Formative Assessment is the active involvement of children in the learning process. This presentation shares the elements of what is required to create a learning environment in which children are collaborative partners in the learning and teaching process.
1. making sense of formative practice
To enhance student learning.
Regan Orr
2010
2. It was all about ‘stuff’!
• School was a place where we
learnt a lot of ‘stuff’ and could
regurgitate knowledge.
“Today there will be a test on the 20
largest urban areas in NZ”.
• There was a lot of emphasis on
contexts.
“Lets do a unit on Spiders and know
all the body parts”.
3. It was all about ‘stuff’!
Education
happened
to the
children.
4. There has been a change!
Our focus needs to be with providing children with the skills and
deeper understanding to contribute to a global society.
5. There has been a change!
Our focus needs to be with providing children with the skills and
deeper understanding to contribute to a global society.
Learning happens with
the children.
6. There has been a change!
Our focus needs to be with providing children with the skills and
deeper understanding to contribute to a global society.
Learning happens with
the children.
How can we begin to achieve
this.......?
11. Who is WALT?
Learning Intentions share with the children the
intended learning.
Learning Intentions and Success Criteria
provide a clear purpose and description of what the
children are getting better at/learning.
13. The ‘Nuts and Bolts’
Learning Intentions must ...
... be
Clear and Unambiguous.
14. The ‘Nuts and Bolts’
Learning Intentions must ...
... be
Clear and Unambiguous.
... refer to
Skills and Concepts.
15. The ‘Nuts and Bolts’
Learning Intentions must ...
... be
Clear and Unambiguous.
... refer to
Skills and Concepts. ... be
Separated
from the activity/context.
16. The ‘Nuts and Bolts’
Learning Intentions must ...
... be
Clear and Unambiguous.
... refer to
Skills and Concepts. ... be
Separated
from the activity/context.
Learning occurs best when linked to prior learning and knowledge.
17. The ‘Nuts and Bolts’
The Learning Intention may
fit across multiple areas as it
is the skills being learnt not
the activity/context.
18. Nuts and Bolts 2.0
We Are Learning To: play We Are Learning To: pass, catch
rugby. and kick
While we need to learn how This has now isolated the skills
to play rugby it would be of what the children will be
better to define the skills. getting better at.
We Are Learning To: write a
We Are Learning To:
brochure.
persuade and inform.
This is a very broad LI where
These are the clear purposes
there is need to make it more
for a brochure.
succinct to share the purpose.
19. Nuts and Bolts 2.0
We Are Learning To: play We Are Learning To: pass, catch
rugby. and kick
While we need to learn how This has now isolated the skills
to play rugby it would be of what the children will be
better to define the skills. getting better at.
We Are Learning To: write a
We Are Learning To:
brochure.
persuade and inform.
This is a very broad LI where
These are the clear purposes
there is need to make it more
for a brochure.
succinct to share the purpose.
20. Nuts and Bolts 2.0
We Are Learning To: play We Are Learning To: pass, catch
rugby. and kick
While we need to learn how This has now isolated the skills
to play rugby it would be of what the children will be
better to define the skills. getting better at.
We Are Learning To: write a
We Are Learning To:
brochure.
persuade and inform.
This is a very broad LI where
These are the clear purposes
there is need to make it more
for a brochure.
succinct to share the purpose.
21. Nuts and Bolts 2.0
We Are Learning To: play We Are Learning To: pass, catch
rugby. and kick
While we need to learn how This has now isolated the skills
to play rugby it would be of what the children will be
better to define the skills. getting better at.
We Are Learning To: write a
We Are Learning To:
brochure.
persuade and inform.
This is a very broad LI where
These are the clear purposes
there is need to make it more
for a brochure.
succinct to share the purpose.
24. Fastening it all together
Capture the interest and enthusiasm
of the children.
It’s All About
Motivation!
25. Fastening it all together
Capture the interest and enthusiasm
of the children.
It’s All About
Engage children with
questions and
brainstorms.
Motivation!
26. Fastening it all together
The learning intention
becomes the ‘nuts and
bolts’ that fastens the
learning and tasks together
and makes it clear for the
children.
30. The Success Criteria is ...
THE WHAT ... THE HOW ...
Powerful and Engaging Involved in Process
Co-constructing Matrices Ownership
Guides Thinking and Learning
31. The Success Criteria is ...
Success criteria
unpacks how the
children will
achieve the learning
intention.
32. What’s the secret?
Top Secret!
Exemplars model and share the intended
learning.
Scaffold the children
