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L3 Economics – Making Internal assessments part of your teaching and learning programmes. Derek McLauchlan 6 th March2013 [email protected] UC Education Plus. Mihimihi. CULTURALLY RESPONSIVE CLASSROOM.

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slide1

L3 Economics – Making Internal assessments part of your teaching and learning programmes

Derek McLauchlan 6 th March2013

[email protected]

UC Education Plus

slide3

CULTURALLY RESPONSIVE CLASSROOM

productive learning relationships established

TangataWhenuatanga

Kotahitanga

Strong (economic) learning focus

High yet realistic expectations

Manamotuhake

Model best practice

Ako

Wānanga

An ethic of CARE

Allow students to think for themselves

Trusting classroom community

Ako

Whanaungatanga

Classroom routines

Show interest in student ideas

Respect and value languages and cultures of students

Manaakitanga

Whakapiringatanga

Wānanga

Manaakitanga

slide4

In PLD folder see files :

- Ethic of care jigsaw - pieces -teacher ideas

- Tātaiako self reflection focusing + learning inquiry

slide5

Summative Assessment

Formative Assessment

Formative Assessment

Formative Assessment

CULTURALLY RESPONSIVE CLASSROOM

productive learning relationships established

\'He pitomata, he mea angitutōiaākonga‘

Each student is an opportunity NOT a challenge

Desired learning outcomes

  • steps / skills / content required for students to achieve+
  • ie. teach them the rules of the game so they can play it

Know your student

  • learned experiences- prior knowledge

Engage student in NEW learning experience

  • New activities / different teaching approaches

Little will change unless something different happens in the classroom

Teacher Reflection

- upskilling / changing practice

ONLY when the students are ready

slide6

Know your student

Assessment of student learning needs

 “The primary purpose of assessment is to improve students’ learning and teachers’ teaching …”

New Zealand Curriculum, Assessment, p.39

 “Healthy assessment practice uses multiple samplings from multiple sources.”

NZEI Te RiuRoa & Lester Flockton, 2009

Refer to Assessment section of The Connected Curriculum

slide7

Desired learning outcomes

  • Eco curriculum guide (used to be call T+L guide)http://seniorsecondary.tki.org.nz/Social-sciences/Economics
  •  see pre upload versions – 1. Adjustments to Key concepts2. New L3 Key concept indicators
  • Standards / Conditions of Assessment for Internals
  • http://www.nzqa.govt.nz/qualifications-standards/qualifications/ncea/subjects/economics/levels/
  • Exemplars
  • http://www.nzqa.govt.nz/qualifications-standards/qualifications/ncea/subjects/economics/annotated-exemplars
  • Texts / workbooks / colleagues
  • Content / Skills template – BLANK

Derek’s attempt

slide8

New Learning Experience - that connect to students lived experiencesand prior knowledge Petty and Constructivism

  • Eco content / skills
  • In class simulation eg coke / food
  • Online simulation
  • eg AmosWEB
  • Student Inquiry
  • Whiteboards for modelseg S/D folder
  • Brainstorm for others
  • Literacy
  • Unpack exemplareg NZCETA workshop 2012
  • Graphic organiser
  • eg 1.4
  • Checksheets
  • Placemats
  • Brainstorm for others

 ADD TO - Content / Skills template

Derek’s attempt

slide9

Formative assessment is:

Assessment FOR Learning

Rather than

Assessment OF Learning

Assessment on line

slide10

‘Formative assessment refers to all those activities undertaken byteachers, and by the studentsin assessing themselves, which provide information to be used as feedback to modify the teaching and learningactivities in which they are engaged. Such assessments become formative when the evidence is actually usedtoadapt the teachingto meet the needs.’

-Black and William

slide11

What is so special about Formative Teaching?

Sadler ’89 analysed feedback to show that for learning to take place the learner needs to know:

  • The goal
  • e.g. “I need to use the correct method to explain in detail consumer equilibrium. I need to use formulas and models, and refer to these in my explanations”
  • Their present position:
  • ie how far they have achieved the goal.
  • eg. what they do right and what they do wrong “I use the correct method usually and calculate the answers correctly, my diagrams are clear and I refer to them well in my explanations.”
  • How to close the gap
  • ie between the goal and their present position
  • e.g. “I need to ensure I don’t confuse income and substitution effects. I need to be better at linking changes in MU as a result of price changes to choice a consumer makes about what quantity to consume.”
  • Learning logs
    • Checksheet as learning log
      • PIPS
slide12

Formative assessment DOESN’T always have to be as a practice test or be done by the teacher

Use the hand out below to complete your Eco planning template

Snippets from Rethinking Classroom Assessment ….

One to try:  Assertive questioning

One variant is ‘Pose, Pause, Pounce, Bounce’:  Pose the question, pause to let them discuss it for 30 secs, ‘pounce’ on a student and ask their view, ‘bounce’ the same question to another student, ask students to explain their reasoning (metacognition).

Keep the process going till there is a group consensus. Confirm the right answer at the end.  This process gets the whole class thinking and gives you great feedback on their learning.

self and peer assessment

Usual 2 step

approach

Carroll’s 3 step approach

Students do some on their own

Students do some on their own

Peer explaining

Teacher shows how on the board

Teacher shows how on the board

application

application

comprehension

knowledge

knowledge

Self and Peer assessment…

See Geoff Petty on Formative Teaching Methods

summative assessment
Summative assessment
  • 3.3 example
  • 3.3 example + answers
  • 3.4 – peer assessment template
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