Formative Assessment and Quality Teaching in Inclusive Classrooms and

Schools: A Community of Professionals

Coquitlam April 16, 2010

Presented by Faye Brownlie

Learning  Inten+ons  

•     I  can  apply  Universal  Design  for  Learning  and  Backwards  Design  -­‐  current  theories  of  teaching  and  learning  –  in  my  classroom.  

•    I  can  apply  and  give  specific  examples  of  the  six  big  AFL  strategies  

•  I  have  a  plan  to  implement  a  strategy  which  is  new  to  me.    

•  I  can  determine  a  next  step  

The  Six  Big  AFL  Strategies  

1.     IntenFons  

2.     Criteria  

3.     DescripFve  feedback  

4.     QuesFons  

5.     Self  and  peer  assessment  

6.     Ownership  

The  Frameworks  

1.     Universal  Design  for  Learning  

2.       Backwards  Design  

Teach Content to All  

 Learning in Safe Schools - Brownlie, King"

The  Review  

1.     Universal  Design  for  Learning  

2.     Backwards  Design  

3.     AFL  strategies  

4.     Performance-­‐based  assessment  

5.     Open-­‐ended  strategies  

Socials  10  –  Chap.  2  Self-­‐Directed  Project  

Janice  Mercuri,  MacKenzie  

•  Who  and  what  was  responsible  for  the  creaFon  of  Canada?  

•  What  social,  economic,  and  geographical  factors  led  to  ConfederaFon?  

Goal:    deeper  analysis  

•  Using  the  project  of  your  choice,  outline  the  parFcipants,  events  and  major  factors  leading  to  ConfederaFon.    Your  project  must  have  images  as  well  as  wri]en  explanaFons  to  explain  the  historical  significance  of  each  item  you  include  (How/why  was  it  important  to  ConfederaFon?)  

•  3  days  of  class  Fme  

Rubric  –  4  point  scale  

•  Content  – Events  – Major  factors  – parFcipants  

•  Understandings  – ExplanaFon  of  historical  significance  of  items  

•  PresentaFon    –  InformaFon  is  clearly  presented  

Goal:    more  descripFve  feedback  J.  Mercuri,  MacKenzie  Secondary  

•  Grade  10  socials  students  –  first  drad  of  essay  •  Explained  the  rubric  to  the  grade  12  English  students,  then  they  scored  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  meeFng  

expectaFons  looks  like  •  Grade  7s  did  their  PBA  (DART)  •  Coded  and  set  a  class  goal  –  reflecFon  and  self-­‐regulaFon  

•  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  

Student  Diversity          Chapter  1

QuesFoning  –  gr.  2/3  Goal:    creaFng  real  quesFons,  using  quesFons  to  

link  background  knowledge  with  new  informaFon,  create  curiosity  

•  Present  an  image  •  Ader  each  image,  ask  students  to  pose  quesFons  about  the  image  and  to  resist  the  urge  to  answer  someone  else’s  quesFon  

•  Repeat  with  3-­‐4  images  

Clustering  from  Text  Goal:    Deeper  understanding  

•  Read  a  porFon  of  a  text  to  the  students  •  Students  focus  on  the  language  of  the  text  •  Ask  each  student  to  contribute  one  word  or  phrase  to  a  group  cluster  

•  Students  organize  the  cluster,  telling  you  where  to  place  each  word/phrase  

•  When  each  student  has  had  a  chance  to  contribute,  change  the  colour  of  the  pen  and  reorganize  the  cluster,  making  new  connecFons  

•  Students  choose  2  words  from  the  cluster  which  spark  their  thinking  and  begin  to  write  

Clustering  from  Text  –  gr.  2/3    Goal:  making  connecFons,  deepening  understanding,  building  vocabulary  

Salmon  Creek  –  Anne]e  LeBox  and  Karen  Reczuch  

 Douglas  &  McIntyre,  2002  

Making  Inferences  –  gr.  4/5  Goal:    thinking  between  the  lines,  moving  

beyond  one  right  answer,  using  what  you  need  to  create  understanding  

•  Listen  to  the  Wind  – By  Greg  Mortenson  and  Susan  L.  Roth  

– Collages  by  Susan  L.  Roth  

•  What  do  you  know?  

•  What  do  you  infer  –  believe  to  be  true?    Why?  

•  What  do  you  wonder?  

•  We  are  the  children  of  Korphe.  •  We  live  in  a  village  in  the  mountains  of  Pakistan.  

•  Our  families  grow  and  gather  the  food  we  eat.  

•  Our  mothers  weave  and  sew  the  clothes  we  wear.  

•  We  make  up  our  own  games,  and  we  make  our  own  toys....  

•  That  was  before  a  stranger  stumbled  into  our  village.  

•  He  was  cold,  hungry,  and  sick.  •  We  gave  him  tea  and  food  and  a  bed  near  the  fire.  

•  He  told  us  his  name  was  Greg  Mortenson  and  that  he  was  a  nurse.  

•  …  

Grade 9 Science

Insulators & Conductors

Classroom    Strategies  

Grade  9  Science,  Insulators  &  Conductors  

•  Learning  IntenFons:  –  I  can  idenFfy  and  explain  the  key  vocabulary  necessary  to  understand  insulators  and  conductors  

–  I  can  read  to  determine  the  accuracy  of  key  statements  about  insulators  and  conductors  

–  I  can  provide  evidence  from  the  text  to  support  my  choices.  

•  proton  •  neutron  •  electron  •  ion  •  atom  •  nucleus  •  charge  •  posiFve  •  negaFve  •  neutral  

AnFcipaFon  Guide  

Electrons in an insulator are not tightly bound to the atoms making up the material.

Pure water is an insulator; tap water is a conductor.

A maple-leaf electroscope determines the presence of electric charges.

Building  Stories  –  gr.  1/2  

•  Learning  IntenFons:  –  I  can  make  a  story  from  a  word  clue  

–  I  can  add  on  and  change  my  story  from  other  word  clues  

–  I  can  explain  the  strategies  I  use  to  figure  out  new  words  

• Students,  in  pairs,  receive  a  phrase  from  the  text    • Students  read  the  phrase,  decide  on  what  strategies  they  used  to  ‘read’  it  and  what  story  would  have  this  phrase  in  it  • Students  share  their  phrases,  their  strategies  and  their  stories  • Students  note  how  their  thinking  changes  as  they  hear  new  stories.  

•  Students  can  write  their  own  story  before  reading  

•  Process  the  text  with  a  thinking  paper  

deep  dark  cave  

shimmery,  glimmery  sword  

King’s  forest  

very  tall  wall  

dense  forest  

crumbly,  tumbly  tower  

clippety-­‐clop  

very  loud  roar  

in  his  jammies  

very  lonely  

Good  Night,  Good  Knight  -­‐  

Shelly  Moore  Thomas  

Pictures  -­‐  Jennifer  Plecas  

Du]on  Children’s  Books  

QUESTIONS  TO  THINK  &  TALK  ABOUT  

1.  How  might  you  -­‐  or  do  you  -­‐  use  what  you  have  seen  in  your  classroom?    What  adaptaFons  would  you  make  to  be]er  fit  your  context?  

2.  How  would  these  strategies  help  your  students?