O SlideShare utiliza cookies para otimizar a funcionalidade e o desempenho do site, assim como para apresentar publicidade mais relevante aos nossos usuários. Se você continuar a navegar o site, você aceita o uso de cookies. Leia nosso Contrato do Usuário e nossa Política de Privacidade.
O SlideShare utiliza cookies para otimizar a funcionalidade e o desempenho do site, assim como para apresentar publicidade mais relevante aos nossos usuários. Se você continuar a utilizar o site, você aceita o uso de cookies. Leia nossa Política de Privacidade e nosso Contrato do Usuário para obter mais detalhes.
New Trends in Assessment2nd Manitoba Adolescent Literacy SummitTaking ActionFaye Brownlie April 26th, 2013 www.slideshare.net
Effect Size – What makes a difference?John Hattie in Visible Learning (> .4 effect size)• Student self-‐assessment/self-‐grading • Response to intervenCon • Teacher credibility • Providing formaCve assessments • Classroom discussion • Teacher clarity • Feedback • Reciprocal teaching • Teacher-‐student relaConships fostered • Spaced vs. mass pracCce
“The most powerful single inﬂuence enhancing achievement is feedback”-‐Dylan Wiliam • Quality feedback is needed, not just more feedback • Students with a Growth Mindset welcome feedback and are more likely to use it to improve their performance • Oral feedback is much more eﬀecCve than wriUen • The most powerful feedback is provided from the student to the teacher
Gallery Walk – writing lesson• In groups, 3 things that count in wriCng • Made class list and categorized • Focus on meaning and thinking – DescripCon – ImaginaCon – Detail – Knowledge – Focus – Ideas – Passion – Intriguing – Understandable
• Place a series of pictures around the room • Students in groups of 3 • 3 minutes per picture • Chat – How could you use this image in your wriCng? • Build on one another’s thinking • View 4 pictures
• Eagle Dreams -‐ Wri6en by Sheryl McFarlane ; Illustra>ons by Ron Lightburn; • ISBN: 1-‐55143-‐016-‐9
• Task: a piece of wriCng, choose your genre, think about the criteria • As you are moving to your desk, keep walking unCl you have your ﬁrst line in your head • 12 minutes to write • As students are wriCng, move about the room, underlining something powerful (criteria connected) in each person’s wriCng
• Each student shares what was underlined • Listen to hear something you might want to borrow • As a class, decide on why each was underlined • Create the criteria: – Words that are WOW – Details that showed emoCon or made a picture – Hook – ﬁrst line made me want to keep reading
Sample 1 One cool and breezy night, in a prairie, a boy sat on the rim of his open window, looking out at the moon, hoping for something to happen. Afer a few minutes, he went back in and close his window. Robin sighed. “I wished my life has more excitement in it, “ he thought, before he turned oﬀ his light and went to bed, he took one quick look at his kite on top of his bed that’s shaped like an eagle, and went to sleep.
Sample 4 At Sunday, the Ximing and his father mother go travel. On, Ximing say “I’m see a eagle!” His father and his mother is going to his. And his mother say “Oh, Help it!” OK. It was heal. OK. We are go back home! At home: Today is very funning. Because we are helpa eagle! I’m so happy now! Ximing is Cme to eat a dinner say mother say …
• Kids can add/edit/conCnue to work • Set up for next class – Work on same criteria – Hear again, pieces that work – Move to where kids can idenCfy criteria in their own work and ask for help with criteria that are struggling with • Afer repeated pracCce, students choose one piece to work up, edit, revise, and hand in for marking • Feedback is conCnuous, personal, Cmely, focused
How can I help my students see geography as an opportunity to problem solve, to address the impact of geographical features on people’s lives…? Catriona Misfeldt in It’s All about Thinking (English, Social Studies & Humani<es) 2010
Essential Questions What stories do these data or this chart, graph, or map tell? Whose stories are they? What data are the most revealing and representaCve of the quality of life? Catriona Misfeldt, MacNeil Secondary
The Plan: • Co-‐create criteria for measuring quality of human life • Model how to underline phrases that might aﬀect the quality of a life • Students read and underline phrases from 2 diﬀerent case studies • Students record + and – factors aﬀecCng life • Exit slip – deﬁniCon of a good life
Emma “I hate you. You’re such an idiot!” The back door slammed loudly. Emma opened her eyes quickly and pulled up her sof comforter. Her heart was beaCng fast, and she had a knot in her stomach. It was her older sister who had yelled and slammed the door. “Lazy head, out of bed!” her father shouted from the boUom of the stairs.
Heavy footsteps moved quickly though the house and then the front door opened and slammed shut. The car started and with a screech pulled away. Dad must be late for work. He ofen seemed angry now. Emma remembered happier Cmes when he helped her with her homework and they would go to basketball games together. She wondered if it would every be like that again. Caring for Young People’s Rights – Roland Case
Jose Turning over on the woven sleeping mat, Jose bumped into his younger brother. He could see the early morning light through the cracks in the sCck wall of his family’s home. The sCcks broke easily but were a type of wood that the termites wouldn’t eat. Jose could hear his mother feeding the chickens in the yard outside. Gently raising the thin bed sheet that kept the bugs oﬀ at night, Jose sat up and climbed over Salvador and his Cny sister Rosita. Careful not to wake them, he replaced the sheet and stepped on to the dirt ﬂoor. Caring for Young People’s Rights – Roland Case
Lit 12: practice without penaltyNaryn Searcy, Penticton• Goal: learn how to represent your understanding of a poem in a diﬀerent ways • Poet: Robert Burns – Auld Lang Syne (read aloud) – To a Mouse (teams)
1. Read aloud and pracCce stanza with partner 2. Connect to themes: – Mankind has broken its union with nature – Even our best laid plans ofen do not work out 3. Microcosm & universal truths
Robert Burns (1759-‐1796)To a Mouse On Turning Up Her Nest with the Plough, November, 1785 Wee, sleeket, cowrin, >mrous beas>e, Oh, what a panics in thy breas>e! Thou need na start awa sae hasty Wi bickerin bra6le! I wad be laith to rin an chase thee Wi murdring pa6le!
Reduced PoemPoor liUle mouse petriﬁed Don’t run away quickly! Humans break nature’s contract – theme 1 No trust well deserved You don’t request much Have too much myself Oh your house gone! December approaches uncomfortably close Security beneath the chill Soon destroyed with cut Home lost high price Not alone in lesson: Best plans ofen fail – theme 2 Mouse lucky because humans Regret past/fear future
Mouse Dance Notes1. Mouse (MaU) gathering materials for winter, builds house (Boyd) 2. Mouse is shivering – symbolizing winter 3. Famer & his equipment (Ethan & Corey) destroy mouse’s house – represents theme that man breaks nature’s ﬁckle bond 4. Farmer feels bad, tries to apologize to mouse (nature) 5. Mouse won’t accept forgiveness – nothing lef to build a house 6. Mouse comes back and shoots the farmer 7. Mouse has heart aUack – represents the theme that plans ofen backﬁre – best laid plans of mouse and men don’t work!
• Brownlie, Fullerton, Schnellert – It’s All about Thinking – Collabora>ng to support all learners in Math & Science, 2011 • Brownlie, Schnellert – It’s All about Thinking – Collabora>ng to support all learners in English & Humani>es, 2009 • Brownlie, Feniak, Schnellert -‐ Student Diversity, 2nd ed., Pembroke Pub., 2006 • Brownlie, Jeroski – Reading and Responding, grades 4-‐6, 2nd ediCon, Nelson, 2006 • Brownlie -‐ Grand Conversa>ons, Portage and Main Press, 2005 • Brownlie,Feniak, McCarthy -‐ Instruc>on and Assessment of ESL Learners, Portage and Main Press, 2004 • Brownlie, King -‐ Learning in Safe Schools – Crea>ng classrooms where all students belong, 2nd ed, Pembroke Publishers, 2011