partnerships capacity supporting students implementing ... · self-reflection and assessment...

developing PARTNERSHIPS building CAPACITY supporting STUDENTS implementing TECHNOLOGY


SET►BC Tier 1 Professional Learning Service

Tools to Support Self-Reflection and Assessment

Session #1 - PLC

SD#39: VancouverMarch 6, 2019 (4pm to 5pm)


As a Ministry of Education Provincial Outreach Program, we would like to acknowledge, at our Provincial Centre located in Vancouver, BC, we live, learn, work and play on the

unceded and traditional territory of the xʷməθkʷəy̓əm (Musqueam), sel̓íl̓witulh(Tsleil Waututh) and sḵwx ̱wú7mesh (Squamish) Coast Salish people.

About the Facilitator:


Name: Iren HeerSET-BC Tier 1 Provincial Teacher

Email: [email protected]

SET►BC Website:http://www.setbc.org/

mailto:[email protected]

http://www.setbc.org/

developing PARTNERSHIPS ● building CAPACITY ● supporting STUDENTS ● implementing TECHNOLOGY

SET►BC: Overview and Service Delivery

• provincial outreach program

• goal: to assist BC school districts (K-12) build their capacity to use technology to support the diverse needs of their students

Professional Development(District-Based)

Classroom-Based

Student-Based

Handouts and Resources – AfterShare

Iren’s AfterShare Site:

http://learningnetwork.setbc.org/sd39reflect/


QR Codes: Introduction


• QR = Quick Response

• great for sharing website links

• built-in QR scanner in camera on iOS 11 and up

QR Codes: Overview


• open the camera app on your device

• hold the camera up to the QR code

• a notification will appear on your screen once code is recognized

• tap the notification and a Safari web page will open

AfterShare Blog



Learning Intentions

• discuss self-reflection strategies

• explore tools and technologies that can support self-reflection and assessment

• gain a greater understanding of how reporting on the Core Competencies can be facilitated by various technologies

developing PARTNERSHIPS building CAPACITY supporting STUDENTS implementing TECHNOLOGY developing PARTNERSHIPS building CAPACITY supporting STUDENTS implementing TECHNOLOGY

Identify a tool or strategy you use or have seen used for self-reflection and/or

assessment.


Identify a tool or strategy you use or have seen used for self-reflection and/or

assessment.


Metacognition: Thinking about Thinking

• ability to understand and control thinking process

• involves planning, monitoring, assessing and evaluating

• understand how you learn

• know when and how to use particular strategies


Self-Reflection

“Research shows that a combination of student self-reflection and peer review is most likely to

result in deeper learning.

Helping students better understand their own level of achievement is likely to reduce costly and

time-consuming appeals and complaints”

Nicol, D. & Macfarlane, D. (2006)


Why Reflect?

• make learning visible • celebrate strengths/successes• address stretches • identify students needing additional support and ways to

support learning • set learning goals • focus on the process and progression of learning• on-going, descriptive feedback to students and teachers


Self-Reflection Strategies

• practice regularly• provide class time and encouragement • provide prompts/language

Examples: • journal• peer review/observation • video recording


Educators and Meaningful Self-Reflection:


Educators and Meaningful Self-Reflection:

• quick daily reflections • journaling (two columns) as a routine (after lesson or at the end of the day) • daily rating system

• weekly reflections • journal, (digital or notebook)


Universal Design

Learning

CHOICE


FLEXIBILITY

INCLUSION ACCESSIBILITY

What?

Why?


http://www.cast.org/

Redesign of the Curriculum

• based on a “Know-Do-Understand” model• concept-based• competency-driven

• Content (KNOW) –essential topics and knowledge; thinking, reasoning, applying, solving a range of problems

• Curricular Competencies (DO) – skills, strategies, and processes that students develop over time; skills, facts, procedures

• Big Ideas (UNDERSTAND) – generalizations,principles, and key concepts; making sense of it



Core Competencies

• embedded within the learning standards

• sets of intellectual, personal, and social and emotional proficiencies

• engage in deeper learning/life-long learning

https://curriculum.gov.bc.ca/competencies

https://curriculum.gov.bc.ca/competencies


Core Competencies

• students mindful of growth through self-reflection, self-assessment and evidence of growth

• resource available to support teachers with self-assessment of core competencies

https://curriculum.gov.bc.ca/sites/curriculum.gov.bc.ca/files/pdf/supporting-self-assessment.pdf

https://curriculum.gov.bc.ca/sites/curriculum.gov.bc.ca/files/pdf/supporting-self-assessment.pdf


https://curriculum.gov.bc.ca/sites/curriculum.gov.bc.ca/files/pdf/FAQ_Self-Assessment_and_Reporting_on_Core_Competencies.pdf

https://curriculum.gov.bc.ca/sites/curriculum.gov.bc.ca/files/pdf/FAQ_Self-Assessment_and_Reporting_on_Core_Competencies.pdf


http://go.vsb.bc.ca/schools/ltm/curricular-resources/Pages/Core-Competencies.aspx

http://go.vsb.bc.ca/schools/ltm/curricular-resources/Pages/Core-Competencies.aspx

Accessible Curriculum:

A flexible curriculum that allows for:

• multiple ways for teachers to represent learning

• multiple ways for students to engage in learning

• multiple ways for students to demonstrate their learning


UDL and BC’s Redesigned Curriculum:


Intersecting Features:• student-centered• flexible• supports deeper learning


Understanding by Design (UBD)

Identify desired results

Determine acceptable evidence

Plan learning experiences and instruction


• course overview/outlines• class activities (updated daily)• handouts• student blogs


Big Ideas Core CompetencyCurricular Competencies

• Texts are socially, culturally, and historically constructed.

• People understand text differently depending on their worldviews and perspectives.

• Communication: set of

abilities that students use

to impart and exchange

information, experiences

and ideas, to explore the

world around them, and to

understand and effectively

engage in the use of digital

media.

• Comprehend and connect: recognize and appreciate how different features, forms, and genres of texts reflect different purposes, audiences, and messages

• Create and communicate: exchange ideas and viewpoints to build shared understanding and extend thinking

Identify desired results Example: English 9 / MYP Year 4 Language and Literature /


Key Concept

Related Concepts

MYP Global Contexts

• Communication

• Purpose• Self-expression

• Identifies and relationships

• Orientation in space and time

Identify desired results

Approaches to Learning

• Communication skills: use a variety of media to communicate with a range of audiences

Example: English 9 / MYP Year 4 Language and Literature /


Determine acceptable evidence


Lessons• introduction /overview • digital citizenship • writing with purpose • commenting respectfully • blogging (ongoing)

Plan learning experiences and instruction


Formative and Summative Assessment


http://go.vsb.bc.ca/schools/ltm/Pages/default.aspx

VSB: Communicating Student Learning (CSL)

http://go.vsb.bc.ca/schools/ltm/Pages/default.aspx


http://go.vsb.bc.ca/schools/ltm/communications/district_inq_proj/Pages/default.aspx

Sharon Jeroski

• purposeful/useful, possible (utility standard), ethical, accurate

• curriculum evolved but nothing happened about assessment

• assessing competencies not the task (learners don’t have to do the same task)

http://go.vsb.bc.ca/schools/ltm/communications/district_inq_proj/Pages/default.aspx


http://go.vsb.bc.ca/schools/ltm/communications/Pages/csl_grade_k_7.aspx

Faye Brownlie

• shift to inclusion of everyone, and inclusion of student voice• strengths, areas to consider to strengthen, and plan of action • communication as window to learning • focus on processes and doing• student self-assessment makes most impact on student learning (formative) • ownership and growth mindset

http://go.vsb.bc.ca/schools/ltm/communications/Pages/csl_grade_k_7.aspx


Technology Carousel: SWOT Analysis


SSTRENGTHS

WWEAKNESSES

OOPPORTUNITIES

TTHREATS

• What does it provide?

• What does it do well?

• What does it lack?

• What doesn’t it do well?

• Limitations?

• How could thisbe used?

• Who benefits from its use?

• Negative impact(s)?

• Downside(s)?

Using Technology for Self-Reflection and Assessment

• to make learning visible

• immediate checks for understanding

• allows for reflection and assessment to happen faster/easier


Assessment of Core Competencies



Provincial Outreach Program for Early Years (popey.ca)

htpp://popey.ca/


https://blogsomemoore.files.wordpress.com/2016/10/bc-core-competencies-supported-self-assessment.pdf

https://blogsomemoore.files.wordpress.com/2016/10/bc-core-competencies-supported-self-assessment.pdf

Assessment of Core Competencies


• open-ended, probing questions • collages• illustrations • interviews• lists• mindmaps• poems• stories• word cloud• multiple opportunities to document and access their reflections

throughout the year


Using Digital Forms

Microsoft Forms Google Forms


Microsoft Forms

Microsoft Forms

Creating a Microsoft Form


https://forms.office.com/Pages/DesignPage.aspx?auth_pvr=OrgId&[email protected]&origin=shell

https://forms.office.com/Pages/DesignPage.aspx?auth_pvr=OrgId&[email protected]&origin=shell


forms.office.com

Under My Forms, click New Form to begin creating your form.

https://forms.office.com/


Google Forms

Google Forms

Creating a Google Form


https://docs.google.com/forms/u/0/?tgif=d

https://docs.google.com/forms/u/0/?tgif=d


forms.google.com

https://forms.google.com/


Additional Tools to SupportSelf-Reflection and Assessment

* able to app smash

•Book Creator: digital book

•Popplet: digital mindmap

•Explain Everything: interactive whiteboard


Task Cards are available on AfterShare


Book Creator: Overview

•create a new book

•customize your page

•add text

•add photos and images from iPad camera/photo or Internet

•add video, music or record your voice

•use the pen tool to draw and annotate

•choose from portrait, landscape or square book sizes


http://go.vsb.bc.ca/schools/ltm/curricular-resources/inspire/Pages/Book-Creator.aspx

http://go.vsb.bc.ca/schools/ltm/curricular-resources/inspire/Pages/Book-Creator.aspx


Popplet

Popplet Lite(Free)

Popplet($6.99)


Popplet: Overview

• digital mindmap

• organize ideas and concepts

• show connections between ideas

• demonstrate thought process

• can be printed and added to a presentation, portfolio, or project


Popplet: Creating a Popplet

•each “bubble” is called a popple

•the page is called popplet

•can export as a JPEG or PDF

•able to add text, drawings, images

•can change colour of popplet and popples


Explain Everything/Legacy

Explain Everything Whiteboard

(Free)

Explain Everything Collaborate

(Subscription-Based)


Explain Everything/Legacy: Overview

• interactive whiteboard

•select a blank whiteboard or a template (notepad, video explanation, cause & effect, timeline, Venn Diagram)

•add voice, sound, or music

•can draw, annotate, add text


http://go.vsb.bc.ca/schools/ltm/curricular-resources/inspire/Pages/Explain-Everything.aspx

http://go.vsb.bc.ca/schools/ltm/curricular-resources/inspire/Pages/Explain-Everything.aspx

Thinking about Our Thinking:


Use one of the tools examined today to reflect on either your:• role or • core competencies

Resources and Handouts:


Questions? Comments?


Our Next Sessions (Virtual)


• Wed. May 8 (4:00pm to 5:00pm)• virtual location:• via Adobe Connect • use Firefox web browser with Adobe Flash Player

installed • connect.setbc.org/virtualheer

connect.setbc.org/virtualheer

Your Task for Next Session:


• use of the digital tools to reflect on your own practice and share your reflection/journey with the group


Post-Workshop Survey (Google Forms)

bit.ly/sd39reflect

bit.ly/sd39reflect

partnerships capacity supporting students implementing ... · self-reflection and assessment...

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