BÀI TẬP BỔ TRỢ TIẾNG ANH 11 THEO ĐƠN VỊ BÀI HỌC - CẢ NĂM - CÓ FILE NGHE (GLOB...
Vsb an intro to afl.nov.2010
1. Assessment for Learning,
An Introduction
Vancouver School District
November 26th, 2010
Faye Brownlie
www.slideshare.net
2. I can understand and explain to others the
concept of assessment for learning (AFL) and
assessment of learning.
I can identify six big AFL practices and describe
classroom examples.
I can determine a next step.
Learning Intentions
3. Assessment OF Learning
Purpose: to measure, to sort
Audience: those outside the class
Form: marks, rank orders, #
Timing: at the end, summative
4. Assessment FOR Learning
Purpose: inform learning
Audience: teacher and student
Form: descriptive feedback
Timing: on-going, throughout
the learning
5. The Six Big AFL Strategies
1. Learning intentions
2. Criteria
3. Descriptive feedback
4. Questions
5. Self and peer assessment
6. Ownership
How can I adapt this to my context?
10. • At
the
beginning
of
each
class
we
write
the
learning
intenGons
for
the
day
on
the
board
– e.g.
By
the
end
of
class
today
you
will
be
able
to:
1.
Define
the
term
ionic
compound.
2.
Determine
the
chemical
formulae
for
ionic
compounds.
3.
Name
ionic
compounds.
11. • Have
students
write
the
learning
intenGons
down
in
a
journal.
• During
class,
we
refer
to
the
intenGons
as
we
progress
through
the
lesson
and
point
out
when
we
have
hit
each
outcome.
• Refer
to
them
again
at
the
end
of
class
and
occasionally
stop
and
do
a
quick
check
for
understanding.
12. • Student
feedback:
– They
like
to
know
why
we
are
doing
certain
acGviGes
– They
look
back
at
the
learning
intenGons
when
doing
review.
– If
I
forget
to
write
them
down,
they
tell
me
right
away!
It
has
become
the
starGng
paUern
for
my
classes.
13. • What
we
found:
– Students
had
a
focus
for
the
lessons.
They
would
oWen
interrupt
me
to
say
“so
that’s
the
second
learning
intenGon,
right?”
– They
didn’t
quesGon
“why
are
we
doing
this?”
because
I
told
them
right
from
the
start.
– When
we
reminded
the
kids
at
the
end
of
class
that
these
were
the
things
that
they
should
now
know,
we
had
an
increase
in
students
asking
for
clarificaGon
or
coming
in
for
help.
Students
became
beUer
at
the
metacogniGon
of
understanding
whether
or
not
they
had
learned
things.
14. Coloured Cubes, Coloured Highlighters
Aliisa and Joni
• During
lecture,
lab
or
assignment
• 3
coloured
cubes:
– Red
–
don’t
get
it
– Yellow
–
bit
confused
– Green
–
making
sense
– Used
with
AP
Biology
12,
science
10,
Biology
11
15. • Highlight
your
notes
with
the
3
colours
–
helps
you
find
what
you
need
to
focus
on
• Code
your
own
quizzes
with
coloured
pencils,
before
handing
in
• Consider
your
errors
–
how
many
were
careless?
16. The Six Big AFL Strategies
1. Learning intentions
2. Criteria
3. Descriptive feedback
4. Questions
5. Self and peer assessment
6. Ownership
18. Learning Intentions
•I can pose questions based on an image
•I can integrate information about an
image, based on my own questions and
those of others
20. Sea Otter Pup - Victoria Miles
(Orca)
There
is
a
forest
of
seaweed
in
the
ocean.
It
is
a
forest
of
kelp.
At
the
boUom
of
the
kelp
forest,
Mother
sea
oUer
searches
for
food.
21. High
above,
her
pup
is
waiGng.
He
is
wrapped
in
a
piece
of
kelp
so
he
can’t
driW
away
while
Mother
is
down
below.
22. He
bobs,
floaGng
on
his
back
in
the
cold
waves,
holding
his
front
paws
and
hind
flippers
above
the
water
to
keep
them
dry.
26. Secret of the Dance -
Andrea Spalding and Alfred Scow,
Illustrations - Darlene Gait
Orca Publishing, 2006
#9 781551 433967
27. Questioning – Joni Tsui
• IntroducGon
to
earthquakes
in
geology
12.
• Students
have
all
seen
earthquakes
in
previous
classes
(some
more
than
others).
• We
completed
the
acGvity
and
I
made
sure
every
student
in
class
wondered
at
least
one
thing.
31. The Six Big AFL Strategies
1. Learning intentions
2. Criteria
3. Descriptive feedback
4. Questions
5. Self and peer assessment
6. Ownership
32. Gr. 8 Science
“The Digestive System”
Paul Paling, Prince Rupert
Learning
Inten+on:
Demonstrate
where
in
the
body
digesGon
occurs
and
what
happens
to
the
food
36. Exit Slips
• Day
1
Choose
1
part
of
the
digesGve
system
and
describe
what
happens
to
food
there.
• Day
2
Write
the
2
most
important
things
learned
today.
• Day
4
3-‐2-‐1
for
digesGon.
38. The Six Big AFL Strategies
1. Learning intentions
2. Criteria
3. Descriptive feedback
4. Questions
5. Self and peer assessment
6. Ownership
48. Cinquain Poems
• Show
a
poem
to
the
students
and
have
them
see
if
they
can
find
the
paUern
–
5
lines
with
2,4,6,8,2
syllables
• Create
a
cinquain
poem
together
• NoGce
literacy
elements
used
• Brainstorm
for
a
list
of
potenGal
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
73. Math Centres – gr. 1/2
Michelle Hikada, Tait
• 4
groups
• 1
with
Michelle,
working
on
graphing
(direct
teaching,
new
material)
• 1
making
paUerns
with
different
materials
(pracGce)
• 1
making
paUerns
with
sGckers
(pracGce)
• 1
graphing
in
partners
(pracGce)
74. • With
your
partner,
choose
a
bucket
of
materials
and
make
a
bar
graph.
• Ask
(and
answer)
at
least
3
quesGons
about
your
graph.
• Make
another
graph
with
a
different
material.
82. • Teacher
models
powerful
response
• Student
reflects/self-‐assesses/makes
a
goal
or
a
plan
83. A
math
sequence
• AcGvate
background
knowledge
• Demonstrate/model
new
concept
• PracGce
in
partners
• ‘Could
you
do
these
quesGons
with
80%
accuracy
and
confidence?’
• If
‘yes’,
begin
independent
pracGce.
• If
‘no’,
come
to
this
table
for
more
teaching.
84. The Six Big AFL Strategies
1. Learning intentions
2. Criteria
3. Descriptive feedback
4. Questions
5. Self and peer assessment
6. Ownership
86. Goal: Learning Intentions, self assessment
Kate Giffin, Queen Alexandra, gr. 4/5
Learning
Inten+on
Quiz
Mastery
Prac+ce
on
my
own
Assistance
please!
Where
I
get
stuck…
I
can
create
equivalent
fracGons.
I
can
reduce
a
fracGon
to
its
lowest
terms.
87. Reading and Thinking with Different
Texts
• Making
Inferences
• Asking
quesGons
• Using
evidence
to
support
your
thinking
• Learning
IntenGons:
-‐I
can
use
world
currency
informaGon
to
explain
what
this
means
to
average
people.
-‐I
can
interpret
this
informaGon,
providing
reasoning
for
my
interpretaGons
88. A Comparison of World Currencies –
what does it mean to the average
citizen?
• CiGes
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
89. • Annual
average
hours
worked:
-‐1704,
1827,
1868,
1946,
2032
• Cost
of
living
(relaGve
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
90. Grand Conversations, Thoughtful Responses - a unique approach to literature
circles -‐
Faye
Brownlie
Portage
and
Main
Press,
2004
Student Diversity, 2nd ed -‐
Brownlie,
Feniak
and
Schnellert
Pembroke
Publishers,
2005
It’s All about Thinking – Collaborating to support all learners (in English, Social
Studies and Humanities)
–
Brownlie
and
Schnellert
Portage
and
Main
Press,
2009
It’s All about Thinking – Collaborating to support all learners (in Math and
Science)
–
Brownlie,
Fullerton
&Schnellert
Portage
and
Main
Press,
in
press.
Pulling Together – Integrating inquiry, assessment, and instruction in today’s
English classroom
–
Schnellert,
Datoo,
Ediger,
Panas
Pembroke
Pub.,
2009