CustomiseConnectionsContextCurriculumClassroom Programming and Assessment for authentic learning Timothy Roberts Teacher Starting Out Strong Beginning Teachers’ Conference

CustomiseConnectionsContextCurriculumClassroom

CustomiseConnectionsContextCurriculumClassroom

CustomiseConnectionsContextCurriculumClassroom Oblig

CustomiseConnectionsContextCurriculumClassroom

CustomiseConnectionsContextCurriculumClassroom

CustomiseConnectionsContextCurriculumClassroom Class Expectations Mr Roberts will … * I will… *

CustomiseConnectionsContextCurriculumClassroom

CustomiseConnectionsContextCurriculumClassroom

CustomiseConnectionsContextCurriculumClassroom

CustomiseConnectionsContextCurriculumClassroomResults: Year 7Year 8 Year 9

CustomiseConnectionsContextCurriculumClassroom Key Points Lack of engagement Lack of understanding To a lesser extent – Students did not know why they were doing what they were doing.

CustomiseConnectionsContextCurriculumClassroom

CustomiseConnectionsContextCurriculumClassroom“Programs” Faculty Your Planning What you deliver in your classroom

CustomiseConnectionsContextCurriculumClassroom QT Model

CustomiseConnectionsContextCurriculumClassroom

CustomiseConnectionsContextCurriculumClassroom

CustomiseConnectionsContextCurriculumClassroom Authentic

CustomiseConnectionsContextCurriculumClassroom QT Model Behaviour management

CustomiseConnectionsContextCurriculumClassroom QT Model

CustomiseConnectionsContextCurriculumClassroom But how deep is your understanding?

CustomiseConnectionsContextCurriculumClassroom John Hattie’s research things that work powerfully “We don’t just want things that work. We want things that work powerfully. We want educationalists to seek evidence, get the data and listen to the feedback. These are the actions at the heart of good teaching”

CustomiseConnectionsContextCurriculumClassroom Assessment can work powerfully to improve student learning… Data Driven

CustomiseConnectionsContextCurriculumClassroom NSW Syllabus for the Australian Curriculum

CustomiseConnectionsContextCurriculumClassroom

CustomiseConnectionsContextCurriculumClassroom Assessment of learning Summary of how much students have learned at a particular point in time Guides mark put on reports May give clues to whether a student is referred to special services

CustomiseConnectionsContextCurriculumClassroom Assessment as learning encourages students to take responsibility for their own learning requires students to ask questions about their learning involves teachers and students creating learning goals to encourage growth and development provides ways for students to use formal and informal feedback and self-assessment to help them understand the next steps in learning encourages peer assessment, self-assessment and reflection.

CustomiseConnectionsContextCurriculumClassroom Formative Assessment Assessment for learning using evidence about students' knowledge, understanding and skills to inform teaching. usually occurs throughout the teaching and learning process to clarify student learning and understanding. helps students learn better, rather than just achieve a better mark. includes clear goals for the learning activity. provides effective feedback. reflects a belief that all students can improve. encourages self-assessment and peer assessment.

CustomiseConnectionsContextCurriculumClassroom MARKS

CustomiseConnectionsContextCurriculumClassroom Forms of Formative Assessment Ask the questions……

CustomiseConnectionsContextCurriculumClassroom Do Now ……. Time and the ability of students to complete the questions are an issue

CustomiseConnectionsContextCurriculumClassroom

CustomiseConnectionsContextCurriculumClassroomTime!!!

CustomiseConnectionsContextCurriculumClassroom Traffic lights..for self-assessing their own work students labelled their work “green, amber or red” according to whether they have good, partial or little understanding Black et al, 2003, p 51

CustomiseConnectionsContextCurriculumClassroom

CustomiseConnectionsContextCurriculumClassroom

CustomiseConnectionsContextCurriculumClassroom NSW DEPARTMENT OF EDUCATION AND COMMUNITIES – Educational Services, Wagga Concentration Was you level of concentration high? Did you understand the text? What reading strategies did you use? What will you do next time?

CustomiseConnectionsContextCurriculumClassroom NSW DEPARTMENT OF EDUCATION AND COMMUNITIES – Educational Services, Wagga

CustomiseConnectionsContextCurriculumClassroomTime!!!

CustomiseConnectionsContextCurriculumClassroom Application of Formative Assessment Ask the questions Do it as you go Use other Students

CustomiseConnectionsContextCurriculumClassroom NSW DEPARTMENT OF EDUCATION AND COMMUNITIES – Educational Services, Wagga Students must ask 3 other students for assistance before coming to the teacher. Helper students frame questions to stimulate deeper thinking – piggy backing.

CustomiseConnectionsContextCurriculumClassroom NSW DEPARTMENT OF EDUCATION AND COMMUNITIES – Educational Services, Wagga Two stars and a wish Student gives feedback on another student’s work, he or she must give them 2 things they thought were good (2 stars) and 1 suggestion for improvement (wish).

CustomiseConnectionsContextCurriculumClassroom deeper thinking Students ask questions of peers to stimulate

CustomiseConnectionsContextCurriculumClassroom

CustomiseConnectionsContextCurriculumClassroom Speed Dating

CustomiseConnectionsContextCurriculumClassroom Make it intentional

CustomiseConnectionsContextCurriculumClassroom Teaching and learning activities Focus of feedback Focus of strategic questioning Assessment tasks match Guides student self-assessment Success criteria directly related Learning Intention

CustomiseConnectionsContextCurriculumClassroom Read more challenging texts independently.

CustomiseConnectionsContextCurriculumClassroom Read for sustained periods with good concentration and understanding Use reading strategies to monitor your own reading eg. re-reading, reading on and back, context clues, word attack strategies, learning new vocabulary

CustomiseConnectionsContextCurriculumClassroom Word of warning when thinking about learning intentions Consider joint development of learning intentions – advantage is that students come to own the learning intention and success criteria Sometimes it is helpful to be specific but at other times it may be best to help students develop a “nose for quality” – involve students in creating rubrics, for example. Sometimes the learning intentions are pure tokenism Sometimes it spoils the ending

CustomiseConnectionsContextCurriculumClassroom The research evidence is clear: great teachers give great feedback, and every teacher is capable of giving more effective feedback.

CustomiseConnectionsContextCurriculumClassroom Moving on from ‘good work’ Research has shown that half of teachers’ feedback was praise and that ‘…premature and gratuitous feedback confused students and discouraged revisions.’ Instead of saying ‘good work’ we need to provide purposeful, personal and direct feedback on the processes, skills and strategies that have been used as well as the effort or personal resources the student has used.

CustomiseConnectionsContextCurriculumClassroom "If you can both listen to children and accept their answers not as things to just be judged right or wrong but as pieces of information which may reveal what the child is thinking, you will have taken a giant step toward becoming a master teacher, rather than merely a disseminator of information." "If you can both listen to children and accept their answers not as things to just be judged right or wrong but as pieces of information which may reveal what the child is thinking, you will have taken a giant step toward becoming a master teacher, rather than merely a disseminator of information." Easley & Zwoyer, 1975