students retain
and acknowledge strengths, as well
as areas for improvement
“I now understand the footnotes as references and
how to use them.”
The Power of Peer Assessment
Encourage Continual Reflection What matters is the mindfulness with which
students consider their feedback…
“Imagine that your education is like a suitcase that you carry with you…”
“After our conversation together, please complete these questions in your own
words…”
These responses can be the basis for further
conversations about refining skills
Create Metacognitive ReflectionUse surveys to ascertain information about your students’ learning.
Focus on: • The nature of student revision • “I start preparing for exams
early…”
• Student understanding of objectives
• “I had a clear understanding of what was required of me in this task…”
• Student behaviour and approaches in assessments
• “I used the reading time to establish my responses.”
Final Reflection Barry Schwartz, Paradox of Choice (2003)“Too much choice can be paralysing…even dangerous.”
Glance back at the biggest challenges that you face as a Middle Years History teacher.
Can you think of one strategy, presented today or otherwise, that could assist you to develop your teaching in these areas?
…Any questions?
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