CustomiseConnectionsContextCurriculumClassroom Programming and Assessment for authentic learning Timothy Roberts Teacher Starting Out Strong Beginning

Customise Connections Context Curriculum Classroom

Programming and Assessment for authentic learningTimothy Roberts

Teacher

Starting Out StrongBeginning Teachers’

Conference




Oblig




Class Expectations

• Mr Roberts will …****

• I will…****





Results:

Year 7 Year 8 Year 9


Key Points

• Lack of engagement

• Lack of understanding

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

they were doing.



“Programs”

Faculty Your

Planning

What you deliver in your classroom


QT Model




Authentic


QT Model

Behaviour management


QT Model


But how deep is your understanding?


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”


Assessment can work powerfully to improve student learning…

Data Driven


NSW Syllabus for the Australian Curriculum

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



• 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


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.


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.


MARKS


Forms of Formative Assessment

• Ask the questions……


Do Now

• …….• …….• …….• …….• …….

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



Time!!!


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 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?



Time!!!


Application of Formative Assessment

• Ask the questions

• Do it as you go

• Use other Students


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


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).


deeper thinking

Students ask questions of peers to stimulate



Speed Dating

Speed Dating


Make it intentional


Teaching and learning activities

Focus of feedback

Focus of strategic questioning

Assessment tasks match

Guides student self-assessment

Success criteriadirectly related

Learning Intention


Read more challenging texts independently.

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

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

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


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


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


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


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.


"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

Documents

CustomiseConnectionsContextCurriculumClassroom Programming and Assessment for authentic learning Timothy Roberts Teacher Starting Out Strong Beginning