Vancouver  AFL  –  Going  Deeper  with  the  Strategies  October  ,  2010,  May,  2011  

Masonic  Hall,  Italian  Cultural  Centre  Faye  Brownlie  

www.slideshare.net  

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.  

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  

Bill’s  Year  at  a  Glance-­‐Sept.  

Bill’s  Year  at  a  Glance-­‐Oct.  

•  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)  

Assessment for Learning

•  Learning  intenHons  •  Criteria  •  DescripHve  feedback  •  QuesHoning  •  Peer  and  self  assessment  

•  Ownership  

Embedding  AFL  

Frameworks

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

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  

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  

Model Guided practice Independent practice Independent application  

Pearson  &  Gallagher  (1983)  

Teaching  Content  to  All  

Open-­‐ended          teaching  

adapted  

modified  

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)

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  

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.  

Salmon  Creek  –  Anneie  LeBox  &  Karen  Reczuch          2002,  Douglas  &  McIntyre  

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.  

       

•  How  is  this  effecHve  teaching?  

•  How  is  this  assessment  for  learning?  

•  How  could  I  adapt  this  to  use  with  my  students,  in  my  context?  

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  

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?  

Goal:    Learning  IntenHons,  self  assessment  Kate  Giffin,  gr.  4/5  

Learning  Inten&on  

Quiz   Mastery   Prac&ce  on  my  own  

Assistance  please!  

Where  I  get  stuck…  

I  can  create  equivalent  fracHons.  

I  can  reduce  a  fracHon  to  its  lowest  terms.  

•  How  are  these  effecHve  teaching?  

•  How  is  this  assessment  for  learning?  

•  How  could  I  adapt  this  to  use  with  my  students,  in  my  context?  

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.  

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  

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  

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?  

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?  

•  How  is  this  effecHve  teaching?  

•  How  is  this  assessment  for  learning?  

•  How  could  I  adapt  this  to  use  with  my  students,  in  my  context?