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- 1. Vancouver AFL – Going Deeper with the Strategies October , 2010, May, 2011 Masonic Hall, Italian Cultural Centre Faye Brownlie www.slideshare.net
- 2. Learning IntenHons • I can name and describe the 6 AFL strategies. • I can idenHfy some of the AFL strategies in my pracHce. • I understand how to embed AFL strategies seamlessly into my teaching to make student learning more powerful. • I can plan a next step.
- 3. Assessment for Learning Purpose Guide learning, inform instrucHon Audience Teachers and students Timing On-‐going, minute by minute, day by day Form DescripHve Feedback ¶what’s working? •what’s not? •what’s next? Black & Wiliam, 1998 HaYe & Timperley, 2007
- 8. Bill’s Year at a Glance-‐Sept.
- 9. Bill’s Year at a Glance-‐Oct.
- 11. • Connec&ons: How does what you read connect with what you already knew? • Summarizing: Choose a way to show the main ideas and details in what you read. • Inferencing: Read between the lines to find something that you believe to be true, but that isn’t actually said. Explain your reasoning. • Vocabulary: Here are 3 challenging words from the text. Explain what you think they mean. • Reflec&ng: Was this easy or hard to understand? How did you help your self understand? (SD, p.23)
- 12. Assessment for Learning • Learning intenHons • Criteria • DescripHve feedback • QuesHoning • Peer and self assessment • Ownership
- 13. Embedding AFL
- 14. Frameworks It’s All about Thinking – Brownlie & Schnellert, 2009
- 15. Universal Design for Learning MulHple means: -‐to tap into background knowledge, to acHvate prior knowledge, to increase engagement and moHvaHon -‐to acquire the informaHon and knowledge to process new ideas and informaHon -‐to express what they know. Rose & Meyer, 2002
- 16. 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
- 17. Model Guided practice Independent practice Independent application Pearson & Gallagher (1983)
- 18. Teaching Content to All Open-‐ended teaching adapted modified
- 19. Open-ended strategies: Connect-activate Process-acquire Personalize/transform- apply (Brownlie, Feniak & Schnellert, 2006; Buehl, 2001; Cook, 2005; Gear, 2006; Harvey & Goudvis, 2007; Kame'enui & Carnine, 2002)
- 20. Essential Lesson Components • EssenHal quesHon/learning intenHon/a big idea • Open-‐ended strategies: connect-‐process-‐transform • DifferenHaHon – choice, choice, choice • Assessment for learning • Gradual release of responsibility
- 21. QuesHoning – gr. 2/3 Goal: creaHng real quesHons, using quesHons to link background knowledge with new informaHon, create curiosity • Present an image. • Ager each image, ask students to pose quesHons about the image and to resist the urge to answer someone else’s quesHon. • Repeat with 3-‐4 images.
- 25. Salmon Creek – Anneie LeBox & Karen Reczuch 2002, Douglas & McIntyre
- 26. Questioning – Joni Tsui • IntroducHon to earthquakes in geology 12. • Students have all seen earthquakes in previous classes (some more than others). • We completed the acHvity and I made sure every student in class wondered at least one thing.
- 30. • How is this effecHve teaching? • How is this assessment for learning? • How could I adapt this to use with my students, in my context?
- 31. Goal: more descripHve feedback J. Mercuri, McBride Secondary • Grade 10 socials students – first drag of essay • Explained the rubric to the grade 12 English students, then they used the rubric to highlight 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
- 32. Goal: self assessment, ownership • 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?
- 34. Goal: Learning IntenHons, self assessment Kate Giffin, gr. 4/5 Learning Quiz Mastery Prac&ce on Assistance Where I get Inten&on my own please! stuck… I can create equivalent fracHons. I can reduce a fracHon to its lowest terms.
- 35. • How are these effecHve teaching? • How is this assessment for learning? • How could I adapt this to use with my students, in my context?
- 36. How can I help my students develop more depth in their responses? They are wriHng with no voice when I ask them to imagine themselves as a demi-‐god in the novel.
- 37. Students need: • to ‘be’ a character • support in ‘becoming’ that character • to use specific detail and precise vocabulary to support their interpretaHon • choice • pracHce • to develop models of ‘what works’ • a chance to revise their work
- 38. The Plan • Review scene from novel • Review criteria for powerful journey response • Brainstorm who you could be in this scene • 4 minute write, using ‘I’ • Writers’ mumble • Stand if you can share… • What can you change/add/revise? • Share your wriHng with a partner
- 39. Stand if you have… • A phrase that shows strong feeling… • A phrase that uses specific names… • A parHcularly descripHve line – using details from the novel… • An effecHve first line… • Now, what will you change? What can you add, delete, revise?
- 41. Criteria • Write in role – use ‘I’ • Use specific names • Phrases/words that show feeling • ParHcularly descripHve details of the event • Powerful first line • What will you change ager listening to others?
- 47. • How is this effecHve teaching? • How is this assessment for learning? • How could I adapt this to use with my students, in my context?