reading for the love of it afl 2010
DESCRIPTION
Backgrounder on assessment for learning and 3 classroom scenarios of 6 AFL strategies in action in classrooms - grades 4-10. Delivered in Toronto, Feb., 2010.TRANSCRIPT
Assessment for Learning @
Reading for the Love of It Feb. 11 & 12, 2010
Faye Brownlie [email protected]
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I can understand and explain to others the concept of assessment for learning (AFL) and assessment of learning.
I can identify six big AFL practices and describe classroom examples.
I can determine a next step.
Learning Intentions
Assessment FOR Learning
Purpose: inform learning
Audience: teacher and student
Form: descriptive feedback
Timing: on-going, throughout the learning
The Six Big AFL Strategies 1. Learning intentions
2. Criteria
3. Descriptive feedback
4. Questions
5. Self and peer assessment
6. Ownership
Descriptive Feedback
• What’s working?
• What’s not?
• What’s next?
Model Guided practice Independent practice Independent
application
Pearson & Gallagher (1983)
Formative assessment to determine students strengths and needs
Brownlie, Feniak & Schnellert, 2006; Earl & Katz, 2005; Schnellert, Butler & Higginson, in press; Smith & Wilhelm, 2006
How can I help my students develop more depth in their responses? They are writing with no voice when I ask them to imagine themselves as a demi-god in the novel.
Students need: • to ‘be’ a character • support in ‘becoming’ that character
• to use specific detail and precise vocabulary to support their interpretation
• choice • practice • to develop models of ‘what works’ • a chance to revise their work
The Plan • Review scene from novel • Review criteria for powerful journey response
• Brainstorm who you could be in this scene
• 4 minute write, using ‘I’ • Writers’ mumble • Stand if you can share… • What can you change/add/revise? • Share your writing with a partner
Criteria
• Write in role – use ‘I’ • Use specific names • Phrases/words that show feeling • Particularly descriptive details of the event • Powerful first line
• What will you change after listening to others?
Questioning
Learning Intentions
•I can pose questions based on an image
•I can integrate information about an image, based on my own questions and those of others
Secret of the Dance - Andrea Spalding and Alfred Scow, Illustrations - Darlene Gait
Orca Publishing, 2006 #9 781551 433967
Sequence:
Humanities 6/7
Learning Intention
• To examine and understand children’s rights in different parts of the world
United Nations Rights of the Child 1. Education 2. Family 3. Food and shelter 4. Health 5. Name and nationality 6. Non-discrimination 7. Own culture 8. Protection from harm 9. Rest and play 10. Share opinions
Middle School En/SS Project Mon. - Model assignment with picture book. Build
criteria. Tues. - Read independently, begin assignment. Wed. - Read, descriptive feedback. Thurs. - Return assignments. Teach mini- lesson. Fri. - Hand in assignment for evaluation.
Student Diversity, 2006
Criteria
• At least 3 examples of denied children’s rights
• Specific evidence from the story that demonstrates how the right is denied
• Information presented in a clear, organized, and interesting way
How you will earn your mark • Rights and evidence: 3 denied rights with
detailed, supporting evidence from the story (10 marks)
• Presentation: categorized presentation of information (3 marks)
• Conventions: few errors and these do not interfere with meaning (2 marks)
**Drafts ready for feedback on Wed!
My Name Is Seepeetza
The Right to Her Own Culture
It was in the law that the Indians couldn’t prac=ce their own religion. The nuns taught them in school and made them prac=ce the Catholic religion. The Indian children had to learn English; some of them even forgot how tp speak their na=ve language. The nuns also had them change their Indian names to Catholic names.
-‐Clint
Good-‐Bye Vietnam
Share Opinions -‐when the Government broke down the temple, and they didn’t even ask the neigbors will they like it or not.
-‐when Mai’s family was on the sampan the others said now we can say what ever we want because we are on the sea and no one can hear us. -‐Jian
Grand Conversations, Thoughtful Responses - a unique approach to literature circles -‐ Faye Brownlie
Portage and Main Press, 2004
Student Diversity, 2nd ed -‐ Brownlie, Feniak and Schnellert Pembroke Publishers, 2005
It’s All about Thinking – Collaborating to support all learners (in English, Social Studies and Humanities) – Brownlie and Schnellert Portage and Main Press, 2009
Pulling Together – Integrating inquiry, assessment, and instruction in today’s English classroom – Schnellert, Datoo, Ediger, Panas Pembroke Pub., 2009
If the World Were a Village – Smith, 2002