1 / 62

PUT TITLE HERE

Student Success 2011 Summer Program NAME OF YOUR MODULE HERE. PUT TITLE HERE. Student Success 2011 Summer Program Differentiated Instruction and Assessment . Group Profile Knowing the Learner.

yule
Download Presentation

PUT TITLE HERE

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript

  1. Student Success 2011 Summer Program NAME OF YOUR MODULE HERE PUT TITLE HERE Student Success 2011 Summer Program Differentiated Instruction and Assessment

  2. Group Profile Knowing the Learner In order to create a group profile, please use sticky dots/markers to indicate on the chart paper: Grade(s) you teach Subject(s) you teach Years of classroom experience with DI Knowledge of assessment for,as, and of learning Differentiated Instruction Professional Learning Strategy, 2011 2

  3. Provincial Context: Core Priorities • High Levels of Student Achievement • Reducing the Gaps in Student Achievement • Increased Public Confidence in Our Publicly Funded Schools

  4. School EffectivenessFramework

  5. The Professional Learning Cycle 5 5

  6. PROGRAMS Specialist High Skills Major Dual Credits Expanded Cooperative Education Ontario Skills Passport Board Specific Programs LEADERSHIP DEVELOPMENT Student Success Leaders Student Success Teachers Student Success School and Cross Panel Teams EFFECTIVE INSTRUCTION Differentiated Instruction Math GAINS Literacy GAINS Professional Learning Cycle Student Voice School Effectiveness Framework INTERVENTIONS Credit Rescue / Recovery Transitions Supports/Taking Stock Children and Youth in Care Re-engagement 12 12+Strategy Supervised Alternative Learning School Support Initiative Student Success Grades 7-12 Strategy

  7. Pyramid of Preventions andInterventions Re-entry to School Program Change ALL SOME FEW In-School Interventions (e.g. ) In-Class Interventions (e.g. )  In-School & In-Class Preventions (e.g. )

  8. Agenda Minds On • Session Purpose, Context and Learning Goals • Knowing the Learner – Group and Table Profiles • Assessment for, as and of Learning Action • Connecting DI to Assessment for, as and of Learning • Foundation of Assessment for Learning • Developing Learning Goals • Developing Differentiated Tasks • Developing Success Criteria • Using Multiple Sources of Evidence Consolidation • Seeing DI and Assessment in Action • Learning Goal Check and Exit Card

  9. Session Learning Goals We are learning to: • Develop a common understanding of the language of assessment • Identify what effective implementation of AfL and AaL looks like in the classroom • Develop effective student friendly learning goals and quality success criteria • Develop differentiated tasks that align with learning goals and success criteria

  10. Session Handouts Powerpoint Presentation Slide Summary Handout 1: Table Profile Handout 2: Session Placemat Handout 3: Assessment Handout 4: Guided Viewing – Foundation of AfL Handout 5: Concept Attainment – Learning Goals Handout 6: Guided Viewing – Five Strategies

  11. Table Profile 11 Create a profile of your table group that includes: The subject(s) you teach The grades you teach A summer highlight Learner Preference (auditory,visual or kinesthetic) Years of teaching experience Add your learning style information to the Group Profile on the wall.

  12. Profiles • Present one or two highlights from your Table Profile to the whole group • Share some experiences about the use student or class profiles

  13. Connections Slide Session Learning Goals Assessment for Learning Model DI Framework for Teaching and Learning Planning With the End in Mind Diagram Sources of Evidence Assessment for Learning definition Assessment as Learning definition Assessment of Learning definition 5 Strategies of Assessment for Learning

  14. Assessment ‘for’, ‘as’ and ‘of’ Learning Terms such as diagnostic, formative and summative have been supplanted with the phrases assessment for learning, assessment as learning and assessment of learning. Growing Success, 2010, p.30 Discuss why this might be happening.

  15. Session Placemat

  16. Minds On – Placemat Activity 1 Think Pair Square Individually: • read each of the statements listed under Activity 1 on your Placemat (Side A) • decide whether each statement represents an AfL, AaL, or AofL practice In Pairs, then Fours • Compare your responses with your partner. Where are they the same? Where are they different?

  17. Placemat Activity 1 - Debrief • Which statements were difficult to categorize? • What were the criteria you used to make your decisions? • What is it that determines whether an assessment is for as or of learning?

  18. Common Understanding What are: • Assessment for learning • Assessment as Learning • Assessment of Learning

  19. Differentiated Consolidation Assessment ‘for’, ‘as’ and ‘of’ Learning • Select one of the following options to consolidate your understanding of Assessment ‘for’, ‘as’ and ‘of’ Learning: • View Dr. Lorna Earl Video • Read Handout 3 - Assessment • Read pp. 28-31 Growing Success • Read pp 15-17 2010 DI Educator’s Guide • Join with others who have selected the same option. • After viewing or reading, discuss with your group and create a statement that summarizes your key learning. • Share with other groups.

  20. Dr. Lorna Earl on Assessment http://www.edugains.ca/resourcesAER/PrintandOtherResources/EarlVideo/index.html?movieID=1

  21. Agenda Minds On • Session Purpose, Context and Learning Goals • Knowing the Learner – Group and Table Profiles • Assessment for, as and of Learning -Think Pair Square Action • Connecting DI to Assessment for, as and of Learning • Foundation of Assessment for Learning • Developing Learning Goals • Developing Differentiated Tasks • Developing Success Criteria • Using Multiple Sources of Evidence Consolidation • Seeing DI and Assessment in Action • Learning Goal Check and Exit Card 21

  22. Assessment Centres- DI Connection • Select the centre of interest to you: • Assessment for learning • Assessment as learning • Assessment of learning • At the Centre: • Complete Placemat Activity 2 as a group (Use Growing Success, page 31 as a reference) • Prepare to present your work to the whole group

  23. PLACEMAT Activity 2

  24. Assessment (See Growing Success p. 31

  25. Video: Foundation of Assessment for Learning How are teachers supporting students in monitoring and directing their own learning? Use the Video Viewing Guide handout to take notes as you watch the video. • What do you see? • What do you think about that? • What does it make you wonder?

  26. Video: Foundation of Assessment for Learning. Hattie and Timperley (2007 ) describe three questions that guide learning for students: • Where am I going? • How am I going? • Where to next?

  27. Learning Goals Gathering Information About Student’s Understanding Engineering effective conversations, questions, and learning tasks Success Criteria Descriptive Feedback Peer- and Self-Assessment Individual Goal Setting Assessment for Learning

  28. Video: Foundation of Assessment for Learning DISCUSSION 1. How are teachers empowering students to monitor and direct their own learning? 2.Video prompts: • What do you see? • What do you think about that? • What does it make you wonder?

  29. Growing Success Cross Check Table Groups • Each table member or pair selects one Growing Success section to read: • An Assessment Framework – (p. 32, Growing Success) • Developing Learning Goals and Identifying Success Criteria – (p. 33, Growing Success) • Eliciting Information and Providing Descriptive Feedback (p. 34, Growing Success) • Developing Student Self-Assessment and Peer-Assessment Skills and Developing Individual Goal Setting – (p. 35, Growing Success) • Note any additional ideas in the last column of the Viewing Guide. • Share with the Table Group.

  30. DI Connection • How does identifying, sharing, and clarifying learning goals and success criteria lead to the development of respectful differentiated tasks? • How do learning goals and success criteria help teachers differentiate : • an entry point for learning? • the way students learn? • the way students demonstrate their learning?

  31. Video: Developing Learning Goals Before Viewing • As a table group, complete the Concept Attainment Activity for Effective Learning Goals During Viewing • Add to the ‘success criteria’ for effective learning goals - the 3rd column After Viewing • Consolidate the criteria for effective learning goals

  32. Before Viewing As a table group, • discuss and complete the Concept Attainment activity for effective learning goals HANDOUT 5

  33. During Viewing Video: Developing Learning Goals What are the ‘criteria’ for writing effective learning goals? (Note in 3rd column) HANDOUT 5

  34. After ViewingVideo: Developing Learning Goals Table Groups • share the ‘criteria’ added in column 3 during the video. • Consolidate and refine responses HANDOUT 5

  35. Developing Learning GoalsApplying the Criteria In Like-Subject and/or Grade groups Choose an overall expectation and: • Create a learning goal from the overall expectation • Consider the specific expectations support that overall expectation and use them to develop incremental learning goals SEE PLACEMAT ACTIVITY 3. • Ensure that the learning goals meet the criteria established in the previous activity

  36. Differentiating Assessment Subject Pairs or Triads • Based on your learning goals, think about and briefly describe a strategy or task that provides information for: • assessment as, for learning and/or • assessment of learning. SEE PLACEMAT ACTIVITY 3. • Describe how this strategy/task can be differentiated based on (a) studentinterests, (b) learning preferences and/or (c) readiness

  37. For example . . . Task - Journal Entry- assessment for learning Differentiated by interest – offer choice of topics Differentiated by learning preferences – offer a choice of hand held recorder, conference or written format Differentiated by readiness – provide support such as sentence starters or key questions to guide thinking for some students SEE PLACEMAT ACTIVITY 3.

  38. Differentiating Assessment Subject Pairs or Triads • Share with another like or related subject group. • Provide each other descriptive feedback on the extent to which the differentiated strategies/tasks align with the learning goals. • Refine based on feedback • Be prepared to share with large group SEE PLACEMAT ACTIVITY 3.

  39. Video – Success Criteria Subject Groups During Viewing: • All - track strategies that are used to establish and create Success Criteria • Individuals, select a question (below) to think about and respond to after viewing. (Ensure that all questions are covered by the group.) Focus Questions • What are success criteria, and how are they used by teachers or students in assessment for learning, assessment as learning, and assessment of learning? • Why is it so important that students be engaged in the development of success criteria? • How are success criteria linked to learning goals, descriptive feedback, rubrics, and self-assessment?

  40. Success Criteria Subject Pairs or Triads • Developsuccess criteria for the previously developed learning goals. • Examine each of the differentiated strategies/tasks to see if they provide opportunities to demonstrate the success criteria related to the learning goals. Refine strategies/tasks as needed. • Be prepared to share your observations with the large group. SEE PLACEMAT ACTIVITY 3.

  41. How do you know your students are learning? • List all the ways you know your students are learning. • Which ways provide information for assessment as/for learning? of learning? • Write one way per sticky-note – use three colours; one for as learning, one for for and one for of learning.

  42. Conversations Observations Products Triangulation =Valid and Reliable Categorize each “way”according to its most likely source(s). Post your “ways” at the appropriate spot on the wall chart.

  43. Conversations Observations Products Triangulation • Which sources of evidence are most used? • Which colour of sticky is most evident? • What does this tell us about our current practice? • How do we become more balanced?

  44. Sources of Evidence Conversations Conferences Notes Journal Blogs Moderated Wikis Moderated Online forums Student feedback Focused conversations Portfolio Conferencing Running Record List of Books Read Vocabulary Checklists Notes from Literature Circle Observation Checklist Processfolio Anecdotal observation Questioning Presentations Listening Speaking Problem Solving Group Skills Performance Tasks Assignments Test Scores Reader Responses Tests Portfolios Checklists Videos Journals Projects Graphs Tests Observations Products

  45. Making ConnectionsSources of Evidence Subject Pairs or Triads • Your previously developed strategies/tasks provide evidence of student learning from which source(s) - conversations, observations and/or products? • In what other ways could you use conversations, observations and/or products to gather information about student progress towards the learning goals? SEE PLACEMAT ACTIVITY 3.

  46. Sources of Evidence Subject Pairs or Triads Select one of these ‘ways’ - a strategy or task (for a conversation, an observation or a product ) to differentiate based on student • interests • learning preferences/strengths, or • readiness. SEE PLACEMAT ACTIVITY 3.

  47. What are students expected to learn? Overall and Specific Expectations Learning Goals Conversations Observations Products Success Criteria How will students demonstrate their learning? Saying, Writing, Doing Differentiated Instruction & Assessment Strategies/Tasks How will we design the learning so all will learn? Descriptive Feedback Peer & Self- Assessment Goal Setting How do we make it happen? TEACHER STUDENT

  48. Reflection Table Groups • As a table group, reflect on how the elements on the previous slide connect with Placemat activity 3. • Be prepared to share a comment or question with the full group. “Learning without reflecting is like eating without digesting.” Anne Davies

  49. Agenda 50 Minds On • Session Purpose, Context and Learning Goals • Knowing the Learner – Group and Table Profiles • Assessment for, as and of Learning -Think Pair Square Action • Connecting DI to Assessment for, as and of Learning • Foundation of Assessment for Learning • Developing Learning Goals • Developing Differentiated Tasks • Developing Success Criteria • Using Multiple Sources of Evidence Consolidation • Seeing DI and Assessment in Action • Learning Goal Check and Exit Card

More Related