Now You See It (2ème partie)

Now You See It!

Darren KuropatwaCurriculum Coordinator

St. James-Assiniboia SD15 March 2013

cc licensed (BY-NC-ND) flickr photo by darkmatter

2ème partie

A Quick Create: Teaching"Create a photograph that features

something you taught this week."

Share Your Createfin31fair@photos.flickr.com

cc licensed ( BY NC ) flickr photo by moriza: http://flickr.com/photos/moriza/175319036/

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cc licensed ( BY ND ) flickr photo by vexrobotics: http://flickr.com/photos/vexrobotics/7111520573/

Which of these

students has a better

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your course?

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5learningprinciples

Dylan Wiliam’s

STARTfrom where the student is

cc licensed ( BY SA ) flickr photo by pawpaw67: http://flickr.com/photos/luschei/1303754014/

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the students

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cc licensed ( BY ) flickr photo by Travis Hornung: http://flickr.com/photos/awfulshot/158891604/

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learning targets

Students need to know their

and where they stand

in relation to them

cc licensed ( BY SA ) flickr photo by Paulo Brandão: http://flickr.com/photos/paulobrandao/2677428532/fee

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photo by Ewan Mcintosh used with permission

http://bbccdesign.posterous.com/star-of-the-sea-upper-years-progress

Googleable Non-GoogleableList, in point form, assessment questions that can be fairly easily answered with a “Google search”.Next to each item, identify the related GLO or ELO.

List, in point form, assessment questions that cannot be easily answered with a “Google search”.Next to each item, identify the related GLO or ELO.

assessment question — GLO/ELO assessment question — GLO/ELO

Which, if any, GLOs/ELOs predominate here? Which, if any, GLOs/ELOs predominate here?

2Design

cc licensed ( BY ND ) flickr photo by Hamad AL-Mohannna: http://flickr.com/photos/al-mohanna/5436096181/

assessments

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arning

cc licensed ( BY ) flickr photo by Travis Hornung: http://flickr.com/photos/awfulshot/158891604/

grading = reducing learning to a symbol

Joe Bower

1

[division name] Grades 9 to 12 Report Card

[school name]

Student: Date Issued: Provincial Student #:

Academic Achievement of Provincial Expectations Percentage Grade

Thorough understanding and in-depth application of concepts and skills 80% to 100%

Very good understanding and application of concepts and skills 70% to 79%

Basic understanding and some application of concepts and skills 60% to 69%

Limited understanding and minimal application of concepts and skills; see teacher comments 50% to 59%

Does not yet demonstrate the required understanding and application of concepts and skills; students with a final grade of less than 50% are not granted course credit; see teacher comments Less than 50%

Additional Codes Course Complete: Final grade showing sufficient evidence of learning for Grades 11 and 12 Physical Education/Health Education, only CO

Course Incomplete: Final grade showing insufficient evidence of learning for Grades 11 and 12 Physical Education/Health Education. May also be used in other courses but not as a final grade. IN

No exam applies NE

No mark for the school-based final exam or provincial test, where applicable NM

Learning Behaviours

Scale

C: Consistently – almost all or all of the time U: Usually – more than half of the time S: Sometimes – less than half of the time R: Rarely – almost never or never IEP (Individual Education Plan): This code is used if behaviour ratings are based on expectations

that reflect special learning needs.

Personal management skills Uses class time effectively; works independently; completes homework and assignments on time

Active participation in learning Participates in class activities; self assesses; sets learning goals

Social responsibility Works well with others; resolves conflicts appropriately; respects self, others and the environment; contributes in a positive way to communities

Local Option Up to 2 local options may be added

Local Option Up to 2 local options may be added

Grades cause an emotional reaction – either positive or negative.

Feedback causes you to think and engage, which is reflective learning

Dylan Wiliam

Never grade students while they are still learning something and, even

more important, do not reward them for their performance at that point.

Alfie Kohn

A mark or grade is an inadequate report of an inaccurate judgement by a biased and variable judge of the extent to which a student has attained an indefinite amount of material.

Paul L. Dressel

Students should experience their successes and failures not as reward and punishment but as information.

Jerome Bruner

cc licensed ( BY SA ) flickr photo by Paulo Brandão: http://flickr.com/photos/paulobrandao/2677428532/for

mative

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tests3

Students go over a recent test in small groups. This gives them a chance to remedy some gaps in understanding

before asking the teacher for help. This saves teacher time and improves the understanding of the student who is doing the explaining. Also students tend to understand something better when a peer explains it to them in ‘student language’.

1

Students trained to prepare for tests by generating then answering their own questions outperform

comparable groups who prepare in conventional ways.

2

Use the ‘find it and fix it’ technique (eg you have three answers correct out of five, find

the wrong answers and correct them).

3

thanks