Pacifika – workshop four Cultivating success

The Learning Progressions Know the DemandsKnow the Learner Know What to Do

1. AfL – The big idea Learners and tutors Using evidence of learning To adapt teaching and learning To meet immediate learning needs Minute-to-minute and day-by-day

Formative assessment: Assessment for learning Informs in the moment decision making Emphasises learner thinking and learner contributions Occurs in authentic learning situations Possibly the most effective assessment form available

What do we need to know about each learner?

You need to know: Can learners read and pronounce all the words in the workbooks? Do learners know how the workbooks are structured? Contents page, glossary, index etc. Do they know what ALL of the words mean? Do they know how to find out? How do learners approach the text? Do they read strategically? Do they know how texts work? How the structure can be used to increase comprehension?

You may need to know: Can learners use measuring tapes? Can they measure and read the measure in m, cm, mm? Do they know that 1.2 m is equal to 120 cm and 1200mm? Do they know the size of a metre, cm, mm, tenth of a millimetre? Do they know what an area is?

Four components of formative assessment Clarifying and understanding learning intentions Engineering activities in order to elicit evidence of learning Activating learners as instructional resources for each other Providing feedback that moves learners forward

Key strategies of AfL Where is the learner going? Where is the learner right now? How to get there? Tutor Clarifying learning intentions and criteria for success Engineering effective class-room discussions, questions, and learning tasks that elicit evidence of learning Providing feedback that moves learners forward Peer Understanding learning intentions and criteria for success Activating students as instructional resources for one another Learner Understanding learning intentions and criteria for success Activating students as the owners of their own learning