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Formative Assessment and Quality
Teaching in Inclusive Classrooms and
     Schools: A Community of
            Professionals
               Coquitlam
             Jan. 22, 2010
       Presented by Faye Brownlie
Learning	
  Inten+ons	
  
 •  	
   	
  I	
  can	
  apply	
  Universal	
  Design	
  for	
  
    Learning	
  and	
  Backwards	
  Design	
  -­‐	
  current	
  
    theories	
  of	
  teaching	
  and	
  learning	
  –	
  in	
  my	
  
    classroom.	
  
 •  	
   I	
  can	
  iden@fy	
  and	
  give	
  specific	
  examples	
  of	
  
   the	
  six	
  big	
  AFL	
  strategies	
  
 •  I	
  understand	
  the	
  purpose	
  of,	
  and	
  can	
  design,	
  a	
  
    performance	
  based	
  assessment	
  for	
  my	
  class/
    subject.	
  
 •  I	
  have	
  a	
  plan	
  to	
  implement	
  a	
  strategy	
  which	
  is	
  
Frameworks


It’s All about Thinking – Brownlie & Schnellert, 2009
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	
  
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	
  
The	
  Six	
  Big	
  AFL	
  Strategies	
  

  1. 	
   	
  Inten@ons	
  
  2. 	
   	
  Criteria	
  
  3. 	
   	
  Descrip@ve	
  feedback	
  
  4. 	
   	
  Ques@ons	
  
  5. 	
   	
  Self	
  and	
  peer	
  assessment	
  
  6. 	
   	
  Ownership	
  
Teach Content to All	
  




                        Learning in Safe Schools - Brownlie, King"
Who are your students?
Standard Reading Assessment	
  

•  Choose a common piece of text.
•  Build background for the reading.
•  Have students respond to common prompts.
•  Have students read a short section aloud and answer several
   interview questions.
•  Code, individually, using the Reading Performance Standards
•  Make a class plan, using the Worksheets

•  No plan, no point!
•  Described in Student Diversity and in It’s All about Thinking
•  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? 	
   	
  	
  
   	
  (Student	
  Diversity,	
  p.23)	
  
Bill’s	
  Year	
  at	
  a	
  Glance-­‐Sept.	
  
Bill’s	
  Year	
  at	
  a	
  Glance-­‐Oct.	
  
Classroom Examples
Gr.	
  8	
  Science	
  
 “The	
  Diges@ve	
  System”	
  
Paul	
  Paling,	
  Prince	
  Rupert	
  

       Learning	
  Inten+on:	
  
  Demonstrate	
  where	
  in	
  the	
  body	
  
diges@on	
  occurs	
  and	
  what	
  happens	
  
              to	
  the	
  food	
  
Connec@ng/processing	
  Strategy:	
  	
  What’s	
  In,	
  
                               What’s	
  Out?	
  	
  	
  
                    (Reading	
  44,	
  adapted	
  by	
  PPaling)	
  
•    stomach	
   	
   	
  squeezing	
  
•    abdomen 	
   	
   	
  hungry	
  
•    saliva	
   	
   	
   	
   	
  ulcer	
  
•    bolus 	
   	
   	
   	
   	
  tongue	
  
•    gastric	
  juices 	
   	
  mucus	
  
•    pepsin	
   	
   	
   	
   	
  carbohydrates	
  
•    muscles 	
   	
   	
   	
  mechanical	
  
Exit	
  Slips	
  
•  Day	
  1	
  	
  Choose	
  1	
  part	
  of	
  the	
  diges@ve	
  system	
  
   and	
  describe	
  what	
  happens	
  to	
  food	
  there.	
  
•  Day	
  2	
  	
  Write	
  the	
  2	
  most	
  important	
  things	
  
   learned	
  today.	
  
•  Day	
  4	
  	
  3-­‐2-­‐1	
  for	
  diges@on.	
  
Word	
  Wall	
  
•    What’s	
  in,	
  what’s	
  out	
  
•    Sort	
  and	
  predict	
  
•    Make	
  connec@ons	
  among	
  words	
  
•    Point	
  out	
  vocabulary/phrases	
  as	
  you	
  work	
  
•    Iden@fy	
  areas	
  of	
  confusion/strength	
  
•    Mind	
  map	
  with	
  select	
  words	
  
•    Keep	
  the	
  target	
  language	
  clear	
  and	
  visible	
  
•    EdHelper.com	
  –	
  makes	
  flash	
  cards	
  
Response Journals



  double-entry   journals
  initially, written in class, together
  develop criteria for powerful responses
Left Side                             Right Side                             Notes
Early Stages:
1   Title   of   the Book              One sentence I can read from the book.     Writing is very limited in the
2   Title   of   the Book              (After reading a pattern book)             early stages.
                                       A sentence of my own following the
                                       pattern of the text.


3   Title   of   the Book              My Opinion (e.g. The part I like best is
                                                      ...
                                                      My favourite character is
                                                      …)
End of Grade 1/Beginning of Grade 2:
4    S u m m a r y (What Happened?)    My Thinking About What Happened            Initially, expect a lot more
                                                                                  writing on the left side than
                                                                                  on the right at this stage.
Later:
5   Two     Events                     My Thinking About These Events             Gradually expect the length
                                                                                  of the writing to become
                                                                                  more balanced on each side.
6   A     Quotation from the Text      My Interpretation/Thinking of the          By Intermediate, expect 1 –
                                       Meaning of this Quotation                  2 sentences about an event
                                                                                  and a paragraph of personal
                                                                                  response.
questioning
Direct,	
  explicit	
  comprehension	
  instruc@on	
  
•  Secret	
  of	
  the	
  Dance	
  -­‐	
  	
  
•  Andrea	
  Spalding	
  and	
  Alfred	
  Scow,	
  Illustra@ons	
  
   -­‐	
  Darlene	
  Gait	
  

•  Orca	
  Publishing,	
  2006	
  
•  #9	
  781551	
  433967	
  

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Coquitlam Jan 2010

  • 1. Formative Assessment and Quality Teaching in Inclusive Classrooms and Schools: A Community of Professionals Coquitlam Jan. 22, 2010 Presented by Faye Brownlie
  • 2. Learning  Inten+ons   •     I  can  apply  Universal  Design  for   Learning  and  Backwards  Design  -­‐  current   theories  of  teaching  and  learning  –  in  my   classroom.   •    I  can  iden@fy  and  give  specific  examples  of   the  six  big  AFL  strategies   •  I  understand  the  purpose  of,  and  can  design,  a   performance  based  assessment  for  my  class/ subject.   •  I  have  a  plan  to  implement  a  strategy  which  is  
  • 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. The  Six  Big  AFL  Strategies   1.     Inten@ons   2.     Criteria   3.     Descrip@ve  feedback   4.     Ques@ons   5.     Self  and  peer  assessment   6.     Ownership  
  • 7. Teach Content to All    Learning in Safe Schools - Brownlie, King"
  • 8. Who are your students?
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  • 10. Standard Reading Assessment   •  Choose a common piece of text. •  Build background for the reading. •  Have students respond to common prompts. •  Have students read a short section aloud and answer several interview questions. •  Code, individually, using the Reading Performance Standards •  Make a class plan, using the Worksheets •  No plan, no point! •  Described in Student Diversity and in It’s All about Thinking
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  • 12. •  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?        (Student  Diversity,  p.23)  
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  • 16. Bill’s  Year  at  a  Glance-­‐Sept.  
  • 17. Bill’s  Year  at  a  Glance-­‐Oct.  
  • 19. Gr.  8  Science   “The  Diges@ve  System”   Paul  Paling,  Prince  Rupert   Learning  Inten+on:   Demonstrate  where  in  the  body   diges@on  occurs  and  what  happens   to  the  food  
  • 20. Connec@ng/processing  Strategy:    What’s  In,   What’s  Out?       (Reading  44,  adapted  by  PPaling)   •  stomach      squeezing   •  abdomen      hungry   •  saliva          ulcer   •  bolus          tongue   •  gastric  juices    mucus   •  pepsin          carbohydrates   •  muscles        mechanical  
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  • 23. Exit  Slips   •  Day  1    Choose  1  part  of  the  diges@ve  system   and  describe  what  happens  to  food  there.   •  Day  2    Write  the  2  most  important  things   learned  today.   •  Day  4    3-­‐2-­‐1  for  diges@on.  
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  • 26. Word  Wall   •  What’s  in,  what’s  out   •  Sort  and  predict   •  Make  connec@ons  among  words   •  Point  out  vocabulary/phrases  as  you  work   •  Iden@fy  areas  of  confusion/strength   •  Mind  map  with  select  words   •  Keep  the  target  language  clear  and  visible   •  EdHelper.com  –  makes  flash  cards  
  • 27. Response Journals   double-entry journals   initially, written in class, together   develop criteria for powerful responses
  • 28. Left Side Right Side Notes Early Stages: 1 Title of the Book One sentence I can read from the book. Writing is very limited in the 2 Title of the Book (After reading a pattern book) early stages. A sentence of my own following the pattern of the text. 3 Title of the Book My Opinion (e.g. The part I like best is ... My favourite character is …) End of Grade 1/Beginning of Grade 2: 4 S u m m a r y (What Happened?) My Thinking About What Happened Initially, expect a lot more writing on the left side than on the right at this stage. Later: 5 Two Events My Thinking About These Events Gradually expect the length of the writing to become more balanced on each side. 6 A Quotation from the Text My Interpretation/Thinking of the By Intermediate, expect 1 – Meaning of this Quotation 2 sentences about an event and a paragraph of personal response.
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  • 42. Direct,  explicit  comprehension  instruc@on   •  Secret  of  the  Dance  -­‐     •  Andrea  Spalding  and  Alfred  Scow,  Illustra@ons   -­‐  Darlene  Gait   •  Orca  Publishing,  2006   •  #9  781551  433967