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Secondary Science

Secondary Science. Professional Learning Cycle Day 3. Our Inquiry Question:. How can we improve student learning in Secondary Science by inquiring into our current assessment practices?. Agenda. Minds On Intro/Welcome/Prayer Setting the Stage: Student Engagement Action

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Secondary Science

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  1. Secondary Science Professional Learning Cycle Day 3

  2. Our Inquiry Question: • How can we improve student • learning in Secondary Science by • inquiring into our current assessment practices?

  3. Agenda • Minds On • Intro/Welcome/Prayer • Setting the Stage: Student Engagement • Action • Descriptive Feedback • PLCycle - Reflecting & Sharing from Day 2 • Consolidation • Revisit: Student Engagement • Application: Co-Planning • Reflection: Exit Card

  4. Minds On Student Engagement The extent to which students identify with and value schooling outcomes, have a sense of belonging at school, participate in academic and non academic activities, strive to meet the formal requirements of schooling, and make a serious personal investment in learning. Willms et al., 2009 Hume, 2011

  5. Minds On Three Types of Engagement • Social  Heart • Academic/Institutional  School • Intellectual  Mind (Willms) (Hume)

  6. Minds On 4 Questions to Engagement • How do I feel? • Am I interested? • Is this important? • Can I do this? Marzano & Pickering, 2011 6

  7. Minds On Let’s Observe: Sheldon & Penny

  8. Minds On • How would Sheldon, the teacher, respond to: • How am I feeling? • Am I interested? • Is this important? • Can I do this? • How would Penny, the learner, respond to: • How am I feeling? • Am I interested? • Is this important? • Can I do this?

  9. Action Descriptive Feedback • What is it? • Provides students with a description of their learning • Purpose is to reduce the gap between the student’s current level of knowledge and skills and the learning goals, and • Enables the learner to adjust what he or she is doing in order to improve

  10. Action Effective Descriptive Feedback • What are its characteristics? • Groups of 4  • Read through the list of quotes in your handout package • Based on these quotes, what do you think are the characteristics of effective feedback? • Record your ideas on chart paper, and • Be prepared to share with the whole group

  11. Action Video

  12. Action Effective Descriptive Feedback • Summary • Descriptive feedback is the most powerful tool for improving student learning – if it’s done well • It can be positive or negative depending on • Type • Delivery • Timing • Structure • Focus • Amount

  13. Action Effective Descriptive Feedback • Summary cont. • Structure: what was done well, what needs improvement, how to improve (orally, written, in question format) • Focus: linked to learning goals and success criteria (task-oriented not behaviour-oriented) • Amount: prioritize feedback, address most important needs first, limit 2-3

  14. Action Effective Descriptive Feedback • Summary cont. • Helps students to learn by • Providing information about current achievement (where am I now?), • With respect to a goal • (where am I going?), and • Identifying appropriate next steps • (how can I close the gaps?)

  15. Action Effective Descriptive Feedback • Summary cont. • Feedback needs to come while students are still learning • Evaluative feedback can have a negative impact on learning and motivation

  16. Action Effective Descriptive Feedback • General Progression: teacher provides feedback to student  student is given time to act on the feedback  teacher follows up with student to check that feedback is being used properly

  17. Action Let’s Revisit Sheldon & Penny

  18. Action • How would Sheldon, the teacher, respond to: • How am I feeling? • Am I interested? • Is this important? • Can I do this? • How would Penny, the learner, respond to: • How am I feeling? • Am I interested? • Is this important? • Can I do this?

  19. Action PLCycle – Sharing

  20. Action Co-constructing Success Criteria

  21. Consolidation Sheldon & Penny – The Finale

  22. Consolidation • How would Sheldon, the teacher, respond to: • How am I feeling? • Am I interested? • Is this important? • Can I do this? • How would Penny, the learner, respond to: • How am I feeling? • Am I interested? • Is this important? • Can I do this?

  23. Consolidation Co-Planning

  24. Consolidation Co-Planning • Select a lesson for the next unit in your course • Determine the learning goals and success criteria • What assessment tools can you use (e.g. checklist, rubric, exit card, …)  consider using Cooper’s and Keeley’s books for ideas • Determine opportunities for feedback (when, type, …) • Post on the wiki

  25. Consolidation Exit Card

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