CustomiseConnectionsContextCurriculumClassroom Programming and Assessment for authentic learning...

Customise Connections Context Curriculum Classroom

Programming and Assessment for authentic learningTimothy Roberts

Teacher

Starting Out StrongBeginning Teachers’

Conference

Customise Connections Context Curriculum Classroom

Customise Connections Context Curriculum Classroom

Customise Connections Context Curriculum Classroom

Oblig

Customise Connections Context Curriculum Classroom

Customise Connections Context Curriculum Classroom

Customise Connections Context Curriculum Classroom

Class Expectations

• Mr Roberts will …****

• I will…****

Customise Connections Context Curriculum Classroom

Customise Connections Context Curriculum Classroom

Customise Connections Context Curriculum Classroom

Customise Connections Context Curriculum Classroom

Results:

Year 7 Year 8 Year 9

Customise Connections Context Curriculum Classroom

Key Points

• Lack of engagement

• Lack of understanding

• To a lesser extent – Students did not know why they were doing what

they were doing.

Customise Connections Context Curriculum Classroom

Customise Connections Context Curriculum Classroom

“Programs”

Faculty Your

Planning

What you deliver in your classroom

Customise Connections Context Curriculum Classroom

QT Model

Customise Connections Context Curriculum Classroom

Customise Connections Context Curriculum Classroom

Customise Connections Context Curriculum Classroom

Authentic

Customise Connections Context Curriculum Classroom

QT Model

Behaviour management

Customise Connections Context Curriculum Classroom

QT Model

Customise Connections Context Curriculum Classroom

But how deep is your understanding?

Customise Connections Context Curriculum Classroom

John Hattie’s research

“We don’t just want things that work. We want things that work powerfully.We want educationalists to seek evidence, get the data and listen to the feedback. These are the actions at the heart of good teaching”

Customise Connections Context Curriculum Classroom

Assessment can work powerfully to improve student learning…

Data Driven

Customise Connections Context Curriculum Classroom

NSW Syllabus for the Australian Curriculum

http://syllabus.bos.nsw.edu.au/support-materials/assessment-for-as-and-of-learning/

Customise Connections Context Curriculum Classroom

Customise Connections Context Curriculum Classroom

• Assessment of learning

• Summary of how much students have learned at a particular point in time

• Guides mark put on reports• May give clues to whether a student is referred to special services

Customise Connections Context Curriculum Classroom

Assessment as learning• encourages students to take responsibility for their

own learning• requires students to ask questions about their

learning• involves teachers and students creating learning

goals to encourage growth and development• provides ways for students to use formal and

informal feedback and self-assessment to help them understand the next steps in learning

• encourages peer assessment, self-assessment and reflection.

Customise Connections Context Curriculum Classroom

Formative Assessment

Assessment for learningAssessment for learning

• using evidence about students' knowledge, understanding and skills to inform teaching.

• usually occurs throughout the teaching and learning process to clarify student learning and understanding.

• helps students learn better, rather than just achieve a better mark.

• includes clear goals for the learning activity.• provides effective feedback .• reflects a belief that all students can improve.• encourages self-assessment and peer assessment.

Customise Connections Context Curriculum Classroom

MARKS

Customise Connections Context Curriculum Classroom

Forms of Formative Assessment

• Ask the questions……

Customise Connections Context Curriculum Classroom

Do Now

• …….• …….• …….• …….• …….

Time and the ability of students to complete the questions are an issue

Customise Connections Context Curriculum Classroom

Customise Connections Context Curriculum Classroom

Time!!!

Customise Connections Context Curriculum Classroom

Traffic lights

..for self-assessing their own workstudents labelled their work “green, amber or red” according to whether they have good, partial or little understanding

Black et al, 2003, p 51

Customise Connections Context Curriculum Classroom

Customise Connections Context Curriculum Classroom

Customise Connections Context Curriculum Classroom NSW DEPARTMENT OF EDUCATION AND COMMUNITIES – Educational Services, Wagga WWW.DEC.NSW.GOV.AU

Concentration

Was you level of concentration high?Did you understand the text?What reading strategies did you use? What will you do next time?

Customise Connections Context Curriculum Classroom NSW DEPARTMENT OF EDUCATION AND COMMUNITIES – Educational Services, Wagga WWW.DEC.NSW.GOV.AU

Customise Connections Context Curriculum Classroom

Time!!!

Customise Connections Context Curriculum Classroom

Application of Formative Assessment

• Ask the questions

• Do it as you go

• Use other Students

Customise Connections Context Curriculum Classroom NSW DEPARTMENT OF EDUCATION AND COMMUNITIES – Educational Services, Wagga WWW.DEC.NSW.GOV.AU

Students must ask 3 other students for assistance before coming to the teacher. Helper students frame questions to stimulate deeper thinking – piggy backing.

Customise Connections Context Curriculum Classroom NSW DEPARTMENT OF EDUCATION AND COMMUNITIES – Educational Services, Wagga WWW.DEC.NSW.GOV.AU

Two stars and a wish

Student gives feedback on another student’s work, he or she must give them 2 things they thought were good (2 stars) and 1 suggestion for improvement (wish).

Customise Connections Context Curriculum Classroom

deeper thinking

Students ask questions of peers to stimulate

Customise Connections Context Curriculum Classroom

Customise Connections Context Curriculum Classroom

Speed Dating

Speed Dating

Customise Connections Context Curriculum Classroom

Make it intentional

Customise Connections Context Curriculum Classroom

Teaching and learning activities

Focus of feedback

Focus of strategic questioning

Assessment tasks match

Guides student self-assessment

Success criteriadirectly related

Learning Intention

Customise Connections Context Curriculum Classroom

Read more challenging texts independently.

www.shirleyclarke-education.org/learning-team/2010-2/day-2/learning-objectives-and-success-criteria

Customise Connections Context Curriculum Classroom

Read for sustained periods with good concentration and understanding

Use reading strategies to monitor your own reading eg. re-reading, reading on and back, context clues, word attack strategies, learning new vocabulary

Customise Connections Context Curriculum Classroom

Word of warning when thinking about learning intentions

• Consider joint development of learning intentions – advantage is that students come to own the learning intention and success criteria

• Sometimes it is helpful to be specific but at other times it may be best to help students develop a “nose for quality” – involve students in creating rubrics, for example.

• Sometimes the learning intentions are pure tokenism

• Sometimes it spoils the ending

Customise Connections Context Curriculum Classroom

The research evidence is clear: great teachers give great feedback, and every teacher is capable of giving more effective feedback.

Customise Connections Context Curriculum Classroom

Moving on from ‘good work’• Research has shown that half of teachers’

feedback was praise and that ‘…premature and gratuitous feedback confused students and discouraged revisions.’

• Instead of saying ‘good work’ we need to provide purposeful, personal and direct feedback on the processes, skills and strategies that have been used as well as the effort or personal resources the student has used.

Customise Connections Context Curriculum Classroom

"If you can both listen to children and accept their answers not as things to just be judged right or wrong

but as pieces of information which may reveal what the child is thinking, you will have taken a giant step toward

becoming a master teacher, rather than merely a disseminator of information."

Easley & Zwoyer, 1975