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Secondary Science. Professional Learning Cycle Day 3. Our Inquiry Question:. How can we improve student learning in Secondary Science by inquiring into our current assessment practices?. Agenda. Minds On Intro/Welcome/Prayer Setting the Stage: Student Engagement Action - PowerPoint PPT Presentation
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Secondary ScienceProfessional Learning Cycle
Day 3
Our Inquiry Question:How can we improve student
learning in Secondary Science by inquiring into our current
assessment practices?
AgendaMinds On
Intro/Welcome/PrayerSetting the Stage: Student
EngagementAction
Descriptive FeedbackPLCycle - Reflecting & Sharing from
Day 2Consolidation
Revisit: Student EngagementApplication: Co-PlanningReflection: Exit Card
The extent to which students identifywith and value schooling outcomes,have a sense of belonging at school,participate in academic and nonacademic activities, strive to meet theformal requirements of schooling, and make a serious personal investment inlearning.
Willms et al., 2009Hume, 2011
Student Engagement
Minds On
Social Heart Academic/Institutional
SchoolIntellectual Mind
(Willms) (Hume)
Three Types of Engagement
Minds On
1. How do I feel? 2. Am I interested? 3. Is this important? 4. Can I do this?
Marzano & Pickering, 2011
6
4 Questions to Engagement
Minds On
Let’s Observe: Sheldon & Penny
Minds On
How would Penny, the learner, respond to: • How am I feeling? • Am I interested? • Is this important? • Can I do this?
How would Sheldon, the teacher, respond to: • How am I feeling? • Am I interested? • Is this important? • Can I do this?
Minds On
Descriptive FeedbackWhat is it?• Provides students with a
description of their learning• Purpose is to reduce the gap
between the student’s current level of knowledge and skills and the learning goals, and• Enables the learner to adjust
what he or she is doing in order to improve
Action
Effective Descriptive FeedbackWhat are its characteristics?
Groups of 4 • Read through the list of quotes in
your handout package• Based on these quotes, what do you
think are the characteristics of effective feedback?• Record your ideas on chart paper, and• Be prepared to share with the whole
group
Action
VideoAction
Effective Descriptive FeedbackSummary
Descriptive feedback is the most powerful tool for improving student learning – if it’s done well
It can be positive or negative depending on
•Type•Delivery•Timing
•Structure•Focus•Amount
Action
Effective Descriptive FeedbackSummary cont.
Structure: what was done well, what needs improvement, how to improve (orally, written, in question format)
Focus: linked to learning goals and success criteria (task-oriented not behaviour-oriented)
Amount: prioritize feedback, address most important needs first, limit 2-3
Action
Effective Descriptive FeedbackSummary cont.
Helps students to learn by• Providing information about current
achievement (where am I now?),•With respect to a goal
(where am I going?), and• Identifying appropriate next steps
(how can I close the gaps?)
Action
Effective Descriptive FeedbackSummary cont.
Feedback needs to come while students are still learning
Evaluative feedback can have a negative impact on learning and motivation
Action
Effective Descriptive FeedbackGeneral Progression:
teacher provides feedback to student
student is given time to act on
the feedback
teacher follows up with student to check that feedback
is being used properly
Action
Let’s Revisit Sheldon & Penny
Action
How would Penny, the learner, respond to: • How am I feeling? • Am I interested? • Is this important? • Can I do this?
How would Sheldon, the teacher, respond to: • How am I feeling? • Am I interested? • Is this important? • Can I do this?
Action
PLCycle – Sharing
Action
Co-constructing Success Criteria
Action
Consolidation
Sheldon & Penny – The Finale
How would Penny, the learner, respond to: • How am I feeling? • Am I interested? • Is this important? • Can I do this?
How would Sheldon, the teacher, respond to: • How am I feeling? • Am I interested? • Is this important? • Can I do this?
Consolidation
Co-Planning
Consolidation
Co-Planning• Select a lesson for the next unit
in your course• Determine the learning goals
and success criteria• What assessment tools can you
use (e.g. checklist, rubric, exit card, …) consider using Cooper’s and Keeley’s books for ideas• Determine opportunities for
feedback (when, type, …)• Post on the wiki
Consolidation
Exit Card
Consolidation