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JEd & da Wemm Dawg's REGROW Project

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Josh Edwards

on 27 July 2015

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Transcript of JEd & da Wemm Dawg's REGROW Project

Teacher focused Strategies
#whataboutme
Formative
Assessment Tasks
Our #REGROW project aims to help us and others by showing simple and effective activities and tools for us and others to use our everyday teaching.

We have divided our them into 4 basic categories...

Kids like and respond well to simple routines and games in the classroom. Some of these strategies we get comfortable with and do often others we are going to try and implement
J.Ed & da Wemm Dawg
#REGROW

AfL is successful when embedded in teaching and learning.
Formative Assessment
HOT tasks
Teacher focused strategies
We intend on trying some of these strategies in different classes conjunction with the BBC to further enhance A4L in our classes
Fat / HOT Questioning
For homework ask students to
find their best piece of work and then
to tell you why it is their best.





This explanation could refer to
success criteria, learning goals
and objectives or a
proficiency scale.

Assessment for Learning
#A4L

FAT Questions
HOT tasks

Check class understanding of what you are teaching by asking them to
show their thumbs.

Thumbs up = I get it

Thumbs half way = sort of

Thumbs down = I don’t get it

Thumbs
Wait time allows students time to think and therefore to produce answers. Also,
not everyone in the class thinks at the
same speed or in the same way – waiting
allows students to build their thoughts
and explore what has been asked.

2 types of wait time –

Teacher speaks and then waits before taking student responses.
Student response ends and then teacher waits before responding.
This gives the student space to elaborate or continue – or for another student to respond.


Put lesson intention (objectives) on the board
at the beginning of the lesson.

Talk to students about why they are studying what they are studying.

Check with students that they are clear about the Lesson Intentions of the lesson/unit/topic

Comment-only marking provides students with a focus for progression instead of a reward or punishment
(as a grade does).

Comments could be made in books,
in a table at the front of books, in a
learning diary or journal. The latter
are helpful for teacher and student
to track the progression of comments and see improvement.

Comments should make it clear how the student can improve.

Plan activities and work with feedback in mind – let the design assist the process.

Use incorrect answers as a discussion point.

Rather then dismissing something because it is wrong, or saying ‘that’s interesting’ etc.
Use the misconception in reasoning to draw the process out into the open.

This leads to improving on misconceived reasoning and an atmosphere in which it is OK to be Wrong.


I’m glad that’s the not the right answer…
let’s discuss it

Students write down everything they know
about ________ at the start of the unit.

The teacher can then teach the unit accordingly, using existing knowledge and avoiding repetition.

Circulating through the
room whilst students
are engaged in an
activity means the
teacher can collect
information on learning,
employ different assessment
strategies and intervene
where appropriate.


Feedback can be delivered in
different ways, two feedback
‘sandwiches’ are –

Positive comment
Constructive criticism with explanation of how to improve
Positive comment

Contextual statement – I liked….because….
Now/Next time…
Interactive statement e.g. a question based on the work

When setting students a piece of work, show them examples that make it clear what it is they are being asked to do – and what they need to do in order to meet the assessment criteria.








Students could mark exemplar work using the assessment criteria. This will help model what is being asked for and how it relates to the process of assessment.

Wait for students to draw out most of the key words you are asking for and then reframe the question – asking for a synthesis which recaps the whole discussion by joining all these words into a single coherent answer, paragraph etc.

Bounce answers around the room to build on understanding and have students develop stronger reasoning out of misconceptions.

E.g.
“Jimmy, what do you think of
Sandra’s answer?”

“Sandra, how could you develop
Carl’s answer to include more detail?”

“Carl, how might you combine all
we’ve heard into a single answer?”

Use an enquiry question to stimulate high-level thinking in the lesson or unit.
e.g.
How democratic is Australia?
Why is our town so ethnically diverse?







What is enquiry-based learning -
http://www.campus.manchester.ac.uk/ceebl/ebl/

Discuss with students what makes a ‘good’ question.
The process can explicitly show them the difference between open and closed questions.

They can then come up with questions on a topic and decide which are best, and then move on to discuss and answer these.

Instead of asking a question that
requires factual recall, invert it to
request explicit reasoning.

e.g.

‘Is France a democracy?’

becomes

‘What does it mean for a country to be a democracy?’

‘Higher order thinking’ questions are sometimes called ‘fat’ or ‘hot’

They:
Focus attention – “What does this tells us about…?”
Force comparisons – “What is the same and what is different about…?”
Seek clarification – “How can we explain…?”
Simulate enquiry – “What would happen if…?” “What do we need to know…?”
Look for reasons – “How can we be sure that… ?” “Why do you think that… ?”
When you have received an answer to a question,
open up the thinking behind it by asking what others think about the idea.


e.g. “What do others think about _________’s idea?”


What might the Great
Depression look like today?

When questioning, insert the word ‘might’
to give students greater opportunity to think
and explore possible answers.

What is meaning of democracy?

What might the meaning of democracy be?

The first infers a single answer known by the teacher whereas the second is inherently more open.

Why does…?

What if…?

How would you…?

Could you explain…?

What might…?

Ask students why X is an example of Y

e.g.

Why is an apple an example of a fruit?

Why is a fox an example of a mammal?




Questioning in this way avoids factual recall and asks for the
underlying reasoning to be made explicit.


Spend time ensuring that there is
consensus between yourself and the
pupils over what makes a piece of
work ‘good’, and how they are
expected to achieve it. Use questions
such as –

‘Can you tell me what makes a piece
of work good?’

‘How do you feel about comments?’

‘Do you always know what you need to do next/think about?’

‘Do you know when you have done a
‘good’ piece of work?’




Closed questions can be useful however are not great at facilitating the use of abstract
thinking skills, encouraging talking or eliciting much understanding.
Open questions are more likely to do this and thus improve learning.



e.g.

Did you go out last night?

What did you after school yesterday?


Ask students to communicate thinking through different mediums – not just writing; drawing, drama, maps, sculpture etc.

The medium is the message and therefore circumscribes to some extent how communication can take place.

Using alternative mediums allows the teacher to ‘see’
students’ understanding from different angles.

Students work in small groups to agree on answers – when tests are returned or in other situations.

The process of agreeing should include reasoning over the validity of the consensus answer, as well as reasoned negation of misconceptions or wrong answers.

Students identify the
most significant
(useful, meaningful, unlikely)
thing they have learnt
during the lesson or unit.

At the beginning of a topic pupils create a grid with three columns –

What They Know;
What They Want To Know;
What They Have Learnt.

They begin by brainstorming and filling in the first two columns and then return to the third at the end of the unit (or refer throughout) .


Variation – extra column ‘How Will I Learn’

Students write a sentence
summarising their knowledge of a topic.

The sentence could have to include who, what when, why, how, where
etc.

The sentences could then be peer-assessed, re-drafted and so on.

For peer assessment, ask students to give two stars and a wish.

Two stars
= 2 things that are good about the piece of work

A wish
= something they can improve to make it even better

For example –

About what they would like to know on a new topic
To ask the teacher or other students in order to assess their learning
To demonstrate their learning/misconceptions/areas they would like to further explore

The classroom could have a question box
where students drop questions at the
end of a lesson.

Or, a plenary could involve students writing
questions that the class then work on
together, or forms the basis of the next lesson.

Reinforce the focus on redrafting and comment-only marking by insisting on seeing evidence of student corrections on their own work before looking at it (have to allow time for this).

Having an assessment at the end of a unit may not provide time for you to go over areas students have struggled with, or in which there are general misconceptions.

Timing assessment during a unit (i.e. lesson 5 of 7) allows time to review, reflect and revisit.

It also gives the teacher an
opportunity to focus explicitly on areas of weak understanding supported by evidence.

When preparing for exams, students generate their own questions and then practice answering them.

This makes learners think explicitly about the underlying structures of assessment, as well as the material which they are being asked to manipulate.

Form as well as function!

Students mark each others’
work according to assessment
criteria.

Encourages reflection and thought about the learning
as well as allowing students to see model work and reason
out past misconceptions.

There should be opportunities to do this throughout
individual lessons and schemes of work.

Indicate to students the number of errors in and piece of work
Give an indication of where they can find material to assist in the correction of their errors and have them find the errors and fix them.

Self-evaluation involves learning how we learn, whereas self-assessment is
what we learn. To train pupils in self-evaluation, use questions such as:

Think about what has happened when the
learning has taken place
What really made you think? What did you
find difficult?
What do you need more help with?
What are you pleased about?
What have you learnt new about X?
How would you change the learning
activity to suit another class?

The teacher can model answers to these
to show the pupils how to self-evaluate.

When making comments on pupils’ work, treat them like guidance showing how the pupil can improve.



Develop this by asking students
to write in the same way when
peer assessing work.




Discuss the notion of guidance and how it differs from other types of behaviour (i.e. prescription, admonishment etc.)

Students write down one or two points on which they are least clear.

This could be from the previous lesson, the rest of the unit, the preceding activity etc. The teacher and class can then seek to remedy the muddiness.

By taking part in the process of
assessment, students gain a deeper
understanding of topics, the process
of assessment and what they are
doing in their own work. This helps to
make them more aware of ‘what
learning is’ and thus see their own
learning in this way.

Students could self- or peer- mark
homework or assessments.

This could be done in pairs or
individually with a student-made or
‘official’ mark-scheme.

Use traffic lights as a visual means of
showing understanding.

e.g.
Students have red, amber and green cards which they show on their desks or in the air. (red = don’t understand, green = totally get it etc.)

Students self-assess using traffic lights. The teacher could then record these visually in their mark book.

Peer assess presentations etc. with traffic lights


Kerry Betts and Andrew Snowden's powerpoint presentations
http://community.tes.co.uk/forums/t/300200.aspx
http://www.aaia.org.uk/pdf/asst_learning_practice.pdf
http://www.aaia.org.uk/pdf/Publications/AAIAformat4.pdf
http://www.schoolhistory.co.uk/forum/lofiversion/index.php/t7669.html
Assessment Reform Group, Assessment for Learning, (The Assessment Reform Group, Cambridge, 1999)
http://www.aaia.org.uk/pdf/Publications/AAIA%20Pupils%20Learning%20from%20Teachers'%20Responses.pdf
Assessment Reform Group, Testing, Motivation and Learning, (The Assessment Reform Group, Cambridge, 2002)
Paul Black et al, Assessment for Learning, (Open University Press, Maidenhead, 2003)
Paul Black and Dylan William, Inside the Black Box, (nferNelson, London, 1998)
Paul Black et al, “Working inside the black box”, (nferNelson, London, 2002)
www.harford.edu/irc/assessment/FormativeAssessmentActivities.doc
The Art and Science of Teaching Seminar Brisbane, Marzano Institute, 2014
David Langford seminar Melb, 2003 and TOOLTIME book
http://www.assessmentforlearning.edu.au/
FAT questions are those that
encourage deeper thought and
often have more than one answer.

Not only are they FAT but they
are also HOT
Higher order thinking by students involves the transformation of information and ideas. This transformation occurs when students combine facts and ideas and synthesise, generalise, explain, hypothesise or arrive at some conclusion or interpretation.
An average teacher will ask over a million questions in their career
We too often ask lower order questions which simply require factual recall

Skinny or LOT questions get pupils to reproduce what they already know and to engage them in the lesson
They do not produce thinking


#FATquestions
#HOTteaching
Students give themselves targets based on their self-assessment.

These learning goals/targets could be recorded somewhere and revisited (i.e. inside cover of workbook)

They could be compared to teacher targets and the two brought to consensus if different.

Higher order thinking skills include critical, logical, reflective, metacognitive, and creative thinking. They are activated when individuals encounter unfamiliar problems, uncertainties, questions, or dilemmas.

None of this our own work we have merely copied the work of others particularly the presentations of Kerry Betts and Andrew Snowden. Thanks for the info, you are still inspiring me and now teachers that you have never met.
Assessment which is primarily for other purposes is often called summative assessment or assessment of learning.

Assessment primarily carried out to help pupils to learn is usually called formative assessment.



follow us on twitter:
@JEdanDaWemmDawg

When engaged in discussion take key words and look at them specifically.

Discuss how they are being used

Is there any ambiguity?

Is everyone using the word in the same way?
Full transcript