1. Jacob Martens
SD39 (Vancouver)
Peer to Peer

2. Small Changes
Using Formative Assessment to Increase Engagement & Reduce Stress

3. steenjones.blogspot.ca ( 2012/09)
I came expecting…

4. Give & Go
On your card complete the following stem:
Students learn best when …
Find a someone at a different table than you.
Read your cards to each other.
Swap cards.
Find someone new and read your “new” cards to each other.
Swap cards again

5. Hopes & Fears
Hopes
 Your conversations today deepen your learning
 You leave considering one small change
Fears
 Your conversation has no impact on students
 Inadequate time & structure is provided for your conversation

6. Goals
That you leave with:
 A way of gauging your student’s engagement and connection
 A shared definition of formative assessment
 An idea for a manageable change worth making

7. Change

8. Intellectual Engagement

9. What Did You Do In School Today (2009)

10. Mental Health
mentally well vs. mentally unwell vs. mentally ill
“…a lot of anxiety is caused by unchecked stress and pressures:
the pressure to be smart, to be in a girl-boy relationship, to look
good, to be skinny – especially for girls, to get good marks, and
so on.”
Carol Todd

11. Change Cautions
“After all is said and done, more is said than done”
Aesop
"Plus ça change, plus c'est la même chose”
Jean-Baptiste Alphonse Karr

12. Managing Change
“If you are going to start doing something new,
you need to stop doing something old.”
Faye Brownlie
“Change should be good for students,
and manageable for teachers.”
Damien Cooper

13. the view from a student’s desk
The analogy that might make the student’s view
more comprehensible to adults is to imagine
oneself on a ship sailing across an unknown sea,
to an unknown destination. An adult would be
desperate to know where he is going. But a child
only knows he is going to school… The chart is
neither available nor understandable to him… Very
quickly, the daily life on board ship becomes all
important… The daily chores, the demands, the
inspections, become the reality, not the voyage,
nor the destination. Mary Alice White (1971)

14. Reading #1: The Key Questions
Silently read “The Key Questions” (pink sheet)
Find a partner and share one thing that resonated with you.

15. The Key Questions


Can you name two adults in this school who
believe you will be a success in life?
What are you learning?
Where are you going with your learning?

How is it (your learning) going?

Where to next?

16. Reading #2: Using the Key Questions
Read both sides of “Using the Key Questions” (yellow sheet)
In your group, discuss how you expect your students would reply
to these questions.

17. At Byng
What’s Working
Challenges
Questions

18. Break & Reading #3
Excerpt from Embedded Formative Assessment Ch. 2
Assessment: The Bridge Between Teaching & Learning p.46-50
During the break:
 Read the first page
 Find a partner & share one thing that resonated with you.

19. Need a framework
© 2011 by Halbert &
Kaser

20. Backward Design
Tex
t
© 2011 by Wiggins & McTighe

21. Desired Results
© 2011 by Mark
Sample

22. Learning Intentions Examples
Link to Prezi with Key Points & Examples
http://prezi.com/ulctpyxz2-sc/

23. Feedback
from Faye Brownlie
“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 effective than written
 The most powerful feedback is provided from the student to
the teacher.

24. Formative Assessment
Defined by Function not Form

25. Formative Assessment
from Embedded Formative Assessment (2011)
using “evidence” to make informed “decisions”

26. using “evidence” to make informed “decisions”

27. using “evidence” to make informed “decisions”

28. using “evidence” to make informed “decisions”

29. using “evidence” to make informed “decisions”

30. using “evidence” to make informed “decisions”

31. © repairtrust.com
using “evidence” to make informed “decisions”

32. Formative Assessment
using “evidence” to make informed “decisions”
“An assessment functions formatively to the extent that
evidence about student achievement is elicited,
interpreted, and used by teachers, learners, or their peers
to make decisions about the next steps in instruction that
are likely to be better, or better founded, than the
decisions they would have made in the absence of that
evidence.”
Wiliam (2011)

33. Goals
That you leave with:
 A way of gauging your student’s engagement and connection
 A shared definition of formative assessment.
 An idea for a manageable change worth making

34. Thank You
I would appreciate your feedback on this morning’s session.
Please complete the feedback form before you go.
Thank you