The document provides information on differentiation, metacognition, and assessment for learning strategies. It discusses differentiation as a process to approach teaching students of differing abilities. It outlines differentiation practices like focusing on essential ideas, responding to individual differences, and continually assessing and adjusting instruction. It also discusses metacognition as thinking about thinking, and assessment for learning strategies like using learning intentions, criteria, descriptive feedback, questions, self and peer assessment, and developing student ownership. Sample lessons are provided that illustrate how to apply these concepts.

1. Differentiation, Metacognition
and Assessment for Learning
Prince George
February 8 and 9, 2010
Faye Brownlie

2. Learning Intentions
• I can use assessment information to plan
differentiated instruction in my classroom
• I can connect assessment information to
instructional strategies
• I can deepen my students’ learning by using
strategies for differentiation
• I can help students develop metacognitive
thinking

3. Differentiation
• “…a process to approach teaching and learning
for students of differing abilities in the same
class. The intent is to maximize each student’s
growth and individual success by meeting each
student where he or she is…rather than
expecting students to modify themselves for
the curriculum.” (Hall, 2002)

4. Differentiation Practices
• Focus on essential ideas and skills of the content
area
• Respond to individual differences (learning style,
prior knowledge, interests, level of engagement)
• Group students flexibly by shared interest, topic,
or ability
• Integrate ongoing and meaningful assessment
with instruction
• Continually assess, reflect and adjust content,
process and product to meet student needs
• Research
synthesis
by
Huebner,
EL,
Feb.2010,
Vol
67,
#5

5. Metacognition
• Thinking about your thinking
• Planning, monitoring, evaluating your thinking

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

7. Universal Design for Learning
Multiple means:
-to tap into background knowledge, to activate
prior knowledge, to increase engagement and
motivation
-to acquire the information and knowledge to
process new ideas and information
-to express what they know.
Rose
&
Meyer,
2002

8. 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

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

10. Teach Content to All
Learning in Safe Schools - Brownlie, King"

11. Model
Guided practice
Independent practice
Independent application
Pearson
&
Gallagher
(1983)

12. Who are your students?
_create a content-based “pba” –
performance-based assessment
_code using a rubric – content
based or performance standard
_analyze the CLASS for
strengths and areas of need
_design a plan
_teach to the plan and reassess

16. How can I introduce a variety of
novels to my students in a way
that encourages them to read
thoughtfully and deeply, using
more independently, the strategies
I have been teaching in my class
novel?
How can I help my students attend
to the import of setting and
character at the beginning of a
novel – yet still WANT to read?

17. Students need:
• strategies to hook them into
reading
• multiple ways into the books
• an opportunity to apply the
strategies you have been teaching
• opportunities to talk with others
about their thinking about their
reading
• time to read independently

18. The Plan
• Distribute 5-6 different first pages
• Have students read the page
• Students sketch what they ‘see’ on the
page
• Students circle powerful words
• Students ask questions around the text
• Students meet with others reading the
same page and compare their notes
• Students meet with others not reading the
same page and compare their notes
• Students read independently, in the novel
of their choosing

19. Novels used in this session
• Family Matters – Rohinton Mistry
• Falling – Anne Simpson
• Half of a Yellow Sun –
Chimamanda Adichie
• Bifocal – Deborah Ellis & Eric
Walters
• Crank – Ellen Hopkins

20. The
Six
Big
AFL
Strategies
How
does
this
process
address
the
Six
Big
AFL
Strategies?
Differen;a;on?
Metacogni;on?
1.
IntenLons
2.
Criteria
3.
DescripLve
feedback
4.
QuesLons
5.
Self
and
peer
assessment
6.
Ownership

21. 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?

22. Students need:
• Practice 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 connections among the
words in order to retain the
vocabulary

23. 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/after

24. The Plan
• In ‘before’ column, students write
what they know about each word
• Students read the section of the
text, collecting information 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 ‘after’ column

25. Human
OpLcs
Vocabulary
Before
During
A?er
pupil
iris
cornea
sclera
reLna
opLc
nerve

32. The
Six
Big
AFL
Strategies
How
does
this
process
address
the
Six
Big
AFL
Strategies?
Differen;a;on?
Metacogni;on?
1.
IntenLons
2.
Criteria
3.
DescripLve
feedback
4.
QuesLons
5.
Self
and
peer
assessment
6.
Ownership

33. How can I help my students see
geography as an opportunity to
problem solve, to address the
impact of geographical features
on people’s lives…? Catriona
Misfeldt, as described in It’s All
about Thinking – Brownlie and
Schnellert

34. Essential Questions
 W hat stories do these data or
this chart, graph, or map tell?
Whose stories are they?
 W hat data are the most
revealing and representative of
the quality of life?
Catriona Misfeldt in Itʼs All about Thinking#

35. The Plan:
• Co-create criteria for measuring
quality of human life
• Model how to underline phrases that
might affect the quality of a life
• Students read and underline phrases
from 2 different case studies
• Students record + and – factors
affecting life
• Exit slip – definition of a good life

36. Emma
“I
hate
you.
You’re
such
an
idiot!”
The
back
door
slammed
loudly.
Emma
opened
her
eyes
quickly
and
pulled
up
her
so`
comforter.
Her
heart
was
beaLng
fast,
and
she
had
a
knot
in
her
stomach.
It
was
her
older
sister
who
had
yelled
and
slammed
the
door.
“Lazy
head,
out
of
bed!”
her
father
shouted
from
the
bobom
of
the
stairs.

37. Heavy
footsteps
moved
quickly
though
the
house
and
then
the
front
door
opened
and
slammed
shut.
The
car
started
and
with
a
screech
pulled
away.
Dad
must
be
late
for
work.
He
o`en
seemed
angry
now.
Emma
remembered
happier
Lmes
when
he
helped
her
with
her
homework
and
they
would
go
to
basketball
games
together.
She
wondered
if
it
would
every
be
like
that
again.
Caring
for
Young
People’s
Rights
–
Roland
Case

38. Jose
Turning
over
on
the
woven
sleeping
mat,
Jose
bumped
into
his
younger
brother.
He
could
see
the
early
morning
light
through
the
cracks
in
the
sLck
wall
of
his
family’s
home.
The
sLcks
broke
easily
but
were
a
type
of
wood
that
the
termites
wouldn’t
eat.
Jose
could
hear
his
mother
feeding
the
chickens
in
the
yard
outside.
Gently
raising
the
thin
bed
sheet
that
kept
the
bugs
off
at
night,
Jose
sat
up
and
climbed
over
Salvador
and
his
Lny
sister
Rosita.
Careful
not
to
wake
them,
he
replaced
the
sheet
and
stepped
on
to
the
dirt
floor.
Caring
for
Young
People’s
Rights
–
Roland
Case

39. Learning Intention:
I can understand the
concept of a global village
• Anticipation guide on If the World
Were a Village
• Predictions about statistical
indicators
• Discuss the concept of global
village
• Quick write – the big ideas of a
global village; connection to
qualities of life indicators

40. AnLcipaLon
Guide
Before
Reading
A?er
Reading
The
world’s
populaLon
is
about
6.2
billion
people.
Spanish
is
the
most
widely
spoken
language
in
the
world.
25%
of
the
world’s
people
do
not
have
easy
access
to
clean
drinking
water.

41. Predictions
• About the world’s nationalities
• About schooling/literacy throughout the world
• About electricity consumption throughout the
world

42. Quick Write Samples
• I
understand
global
village
to
be
an
understanding
of
what
is
happening
in
the
world
and
to
accept
that
everyone
is
different.
Also
understanding
that
some
places
don’t
have
enough
of
something
like
food
and
water
and
live
in
poverty.
– Alan

43. • My
definiLon
of
a
global
village
is
that
it’s
a
metaphor
showing
the
ways
of
the
world.
It
is
a
way
people
can
define
and
see
races
and
cultures
as
it
we
were
all
in
one
village.
– Terri

44. The
Six
Big
AFL
Strategies
How
does
this
process
address
the
Six
Big
AFL
Strategies?
Differen;a;on?
Metacogni;on?
1.
IntenLons
2.
Criteria
3.
DescripLve
feedback
4.
QuesLons
5.
Self
and
peer
assessment
6.
Ownership

45. Voting cards & concept questions
Aliisa
Sarte
and
Joni
Tsui,
Port
Moody
Sec.
• 4-­‐6
quesLons,
1
at
a
Lme
• QuesLons
review
the
previous
content
• All
quesLons
are
mulLple
choice
• Students
choose
their
response
• Votes
counted
• Partner
talk
• Revote
• 2
students
explain
their
reasoning

46. 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

47. • 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?

48. Group Quiz
Joni
Tsui
• Physics
11
and
12
• Teacher
places
students
in
groups
of
3
or
4
to
take
the
quiz
• Students
grouped
by
current
achievement
• Top
group
–
not
allowed
to
ask
quesLons
• Bobom
group
–
gets
4
quesLons
• Groups
in
between
–
2-­‐3
quesLons
• Journal
–
how
did
you
solve
the
quesLons
you
had
in
your
group
-­‐
consensus

49. Resources
• It’s
All
about
Thinking
–
CollaboraLng
to
Support
All
Learners:
HumaniLes,
Social
Studies
and
English
ediLon
–
Brownlie
and
Schnellert,
2009
• If
the
World
Were
a
Village
–
Smith,
2002