Revised Curriculum Year 5 Assessment for Learning

1. Revised Curriculum Year 5 Assessment for Learning

2. What did you try? How did it go? How did your pupils respond? Links from Day 2Thinking Skills and Personal Capabilities

3. Learning IntentionsYou will: * have a sense of ‘Why AfL?’ * have a knowledge of the typical range of AfL classroom strategies * experience each of the AfL areas

4. Key content for today It’s based on a constructivist approach to learning . . . We have to help children to construct their own learning. . . We can’t learn it for them! . . . to Personal Development / Mutual Understanding . . . and Thinking Skills / Personal Capabilities Sharing Learning Intentions Feedback for improvement Questioning to deepen learning Scaffolding children’s reflection about their learning Time for you to consider next steps in developing your own practice Providing contact details to enable and encourage you to link up with ‘cohort colleagues’ for mutual support AfL . . . why? Links . . . Experience the range What’s next? Networking . . .

5. Rationale Assessment for learning is based on a Constructivist view of learning. Children successfully managing their own learning: THE COMPONENTS structures information skills supported by Positive attitudes to learning Children have to construct their own learning . . . we can’t do it for them.

6. Intelligence ‘Mindsets’ “Intelligence can grow” “Intelligence is fixed” (After Carol Dweck)

7. Intelligence ‘Mindsets’ “Effort leads to success” “Ability leads to success” (After Carol Dweck)

8. Intelligence ‘Mindsets’ “When the going gets tough … I get smarter” “When the going gets tough … I get found out” (After Carol Dweck)

9. Intelligence ‘Mindsets’ “When the going gets tough … dig in and persist” “When the going gets tough … give up, it’s hopeless” (After Carol Dweck)

10. Intelligence ‘Mindsets’ “I only need to believe in myself” “I need to be viewed as able” (After Carol Dweck)

11. OR Intelligence ‘Mindsets’ “Success is making the targets” “Success is finding things easy” “Success is doing better than others” (After Carol Dweck)

12. Children’s ‘Mindsets’ about learning: Dweck card sorting activity

13. Exploring the Links in the Revised Curriculum Assessment for Learning Thinking Skills and Personal Capabilities Personal Development and Mutual Understanding

14. P5 Assessment for Learning Learning Log Name: • Please complete your Learning Log for the first session: • ‘AfL in the Revised Curriculum’ • Children’s ‘mindsets’ regarding the nature of learning • Links with TS & PC and PDMU

15. Coffee break

16. What’s involved? and how? and the tricky bits? Telling children what they’re about to learn and why Scaffolding successful activity towards learning by telling them what to pay attention to ~ explicitly Giving feedback which is focussed on improvement Ensuring that students reflect on the ‘what’ and the ‘how’ of their learning Using questioning strategies that extend participation and deepen learning

17. Sharing the Learning Reflecting about Learning Assessment forLearning Formative Feedback Questioning

18. What’s involved? and how? and the tricky bits? Telling children what they’re about to learn and why • Publish Learning Intentions • ~ perhaps using ‘WALT’ Scaffolding successful activity towards learning by telling them what to pay attention to ~ explicitly • Agree and publish Success Criteria • ~ perhaps using ‘WALT’ Giving feedback which is focussed on improvement • Structured, comment only feedback Ensuring that students reflect on the ‘what’ and the ‘how’ of their learning • Peer/Self Assessment • Structured plenaries • eg 2 Stage MindMaps Using questioning strategies that extend participation and deepen learning • Closed/ open questions • ‘No Hands Up’ • Wait time • Response Partners

19. P5 Assessment for Learning Learning Log Name: • Please complete your Learning Log for the second session: • ‘Practical experience of some AfL Strategies’ • Sharing Learning Intentions and Success Criteria • Giving feedback that is focussed on making improvements • Questioning to enhance participation and learning • Encouraging and scaffolding children’s reflection about their learning

20. Lunch

21. 1 2 3 4 Sharing the Learning Formative Feedback Assessment forLearning Reflecting about Learning Questioning

22. What’s involved? and how? and the tricky bits? Telling children what they’re about to learn and why • Publish Learning Intentions • ~ perhaps using ‘WALT’ • Framing good LI s for learning, rather than activity Scaffolding successful activity towards learning by telling them what to pay attention to ~ explicitly • Agree and publish Success Criteria • ~ perhaps using ‘WALT’ • Coming up with SC • Keeping SC succinct • Keeping them few • Ensuring range Giving feedback which is focussed on improvement • Structured, comment only feedback • Keeping within the SC!!! • Breaking old habits Ensuring that students reflect on the ‘what’ and the ‘how’ of their learning • Peer/Self Assessment • Structured plenaries • eg 2 Stage MindMaps • It probably won’t happen unless you make it happen • Training for objectivity Using questioning strategies that extend participation and deepen learning • Closed/ open questions • ‘No Hands Up’ • Wait time • Response Partners • Initially ~ no hands up!!! • Scaffolding the wait time • Breaking old habits

23. P5 Assessment for Learning Learning Log Name: • Please complete your Learning Log for the third session: • ‘Impact of AfL in the classroom’ • Sharing Learning Intentions and Success Criteria • Class discussion ~ Questioning and pupil responses • Peer Assessment • Class reflection/Plenary session

24. Next Steps In the next 2-4 weeks……. By the end of this school year…. By the end of next year……

25. Networking Opportunities ‘Phone a Friend’. . .

26. Learning IntentionsYou will: * have a sense of ‘Why AfL?’ * have a knowledge of the typical range of AfL classroom strategies * experience each of the AfL areas