1 webcast # 1 october 17, 2007. 2 inquiry – a starting point educators with an inquiry habit of...
TRANSCRIPT
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WebCast # 1
October 17, 2007
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Inquiry – A Starting Point
Educators with an inquiry habit of mind do not presume an outcome; instead they allow for a range of outcomes and keep
searching for increased understanding and clarity
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Inquiry mindedness demands engagement in questioning, reflecting and
decision-making
Helen Timperley and Lorna Earl, Professional Learning Conversations: Challenges in Using evidence (2008, in press)
Inquiry – A Starting Point
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Thinking together…
• about deeper forms of learning
• how assessment practices influence learning and motivation
Commitment to…
• ongoing exploration of new practices
Our Intentions Today
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Moving From
A focus on instruction A focus on deep learning
Summative assessment for grading and reporting
Formative assessment to provide coaching feedback
Teaching in isolation Teaching as teamwork
A Sorting System to a Learning System
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Formative Assessment Researchers
Rick Stiggins
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Formative Assessment Researchers
Dylan Wiliam
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Formative Assessment Researchers
Lorna Earl
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• 1967 – Michael Scriven – distinction between summative and formative assessment
• 1998 – Inside the Black Box – Raising Standards Through Classroom Assessment Paul Black and Dylan Wiliam
The Research History – Learning More
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• 2002 – Working Inside the Black Box Paul Black and Dylan Wiliam
• 2003 – Assessment for Learning – Putting it into Practice Paul Black, Dylan Wiliam and colleagues
• 2003 – Assessment AS Learning Lorna Earl
The Research History – Learning More
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• 2004 – Teaching for Deep Understanding Kenneth A. Leithwood
• 2006 – Assessment: A Bridge between Teaching and Learning Dylan Wiliam
• 2008 – Evidence Informed Conversations Lorna Earl and Helen Timperley
The Research History – Learning More
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Network of Performance Based Schools
www.npbs.ca
1999 to 2007
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• Motivation• Emotion• Socially constructed understanding• Learning mindsets• Partnerships• Self-regulated learning• Imaginative learning
Learning Research
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Assessment OF Learning
Is intended to certify learning and report to parents and students about students’
progress in school, usually by reporting relative position compared to other students
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Assessment FOR Learning
Is the process of seeking and interpreting evidence for use by learners and their
teachers, to identify where the learners are in their
learning, where they need to go, and how best to get
there
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Assessment AS Learning
Assessment as learning emphasizes using assessment as
a process of developing and supporting meta-cognition for
students
Assessment as learning focuses on the role of the student as a self coach – making sense of
information, relating it to prior knowledge, and using it for new
learning
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• Assessment OF, FOR and AS learning
• What are the purposes of each form?
For Discussion and Consideration
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Learners in Charge of Their Own Learning
For students to be able to improve, they must develop the capacity to monitor the quality of their own learning
while in progress. This requires that students possess an appreciation of what high quality work is, that they have the evaluative skills necessary for them to compare with some objectivity the quality of what they are producing in relationship to the higher standard, and that they develop a store of strategies which can be drawn upon to modify
their own work.Adapted from Sadler
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Learners in Charge of Their Own Learning
We must constantly remind ourselves that the ultimate purpose of evaluation is to enable
students to evaluate themselves. Educators may have been practicing this skill to the exclusion of
the learners. We need to shift part of this responsibility to students. Fostering students’
ability to direct and redirect themselves must be a major goal.
Costa
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Key Belief
Learners need to move from being passive recipients of
what they are being taught, to develop as independent
learners who take responsibility for their own
learning and who are empowered to make
progress for themselves.
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Key Belief
Learning is accelerated when learners are clear
about the success criteria for the intended learning outcomes, and are able to
judge the quality of the work, and know how to
improve it.
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Formative assessment leads to
• Significant impact on learning rate and depth
• Increase in motivation and self-regulation
The Key Research Findings
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1. Meta-cognition for learners
2. Nimble and responsive teaching
3. Inquiry mindedness as a way of life
4. Learning for all through networks
Formative Assessment – 4 Key Ideas
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Formative Assessment – 4 Key Ideas
Before: Plan Teach Assess
Alone
Now:
Assess Plan Teach Assess
Together
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Assessment FOR Learning
Six Strategies
1. Clarify learning intentions
2. Provide clear criteria for success
3. Provide regular coaching feedback that moves learning and learners forward
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Assessment FOR Learning (continued)
4. Develop classroom discussion, questions, and learning tasks that generate evidence of learning
5. Self and peer assessment - Activate learners as learning / teaching resources for each other; learners use the criteria to assess their own learning
6. Develop learners as owners of their own learning
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Partner Reading
Classroom Assessment –
A Bridge Connecting Teaching and Learning
Handout B
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• What are learners expected to learn? How does this connect to prior learning, current learning, and to lifelong learning?
• Can learners express in their own words what they are learning?
• What is the difference between a learning intention and an activity?
A Focus on Learning Intentions
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• What is the impact on learners when they are clear about the purpose of their learning?
• How is this connected with motivation and engagement for the learners with
whom you work?
Questions to Consider
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Moving To Clarity
BEFORE
Learning intention unclear What learners think they might learn
“Today we are going to write instructions for making a
sandwich.”
“I am learning how to make a sandwich.”
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Moving To Clarity
AFTER
Learning intention separated from the context (activity)
What learners think they will learn
“Today we are going to learn to write clear instructions.”
Context / Activity making a sandwich
“I am learning how to write good instructions.”
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Moving To Clarity
BEFORE
Learning intention unclear What learners think they might learn
“Today we are going to produce a questionnaire for your family members about
shopping patterns.”
“I am learning how my family shops.”
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Moving To Clarity
AFTER
Learning intention separated from its context (activity)
What learners think they might learn
“We are going to investigate the distribution of an economic activity.”
Context / Activity A family questionnaire
“We are learning about patterns of economic activity.”
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• 30 second sharing
• Posted intentions
• Exit cards
• ………
What are some additional ways that you can determine whether or not your learners are clear about what they are supposed to be
learning?
Checking for Clarity of Intentions
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• BC performance standards criteria• Samples of work• Student developed criteria based on previous samples at a range of levels• Pre-flight checklist• ………
Criteria for Success
Answer the question – What does quality work look like?
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Doengaging learning
and teaching
Spiral of InquiryIdentify
a learning challenge
Pose a question
Develop Criteria for success
Plan with another
Assess learning Find the patterns
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Committing to Action
Between now and November 13
With a learning partner complete your personal action plan to apply two new
strategies
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A Focus on Informed Assessment Practices
Thank you for your participation
Please send comments or questions to
Yrsa Jensen at
Next session November 21, 2007 with Faye Brownlie
Archives
The archive of this webcast will be available in 2 weeks at:
http://bcelc.insinc.com/webcastseries/20071017
The raw video only will be available for use on Friday at:
http://bcelc.insinc.com/webcastseries/20071017/archives.html