Final session in group of 3, K-12, Formative Assessment and Quality Teaching in Inclusive Schools

1. Formative Assessment and
Quality Teaching in Inclusive
Classrooms and Schools: A
Community of Professionals
Coquitlam/Burnaby PNS
April 21, 2011
Presented by Faye Brownlie

2. Learning
Inten+ons
• I
understand
the
power
of
collabora+on
in
improving
student
learning.
• I
can
iden+fy
‘quality
teaching’
and
explain
what
aspects
of
it
make
a
difference
in
inclusive
classes.
• I
can
find
more
ways
to
embed
forma+ve
assessment
into
my
prac+ce.
• I
have
a
plan
to
try
something
new
to
me.

3. How
the
world’
best
performing
school
systems
come
out
on
top
–
Sept.
2007,
McKinsey
&
Co.
1. GeOng
the
right
people
to
become
teachers
2. Developing
them
into
effec+ve
instructors
3. Ensuring
that
the
system
is
able
to
deliver
the
best
possible
instruc+on
for
every
child

4. McKinsey
Report,
2007
• The
top-­‐performing
school
systems
recognise
that
the
only
way
to
improve
outcomes
is
to
improve
instruc+on:
learning
occurs
when
students
and
teachers
interact,
and
thus
to
improve
learning
implies
improving
the
quality
of
that
interac+on.

5. How
the
world’s
most
improved
school
systems
keep
geOng
beWer
–
McKinsey,
2010
Three
changes
collabora+ve
prac+ce
brought
about:
1. Teachers
moved
from
being
private
emperors
to
making
their
prac+ce
public
and
the
en+re
teaching
popula+on
sharing
responsibility
for
student
learning.
2. Focus
shiYed
from
what
teachers
teach
to
what
students
learn.
3. Systems
developed
a
model
of
‘good
instruc+on’
and
teachers
became
custodians
of
the
model.
(p.
79-­‐81)

6. Good
to
Great
Systems
• Focus
on
the
professionalism
of
teachers
• The
values
and
behaviors
of
the
educators
propel
the
system
forward
(not
centrally
controlled)
• Develop
common
language
about
the
craY
of
teaching
• Teacher
and
administrator
coaches

7. Great
to
Excellent
Systems
• Learning
communi+es:
peer-­‐led
support
and
accountability
• Focus
on
student
learning
• Move
to
school
and
teacher
self-­‐evalua+on,
away
from
standardized
tests
• Open
up
classroom
prac+ce
–
de-­‐priva+ze
• Ac+on
research
• Collabora+ve
prac+ce
among
educators
• Encourage
innova+on
in
teaching

8. Richard
Allington,
U.
of
Tennessee
IRA
Conven+on,
2011
“We
now
have
good
evidence
that
virtually
every
child
who
enters
an
American
kindergarten
can
be
reading
on
level
by
the
end
of
first
grade.”

9. 4
cardinal
principles
• Matching
difficulty
level
of
texts
with
student
development
• Not
was+ng
reading
period
+me
on
set
up,
workbooks,
test
prep.
or
test
taking
• Allowing
children
to
select
what
they
read
• Engaging
children
in
daily
literate
conversa+ons
about
their
reading

10. The teeter totter
kids curriculum
kids

11. Engagement
• A
worthy
task
• Choice
• The
end
in
mind

12. 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

13. Assessment for Learning
Learning
inten*ons
Criteria
Descrip*ve
feedback
Ques+ons
Self
and
peer
assessment
Ownership

14. Asking
good
ques+ons

15. 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

16. 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?

17. Documen+ng:
-­‐sharing
with
others
-­‐reflec+ng

18. Learning
Stories
based
on
the
work
of
Margaret
Carr
&
Wendy
Lee,
New
Zealand
Megan
Fraser
&
Giovanni
Thiessen,
Burnaby
• A
story
• Documenta+on
• Makes
the
ordinary
significant
• Ini+ated
by
the
child
• Only
the
‘good’
reported
• Supported
with
pictures

20. Teacher: Megan Fraser
A Learning Story!
Date: January 15, 2011!
!
Observation Focus
EXPRESSING AN IDEA OR A FEELING: In a range of ways (specify). For example: oral language,
gesture, music, art, writing, using numbers and patterns, telling stories.!
!
!
The story…
Karma, today you were taking the
‘hospital project’ to an entirely
different place… you began to
represent what you were learning
about through play, stories and
conversations with a new medium:
paint.
This idea came to you entirely
independently, rather than in response
to another students’ idea or an
invitation from me.
You were entirely focussed as you
created with black and red paint,
paper and brush.
I asked what you were working on and
you told me, “It’s a heart, but not the
shape kind; it’s the real kind and that
black stuff, it’s disease.”
What’s happening… What’s next…
Karma, you engage with the world through your Karma, I understand that a strength for you is that
senses… you do not always internalize the ideas you have an ability to understand things on a
of others, but rather prefer to touch, taste, smell, deeper level when you have physically engaged
listen, and smell for yourself. with them. I need to remember to provide you
with opportunities to learn things in this way. For
You represent this engagement in an equally example, how can I engage your body and
unique way (through images and movement), senses to help you develop literacy and
and as you do so, you appear to be engaged in numeracy skills? Perhaps painting? Sculpture?
that conversation with ideas using your whole Scented play doh? Water on chalkboards?
body!
!

21. A Learning Story!
Isabel’s Violin Feb. 17, 2011
Isabel’s plan was to make a violin during our Choices time. She seemed to have a very clear
idea of how she wanted to make it and the materials she wanted to use. She asked for a stick
to make the bow and grabbed a large white piece of paper to draw the violin. I thought it
was very interesting that Isabel chose to draw each part of the violin as a separate picture
(e.g. the body, the neck, the pegs, etc.) When I asked her about it, she said she was going to
cut them all out and then put the parts together to make her violin. Just like a puzzle! Isabel
stayed very focused and motivated on her project; she kept working on her violin for our entire
Choices time! Naturally, she was very proud of her creation! Thanks for sharing your learning
with us, Isabel! We love seeing how you think and create.
What it means… What’s next...
Isabel, you are working like a designer, Other children were also very interested in
engineer and artist! I can tell you know a making instruments today and made them
lot about violins! How did you learn so in different ways. I would like to bring in
much about them? You have a clear idea
some real instruments and books to share
about the shape, size and parts of the
instrument, and you know how they piece with the class -- it makes such a difference
together. You really enjoy working with when you get to touch, hear and see how
materials and I have learned that you instruments work! I am curious to find out
always have a plan in your mind! You have how this might influence their drawings,
shown me that you need a lot of time to creations and play.
work and it is important for you to be able
to finish your projects.

22. Learning
Story
Evi
Kurina,
Riga,
Latvia
• Chem
9
• Summary
lesson
before
the
test
• Coaching
• New
to
working
in
groups
• New
to
working
with
Learning
Inten+ons
• What’s
the
story?
What
should
we
no+ce
about
you
as
a
learner?

24. What
worked?
• Par+cipa+on
in
the
small
groups
• Inclusion
of
all
members
• Quiet
voices
• Engagement
and
interest
• Learning
inten+ons

25. What
didn’t?
• Task
too
complex
for
the
alloWed
+me
• Students
needed
support
with
how
to
read
the
labels

26. What’s
Next?
• Feedback
on
what
made
the
groups
work
well
• Explicit
lesson
on
how
to
read
labels

27. AFL
–
guiding
the
teaching,
guiding
the
learning
–
Michael
Campsall,
Comox
Valley,
Gr.
5/6
• Backwards
Design:
Heritage
Fair
Projects,
non-­‐fic+on
research
wri+ng
• Thinking
skill:
ques+oning
• Gradual
release:
– Viewed
images
– In
groups
generated
ques+ons
– Categorized
ques+ons

28. • Thinking
skill:
wri+ng
• Analyzed
student
wri+ng
– Created
a
drop-­‐down
menu
with
coloured
spreadsheet
– Analyzed
data
– 3
areas
of
need
• Voice
• Sentence
transi+ons
• Sentence
beginnings

29. • Gradual
release
– Build
an
essay
together,
with
Michael
modeling
first,
then
working
together
– Introduc+on,
paragraphs
(lead,
support,
conclusion),
conclusion

30. • Chose
Heritage
Fair
topic,
researched,
took
notes
around
juicy
ques+ons,
wrote
• Students
chose
1
paragraph
to
revise
AFTER
1-­‐2
mini-­‐lessons
on
the
skill
–
i.e.,
voice
• Students
self-­‐assessed
and
peer-­‐assessed
with
rubric
• Adapta+on:
a
few
kids
wrote
with
partners
– At-­‐risk
partnership
scaffold
– Teacher
chooses
a
bullet
from
rubric,
students
read
paragraph
and
search
for
evidence
–
‘which
describes
yours’

34. r

35. e

38. Assessment for Learning
Learning
inten*ons
Criteria
Descrip*ve
feedback
Ques+ons
Self
and
peer
assessment
Ownership

39. Structures
Maria
Yioldassis,
gr.
3,
West
Vancouver
• Brainstorm
what
is
known
about
structures
• Categorize
• With
partner,
pose
ques+ons
• Guiding
ques+ons,
1
/chart
paper:
How
do
different
materials,
forces
and
shapes
affect
the
stability
and
strength
of
different
structures?

40. • With
partner,
move
and
pose
3
ques+ons
• Choose
ques+on
• Find
appropriate
informa+on
sheet
• Read
and
highlight
• Answer
ques+on

44. A
Change
Journey
–
Jacob
Martens,
gr.
8
science,
11
physics
• Self-­‐regula+on
• Inquiry
and
cri+cal
thinking
•  engagement
• Jacob’s
blog:
hWp://martensvsb.wordpress.com

45. The
challenge…
• Framing
essen+al
ques+ons
• Being
too
reduc+ve

46. Criteria:
Physics
11
Checkpoints
Jacob
Martens,
Vancouver
• Exemplary:
Complete
&
in
depth
understanding
of
concepts.
Answers
are
correct,
with
elegant
solu+on
strategies.
• Accomplished:
Solid
understanding
of
concepts.
Most
answers
are
correct.
Solu+on
strategy
has
few
errors.
• Developing:
Basic
understanding
of
concepts.
Errors
and
inconsistency
reveal
some
missing
elements.
• Beginning:
Does
not
demonstrate
basic
understanding
of
concept.
Substan+al
errors
and/or
omissions.
• Criteria:
Michelle
Wood,
West
Van,
Science
10
IRP

47. Criteria:
Exemplary
Accomplished
Developing
Basic
Concept
#11
Solve
problems
involving
the
law
of
conserva*on
of
energy.
A
50.
kg
girl
slides
down
a
5.0
m
long
playground
slide.
The
top
of
the
slide
is
2.0
m
above
the
ground
and
the
boWom
of
the
slide
is
0.5
m
above
the
ground.
How
fast
would
one
expect
her
to
be
moving
at
the
boGom
of
the
slide?
E
A
B
D
Map
for
improvement:
drawing,
formulas
given,
working
shown,
correct
calcula+on,
sig
figs,
answers
clearly
indicated.

48. Concept
#9
Relate
work
done
to
energy
transforma*on.
In
the
ques+on
above,
the
girl
reaches
the
boWom
of
the
slide
moving
at
1.5
m/s.
How
much
“work”
was
done
on
the
girl
by
the
force
of
fric+on?
E
A
D
B
Map
for
improvement:
drawing,
formulas
given,
working
shown,
correct
calcula+on,
sig
figs,
answers
clearly
indicated.

49. • On
the
back
of
this
sheet
please
use
the
concepts
learned
in
this
unit
to
explain
why
the
girl
is
moving
slower
than
expected.

50. Kinema+cs
• The
future
loca+on
and
mo+on
of
objects
can
be
predicted
based
on
their
past
loca+on
and
mo+on.

51. B
D
A
Learning
Inten*ons
-­‐
Knowing
I
can
define
and
relate
the
terms:
clock
reading,
posi*on
and
event.
I
can
differen+ate
between
a
clock
reading
and
a
*me
interval.
I
can
define
and
relate
distance
and
average
speed.
I
can
define
and
relate
displacement
and
average
velocity.
I
can
differen+ate
between
scalars
and
vectors.
I
can
define
instantaneous
velocity
and
instantaneous
speed.

52. B
D
A
Learning
Inten*ons
-­‐
Doing
I
can
solve
problems
involving:
displacement,
+me
interval,
and
average
velocity.
I
can
construct
posi+on-­‐+me
graphs
based
on
data
from
various
sources.
I
can
use
posi+on-­‐+me
graphs
to
determine:
•displacement
&
average
velocity
•distance
travelled
&
average
speed
•instantaneous
velocity
I
can
construct
velocity-­‐+me
graphs
based
on
data
from
various
sources.

53. 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

54. The teeter totter
kids curriculum
kids

55. Planning
Goals What do we want to develop/
explore/change/ refine to better
meet the diverse needs of diverse
learners?
Rationale Why are we choosing this focus?
Plan How will we do this?