This document discusses effective teaching strategies and assessment for learning (AFL). It begins by outlining learning intentions, then describes several frameworks that inform effective teaching practices, including universal design for learning, backwards design, and AFL. It discusses six key AFL strategies - learning intentions, criteria, descriptive feedback, questioning, peer and self-assessment, and ownership. Several examples are provided of how teachers have implemented AFL strategies like questioning in their classrooms. The document concludes by emphasizing essential lesson components like essential questions and differentiation to meet all students' needs.

1. Effec%ve
Teaching
and
AFL
–
Making
a
difference
for
all
students
May
6,
2011
McBride
Faye
Brownlie
www.slideshare.net

2. Learning
Inten%ons
• I
can
name
and
describe
the
6
AFL
strategies.
• I
can
name
and
describe
components
of
effec%ve
teaching.
• I
can
iden%fy
some
of
the
AFL
strategies
and
effec%ve
teaching
strategies
in
my
prac%ce.
• I
can
plan
a
next
step.

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

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. Assessment for Learning
Purpose
Guide
learning,
inform
instruc%on
Audience
Teachers
and
students
Timing
On-­‐going,
minute
by
minute,
day
by
day
Form
Descrip%ve
Feedback
¶what’s
working?
•what’s
not?
•what’s
next?
Black
&
Wiliam,
1998
Ha[e
&
Timperley,
2007

7. Assessment for Learning
• Learning
inten%ons
• Criteria
• Descrip%ve
feedback
• Ques%oning
• Peer
and
self
assessment
• Ownership

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

9. Teaching
Content
to
All
Open-­‐ended
teaching
adapted
modified

10. 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)

11. The teeter totter
kids curriculum
kids

12. Essential Lesson Components
• Essen%al
ques%on/learning
inten%on/a
big
idea
• Open-­‐ended
strategies:
connect-­‐process-­‐transform
• Differen%a%on
–
choice,
choice,
choice
• Assessment
for
learning
• Gradual
release
of
responsibility

13. Ques%oning
–
gr.
2/3
Goal:
crea%ng
real
ques%ons,
using
ques%ons
to
link
background
knowledge
with
new
informa%on,
create
curiosity
• Present
an
image.
• Ader
each
image,
ask
students
to
pose
ques%ons
about
the
image
and
to
resist
the
urge
to
answer
someone
else’s
ques%on.
• Repeat
with
3-­‐4
images.

17. Salmon
Creek
–
Annege
LeBox
&
Karen
Reczuch
2002,
Douglas
&
McIntyre

18. Questioning – Joni Tsui
• Introduc%on
to
earthquakes
in
geology
12.
• Students
have
all
seen
earthquakes
in
previous
classes
(some
more
than
others).
• We
completed
the
ac%vity
and
I
made
sure
every
student
in
class
wondered
at
least
one
thing.

22. Questioning
• Math
• Closed
vs
open

23. • 1
+
4
=
• 2
+
3
=
• 4
+
1
=
• 0
+
5
=

24. How can you show your
number for our number
book?

27. Questioning
• Who
is
answering
your
ques%ons?
• Who
is
asking
the
ques%ons?

28. Math Centres – gr. 1/2
Michelle Hikada, Tait
• 4
groups
• 1
with
Michelle,
working
on
graphing
(direct
teaching,
new
material)
• 1
making
pagerns
with
different
materials
(prac%ce)
• 1
making
pagerns
with
s%ckers
(prac%ce)
• 1
graphing
in
partners
(prac%ce)

29. • 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.

32. Critical thinking & Problem-Solving
• How
much
forest
must
be
removed
to
create
a
4-­‐lane
highway
15
km
long?
• How
can
you
figure
it
out?
• What
thinking
skills
do
you
use?
It’s
all
about
thinking
in
math
&
science
–
Brownlie,
Fullerton,
Schnellert

33. Critical thinking & Problem-Solving
• How
much
forest
must
be
removed
to
create
a
4-­‐lane
highway
15
km
long?
• How
can
you
figure
it
out?

34. • How
is
this
effec%ve
teaching?
• How
is
this
assessment
for
learning?
• How
could
I
adapt
this
to
use
with
my
students,
in
my
context?

35. Grade
9
Science,
Insulators
&
Conductors
• Learning
Inten%ons:
– I
can
iden%fy
and
explain
the
key
vocabulary
necessary
to
understand
insulators
and
conductors
– I
can
read
to
determine
the
accuracy
of
key
statements
about
insulators
and
conductors
– I
can
provide
evidence
from
the
text
to
support
my
choices.

36. • proton
• neutron
• electron
• ion
• atom
• nucleus
• charge
• posi%ve
• nega%ve
• neutral

37. An%cipa%on
Guide
Electrons
in
an
insulator
are
not
%ghtly
bound
to
the
atoms
making
up
the
material.
Pure
water
is
an
insulator;
tap
water
is
a
conductor.
A
maple-­‐leaf
electroscope
determines
the
presence
of
electric
charges.

38. Building
Stories
–
gr.
1/2
• Learning
Inten%ons:
– I
can
make
a
story
from
a
word
clue
– I
can
add
on
and
change
my
story
from
other
word
clues
– I
can
explain
the
strategies
I
use
to
figure
out
new
words

39. • Students,
in
pairs,
receive
a
phrase
from
the
text
• Students
read
the
phrase,
decide
on
what
strategies
they
used
to
‘read’
it
and
what
story
would
have
this
phrase
in
it
• Students
share
their
phrases,
their
strategies
and
their
stories
• Students
note
how
their
thinking
changes
as
they
hear
new
stories.

40. • Students
can
write
their
own
story
before
reading
• Process
the
text
with
a
thinking
paper
–
4
boxes
Predict
Predict
Predict
Big
Idea:
Why
is
he
a
good
knight?

41. deep
dark
cave

42. shimmery,
glimmery
sword

43. King’s
forest

44. very
tall
wall

45. dense
forest

46. crumbly,
tumbly
tower

47. clippety-­‐clop

48. very
loud
roar

49. in
his
jammies

50. very
lonely

54. Good
Night,
Good
Knight
-­‐
Shelly
Moore
Thomas
Pictures
-­‐
Jennifer
Plecas
Dugon
Children’s
Books

55. • How
are
these
effec%ve
teaching?
• How
is
this
assessment
for
learning?
• How
could
I
adapt
this
to
use
with
my
students,
in
my
context?

56. How
can
I
help
my
students
develop
more
depth
in
their
responses?
They
are
wri%ng
with
no
voice
when
I
ask
them
to
imagine
themselves
as
a
demi-­‐god
in
the
novel.

57. Students
need:
• to
‘be’
a
character
• support
in
‘becoming’
that
character
• to
use
specific
detail
and
precise
vocabulary
to
support
their
interpreta%on
• choice
• prac%ce
• to
develop
models
of
‘what
works’
• a
chance
to
revise
their
work

58. 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
wri%ng
with
a
partner

59. Stand
if
you
have…
• A
phrase
that
shows
strong
feeling…
• A
phrase
that
uses
specific
names…
• A
par%cularly
descrip%ve
line
–
using
details
from
the
novel…
• An
effec%ve
first
line…
• Now,
what
will
you
change?
What
can
you
add,
delete,
revise?

60. Criteria
• Write
in
role
–
use
‘I’
• Use
specific
names
• Phrases/words
that
show
feeling
• Par%cularly
descrip%ve
details
of
the
event
• Powerful
first
line
• What
will
you
change
ader
listening
to
others?

63. • How
is
this
effec%ve
teaching?
• How
is
this
assessment
for
learning?
• How
could
I
adapt
this
to
use
with
my
students,
in
my
context?

64. Learning Intention: I can write and describe a
small event from my morning.
Gr. 3 Writing:
Model – a small moment
Establish criteria
Kids write
Descriptive feedback on
criteria
Pearson
&
Gallagher
(1983)

65. • Choose a topic
• Write in front of the students
• Students describe ‘what works’ in your writing
• Students choose a ‘morning’ topic
• Students write
• Students self-assess
• Students meet with peers to share and provide
feedback

66. All
alone,
I
stepped
into
my
car.
With
my
map
in
hand,
I
began
to
drive.
At
the
lights
I
turned
led,
then
the
map
said
to
turn
right.
“Oh,
no!”
The
sign
said,
“Road
closed”.
“Help,”
I
thought.
“What
am
I
going
to
do?”

67. Notices…criteria
• Mystery
• Opening
• Detailed
• Sounds like you (Voice)

71. • How
is
this
effec%ve
teaching?
• How
is
this
assessment
for
learning?
• How
could
I
adapt
this
to
use
with
my
students,
in
my
context?

72. Informa%on
Circles
• Select
4-­‐5
different
ar%cles,
focused
on
central
topic
or
theme.
• Present
ar%cles
and
have
students
choose
the
one
they
wish
to
read.
• Present
note-­‐taking
page.
• Student
fill
in
all
boxes
EXCEPT
‘key
ideas’
before
mee%ng
in
the
group.
• Students
meet
in
‘like’
groups
and
discuss
their
ar%cle,
deciding
together
on
‘key
ideas’.
• Students
meet
in
non-­‐alike
groups
and
present
their
informa%on
from
their
ar%cle.

73. Key
words
Images
QuesEons
Significance
to
Canadians

74. Vocabulary/terms
Images
QuesEons
Key
ideas

75. New
Resource!
• An
Integrated
Inquiry
Based
Unit
of
Study
using
Stz’uminus
Legends,
Stories
and
Heroes
as
a
focus
for
our
inquiry
–
Donna
Klockars
• PLOs
from
English
First
Peoples
Pilot
Program
10
• Lesson
sequences
applicable
anywhere
• Core
Learning
Resources
• www.corelearningresources.com

76. The teeter totter
kids curriculum
kids

77. Resources
• Student
Diversity,
2nd
ed.
–
Brownlie,
Feniak
and
Schnellert,
2006
• It’s
All
about
Thinking
(in
English,
Social
Studies
and
Humani%es)
–
Brownlie
and
Schnellert,
2009
• It’s
All
about
Thinking
(in
Math
and
Science
-­‐
Brownlie,
Fullerton
&
Schnellert,
in
press