1. Formative Assessment and Quality
Teaching in Inclusive Classrooms and
Schools: A Community of
Professionals
Coquitlam
Sept. 24, 2010
Presented by Faye Brownlie
2. Learning
Inten+ons
•
I
can
explain
current
theories
of
teaching
and
learning.
• I
can
understand
and
can
explain
to
others
the
concepts
of
Assessment
for
Learning
(AFL)
•
I
can
iden<fy
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
3. Know
your
content
• Research
–
effec<ve
programming
• Curriculum
–
key
concepts,
learning
outcomes
4. Model
Guided practice
Independent practice
Independent application
Pearson
&
Gallagher
(1983)
8. Universal Design for Learning
Mul<ple
means:
-‐to
tap
into
background
knowledge,
to
ac<vate
prior
knowledge,
to
increase
engagement
and
mo<va<on
-‐to
acquire
the
informa<on
and
knowledge
to
process
new
ideas
and
informa<on
-‐to
express
what
they
know.
Rose
&
Meyer,
2002
9. 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
10. Know
your
kids
• Class
review
• Assessment
for
learning
–
the
grand
event
11. Purpose
• To
measure,
to
report
out
Timing
ASSESSMENT
of
Audience
• At
the
end
to
• Parents,
others
sum
up
the
learning
LEARNING
outside
the
classroom
Form
• Rank
order,
marks,
percentages,
numbers,
leZers
12. Purpose
• to
inform
teaching
and
learning
Timing
ASSESSMENT
Audience
• while
the
learning
is
for
• teachers
and
happening
when
the
informa<on
LEARNING
students
can
s<ll
be
used
Form
• descrip<ve
feedback
–
NO
MARKS!
16. Reading
and
Thinking
with
Different
Texts
• Making
Inferences
• Asking
ques<ons
• Using
evidence
to
support
your
thinking
• Learning
Inten<ons:
-‐I
can
use
world
currency
informa<on
to
explain
what
this
means
to
average
people.
-‐I
can
interpret
this
informa<on,
providing
reasoning
for
my
interpreta<ons
17. A
Comparison
of
World
Currencies
–
what
does
it
mean
to
the
average
ci<zen?
• Ci<es
being
compared:
– Athens,
Frankfurt,
Manila,
Shanghai,
Toronto
• Number
of
minutes
to
work
to
buy
a
Big
Mac:
-‐12,
15,
30,
30,
88
• Number
of
hours
to
work
to
buy
an
8gb
iPod
-‐10.5,
13.5,
24.5,
56.5,
128.5
18. • Annual
average
hours
worked:
-‐1704,
1827,
1868,
1946,
2032
• Cost
of
living
(rela<ve
to
NYC)
-‐28.7%,
48.9%,
54.6%,
63%,
70.6%
ar#cles.moneycentral.msn.com/SmartSpending/
ConsumerAc#onGuide/burgernomics-‐whats-‐a-‐big-‐
mac-‐worth.aspx
26. Cinquain Poems
• Show
a
poem
to
the
students
and
have
them
see
if
they
can
find
the
paZern
–
5
lines
with
2,4,6,8,2
syllables
• Create
a
cinquain
poem
together
• No<ce
literacy
elements
used
• Brainstorm
for
a
list
of
poten<al
topics
• Alone
or
in
partners,
students
write
several
poems
• Read
each
poem
to
2
other
students,
check
the
syllables
and
the
word
choices,
then
check
with
a
teacher
42. How
can
I
help
my
students
learn
the
vocabulary
they
need
in
science?
How
can
I
help
my
students
link
what
they
have
learned
in
one
chapter
to
the
next?
43. Students
need:
• Prac<ce
using
the
vocabulary
• To
link
new
vocabulary
to
what
they
already
know,
then
to
add
on
or
refine
their
understanding
of
the
words
• To
make
connec<ons
among
the
words
in
order
to
retain
the
vocabulary
44. The
Plan
• Choose
2
key
words
from
previous
chapter
and
have
students
brainstorm
what
they
know
about
each
–
2
min.
each
–
add
ideas
from
partners
• Class
share
10
key
ideas
and
clarify
• “I
used
to
think…but
now…”
• Introduce
new
chapter
words
with
3
column
notes:
– Before/during/aver
45. The
Plan
• In
‘before’
column,
students
write
what
they
know
about
each
word
• Students
read
the
sec<on
of
the
text,
collec<ng
informa<on
to
clarify
the
vocabulary
and
recording
this
in
the
‘during’
column
• Students
choose
6-‐8
words
and
make
a
concept
map
with
them
in
the
‘aver’
column
53. Planning
Goals What do we want to develop/
explore/change/ refine to better
meet the diverse needs of diverse
learners?
Rationale Why are we choosing this focus?
Plan How will we do this?