2nd in a K-12 series, Formative Assessment and Quality Teaching in Inclusive Classrooms and Schools: A Community of Professionals. This inter-district series includes work with the demonstration teachers from Burnaby, Coquitlam and Mission.
1. Formative Assessment and Quality
Teaching in Inclusive Classrooms and
Schools: A Community of
Professionals
Coquitlam
Jan. 28, 2011
Presented by Faye Brownlie
2. Learning Intentions
•
I
can
explain
why
the
principles
of
universal
design
for
learning
and
backwards
design
are
important
in
suppor;ng
all
learners.
•
I
can
iden;fy
and
give
specific
examples
of
the
six
big
AFL
strategies.
• I
have
a
plan
to
implement
a
strategy
which
is
new
to
me.
4. Universal Design for Learning
Mul;ple
means:
-‐to
tap
into
background
knowledge,
to
ac;vate
prior
knowledge,
to
increase
engagement
and
mo;va;on
-‐to
acquire
the
informa;on
and
knowledge
to
process
new
ideas
and
informa;on
-‐to
express
what
they
know.
Rose
&
Meyer,
2002
5. 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
6. Approaches
• Assessment
for
learning
• Open-‐ended
strategies
• Gradual
release
of
responsibility
• Coopera;ve
learning
• Literature
circles
and
informa;on
circles
• Inquiry
It’s All about Thinking – Brownlie & Schnellert, 2009
12. Erica
Foote,
Princess
Margaret
Secondary
• If
students
were
given
the
opportunity
(4
;mes
per
semester)
to
show
what
they
know
in
different
ways,
would
it
not
only
increase
their
interest
and
effort
but
also
increase
their
understanding?
13. English
10
• 4
wri;ng
assignments,
4
choice
assignments
– PowerPoint
presenta;ons,
drawing,
poetry,
collages,
crea;ng
their
own
test
with
answer
keys,
presen;ng
their
informa;on
orally
or
using
drama
to
represent
their
thinking
• 6
students
• AFL
strategies
– Ranked
exemplars
with
the
PS
– Analyzed
the
exemplars
to
co-‐create
criteria
– Used
the
criteria
for
their
work
– Ownership
–
with
choice
14. 2
wri;ng
2
choice
assignments
–
demonstrate
your
knowledge
&
understanding
of
various
literature
Not
yet
Approaching
Mee*ng
Exceeding
%/#
Wri;ng
16/2
41/5
25/3
16/2
(essay/
paragraph)
Choice
0/0
16/2
33/4
50/6
15. Erica’s
Reflec;ons
• 100%
of
students
reported
they
liked
the
choice
and
wanted
to
do
have
choices
again
in
another
semester
• 91%
of
students
felt
they
did
beeer
with
choice
• About
50%
s;ll
chose
some
form
of
wri;ng
when
given
a
choice,
but
liked
the
choice
• Fewer
complained
about
the
non-‐choice
wri;ng
assignments
• Fewer
assignments
were
handed
in
late
16. Grade 11 Math
Logic Problems – Byrn Williams, Rae
Figursky
There
are
3
boxes.
One
is
labeled
APPLES,
one
ORANGES
and
one
APPLES
AND
ORANGES.
All
the
boxes
are
labeled
incorrectly.
Pick
one
piece
of
fruit
from
one
box
and
re-‐label
all
the
labels
correctly.
17. Grade 11 Math
Logic Problems – Byrn Williams, Rae
Figursky
There
are
20
socks
in
the
drawer,
10
are
blue,
10
are
brown.
What
is
the
minimum
number
of
socks
you
can
pull
out
to
make
a
pair?
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21. How can we work together to improve our
students’ writing in the following ways:
-finding a topic
-ownership for and application of co-
created criteria
22. Students need:
• Models and think-alouds
• Practice with applying criteria to the work
of others – practicing together
• Guided choice in topics
• To share their beginning before they leave
the carpet
• Time to write
• Feedback while writing
30. Learning Intentions:
• I
can
make
a
tessella;on.
• I
know
what
polygons
will
tessellate.
• I
know
why
some
polygons
will
tessellate
and
some
won’t.
31. Criteria for a tessellation:
• Repeated
congruent
shape
• No
gaps
• No
overlaps
• Vertex
of
any
tessella;ng
angle
is
360°
32. We found out:
• Only
3
regular
polygons
will
tessellate:
– Triangle
– Square
– Hexagon
Assessment:
Be
prepared
to
explain
why
an
octagon
will
not…
I’m
listening
for
kids
who
use
the
words
-‐polygon,
tessellate,
vertex,
line
segments
33. Tessellations
octagon
polygon
tessellate
vertex
Line
seqment
Bethany
Dylan
Luca
Emma
Sophia
34.
35. Math
Centres
–
gr.
1/2
Michelle
Hikada
• 4
groups
• 1
with
Michelle,
working
on
graphing
(direct
teaching,
new
material)
• 1
making
paeerns
with
different
materials
(prac;ce)
• 1
making
paeerns
with
s;ckers
(prac;ce)
• 1
graphing
in
partners
(prac;ce)
36. • With
your
partner,
choose
a
bucket
of
materials
and
make
a
bar
graph.
• Ask
(and
answer)
at
least
3
ques;ons
about
your
graph.
• Make
another
graph
with
a
different
material.
43. Grade 9 Science – Starleigh Grass &
Mindy Casselman
Electricity
• The
Challenge:
• Many
of
the
students
are
disengaged
and
dislike
‘book
learning’.
They
acquire
more
knowledge,
concept
and
skill
when
they
are
ac;ve,
collabora;ve
and
reading
in
chunks.
• Starleigh
and
Mindy
in
It’s
All
about
Thinking
(Math
and
Science)
in
press.
44. Essential Question
• If
we
understand
how
materials
hold
and
transfer
electric
charge,
can
we
store
and
move
electric
charge
using
common
materials?
45. • Individually,
brainstorm
what
you
can
recall
about
the
characteris;cs
of
an
atom.
• Meet
in
groups
of
3
to
add
to
and
revise
your
list.
• Compare
this
list
to
the
master
list.
• …(word
deriva;ons,
label
an
atom…)
• Exit
slip:
2
characteris;cs
you
want
to
remember
about
atoms.
46. The
Atom
• All
maeer
is
made
of
atoms.
• Atoms
have
electrons,
neutrons,
and
protons.
Electrons
move,
protons
and
neutrons
do
not
move.
• Atoms
have
nega;ve
and
posi;ve
charges.
• Electrons
have
a
nega;ve
charge;
protons
have
a
posi;ve
charge.
• Protons
and
neutrons
are
located
at
the
centre
of
the
atom,
in
the
nucleus.
• Electrons
orbit
around
the
outside
of
the
nucleus,
in
energy
“shells.”
• An
object
can
be
nega;vely
or
posi;vely
charged,
depending
on
the
ra;o
of
protons
and
neutrons.
47. Inquiry and Thematic Teaching
• Essen;al
ques;on
• Gradual
release
of
responsibility
• Open-‐ended
ques;ons
• Co-‐crea;ng
criteria
for
journals
• Journal
selec;ons
used
for
AoL
• Krista,
Mehj
&
Leyton
in
It’s
All
about
Thinking
(English,
Social
Studies,
HumaniBes)
• Grade
8
English
48. Essential Question
• How
are
hope,
knowledge,
and
friendship
necessary
for
the
survival
of
the
human
spirit?
49. Right
There
Think
and
Search
Factual
Ques*ons:
Interpreta*ve
Ques*ons:
-‐can
locate
an
answer
by
finding
it
-‐search
for
details,
then
put
them
together
to
directly
in
the
text…poin*ng
shape
an
answer
Author
and
Me
On
My
Own
Personal
Input
Ques;ons:
Evalua;ve
or
Apprecia;ve
Ques;ons:
-‐search
for
informa;on
in
the
text
-‐ongoing
inquiry
ques;ons
that
can
be
applied
and
fill
in
knowledge
gaps
with
their
to
many
situa;ons…search
for
outside
sources
personal
background
knowledge
of
informa;on
to
support
your
opinion
50. Right
There
Think
and
Search
Factual
Ques*ons:
Interpreta*ve
Ques*ons:
-‐What
are
some
ways
that
the
guide
-‐Is
the
guide’s
knowledge
unique
or
special
uses
his
knowledge
to
help
others?
in
some
way?
Author
and
Me
On
My
Own
Personal
Input
Ques;ons:
Evalua;ve
or
Apprecia;ve
Ques;ons:
-‐In
our
society,
or
in
your
experience,
do
-‐Is
knowledge
the
same
as
wisdom?
you
know
of
people
who
have
knowledge
like
the
guide?
51. Assessment of Learning - Journals
• Students
choose
3
journal
responses
for
their
mark.
• Students
may
rework
any
of
their
responses.
• Self-‐regulated
learning:
deciding
on
and
prac;cing
what
you
feel
is
most
important
–
gives
control.
