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Taking a closer look at DACL… Using and Creating a Walkthrough Tool

Taking a closer look at DACL… Using and Creating a Walkthrough Tool

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Taking a closer look at DACL… Using and Creating a Walkthrough Tool

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  1. Taking a closer look at DACL…Using and Creating a Walkthrough Tool DACL Developing Assessment Capable Learners

  2. Developing Assessment Capable Learners(Defined) Goal: Students feel deeply accountable for their own progress and become motivated, effective, self-regulating learners. What it looks like: Understand what they are supposed to learn Monitor their own progress Set goals Reflect on their learning Student (Booth, Hill & Dixon, 2014)

  3. How do we get there??? Teacher Actions Student Actions Classroom Practices & Supports

  4. What is the DACL Walkthrough Tool ? • Checklist…of implementation practices for Developing Assessment Capable Learners Why use it? • Self-reflection and assessment • Observation tool Where can it be found? • www.moedu-sail.orgprofessional learning materials DACL additional resources

  5. Taking a closer look… DACL

  6. Teacher Actions • Models how to assess progress using DACL language and vocabulary • Models feedback strategies • Refers to learning goals • Discusses next steps in relation to learning target with students • Highlights student progress, rather than grades

  7. Student Actions • Show or tell learning target • Provide example of lesson or unit’s learning target • Use rubrics to assess and identify next steps • Use instructional tools (e.g. discussion techniques, hand signals, personal white boards, desk arrangement) that encourage feedback with peers/teacher)

  8. Students (cont.) • Model feedback strategies and language with peers and teacher • Share understanding and progress with peers and teacher • Feel comfortable making mistakes • Use vocabulary and phrases indicating self-assessment of work and progress

  9. Students (cont.) • Use data to set learning goals (“Where am I going? Where am I now? How do I close the gap?”) • Use rubrics to assess and improve their work • Feel comfortable sharing work with peers and teacher • Use DACL language when they share and collaborate

  10. Classroom Practices • Student progress, rather than student grades, is highlighted • Classroom activities aimed at helping students understand their progress in relation to the learning target (formative assessment) • Examples of ongoing and fluid assessment of student progress are present (thumbs up/thumbs down, think-pair-share, random student call-outs, personal white boards, discussion)

  11. Examples of students keeping track of their learning progress are present (notebooks, charts, checklists, folders, web-based portfolios) Room arranged for easy sharing Room easy to move around in

  12. Classroom Visuals Assessment capable language/vocabulary Where am I going? Where am I now? How do I close the gap? Daily learning targets Displayed where students can see and teachers/students can refer.

  13. Rubrics • Student reflections • Student goals in relation to learning target • Student work (examples/non-examples; weak/strong) • Resources aimed at supporting students’ understanding of their progress

  14. Design your own DACL walkthrough tool • Determine the focus • Align teacher, student, and classroom practices • Make it easy and manageable. Example: Focus: Learning Targets • Teacher refers to learning targets throughout lesson. • Students show, tell, and/or provide a example of a L.T. • Daily LT’s are displayed so students and teacher can see and refer to them. • Students set goals in relation to the learning targets

  15. How might the DACL walkthrough tool benefit you, your school, your districtRemember…DACL is a Process! • Staff is at different levels of implementation. • Progress is the goal!