On your handout is the name of an item or landmark etc e.g. Cigar. Move to the table that has the city to match your item e.g. Cuba.

Which Capabilities are found within each Domain? Looking at the butchers paper and laminated cards that are on your table, sort out which Capabilities match up with which Domains.

Now looking at the general descriptions of each Domain on the sheet at your table, re-evaluate your positioning of the Teacher Capabilities. Move them around as you see fit.

Now you have the whole model, check to see whether you have the capabilities against the correct Domain. Remember ** Whilst different people may wish to place the capabilities under different Domains, this Model provides us with a common language through wish to facilitate our professional learning and dialogue.

Today we will be looking in-depth at the Domains of Evaluate and Engage. We will be looking at the levels (1-4) within the model. We will also be exploring each of the capabilities within these Domains. Evaluate has 2 capabilities and Engage has 4 capabilities.

On your tables are A3 sheets that provide a breakdown of each of the capabilities within the Domain of Evaluate.

EVALUATE - focuses on the teacher capabilities of:  Assessing performance against standards  Facilitating students self assessment

On laminated cards are tasks that teachers at the 4 different levels would be doing against the capabilities that are in the left hand column. Each group of cards (identified by a matching sticky dot on the back) is matched to a set of statements. Sort the cards into groups.

Using blue tac (not on the sticky dot please ),place each statement under the appropriate level to show the developmental nature of the capability.

Swap your sheets with the other group at your table and consider the work that the other team has done. Where you question the developmental nature of their responses, discuss it with them and only move cards if there is agreement from the original team.

Refer to the answer sheets on your table to check your placement of the cards. Discuss any anomalies.

RUBRICS TO SUPPORT ‘Evaluate’ ‘The teacher supports students to continuously refine and improve their work using assessment criteria in preparation for a performance of understanding.’ Statement from the e 5 domain of Evaluate

During the last session we had a look at a clapping performance from two participants. We learnt how the provision of a rubric allows for the ‘performer’ to gain a clear understanding of what is required when completing a task. It also allows the instructor clarify what is expected as well as it assisting with assessment against ‘standards’.

Be given prior to the task (Engage) Be fair to all students Have clear indications of how students can improve Allow students the ability to assess their own work (Engage) Be specific to the task they are being asked to perform

have performance described at various levels of proficiency gain a better idea of what qualities their work should exhibit be in tune with characteristics of high quality work and to focus on criteria for excellence be more specific on peer feedback have assessment guidelines written in a language that they understand

assess and mark work more accurately have a standard that is shared by teacher teams be more consistent in rating have opportunities for professional discussion

Brainstorm all the different aspects of the RAT that will be assessed. Group these together and place under different headings – these headings provide a ‘Criteria’ list. Identify the very best performance and then the least proficient. Fill in the average performance last.

Call out (be thoughtful please ) any element that you believe should be included in today’s workshop to make it an exemplary one. At your table you have sticky notes. Nominate a scribe to copy the input from the whole group onto sticky notes. These elements will form the basis of a rubric against which you should be able to assess our performance. The rubric would be useful for us at a preparatory, planning level.

Working at your table, group together the elements into logical classifications. Use the A3 paper provided on which to place the sticky notes. These (no more than 4) will become the criteria for the rubric. Name your criteria. The criteria should not include any qualitative language. e.g. ‘Research’ NOT ‘Thorough Research’

Move into VELS Level groups (1-6 and SS) Forms groups of no less than 3 and no more than 4 members. Find a table to work at. There will be more than one group on most tables.

You have been provided with a Rich Assessment Task that has been written for your Level (p 2 - 8). You have also been provided with a list of standards that are being assessed. These need to be reflected in the rubric.

Your task is to develop a rubric that could be provided to, and used by, students to enhance their learning and final ‘performance of understanding’. Pages 9 and 10 have an example of a Rich Assessment Task (RAT) and an accompanying Rubric.

Replicate the process we just followed to develop your criteria for the RAT appropriate to your level. Working through JUST ONE OF THE CRITERIA, identify the very best performance and then the least proficient. Fill in the average performance last. Use the A3 template provided. Individual blank A4 templates for you to record your group’s work is available on your table..

Swap your rubric with another group from your Level. Look at the criteria, the descriptors and the sequential nature of development provided to students that they may use as a self-assessment tool. Provide some comments and return to other group.

Good feedback is: 1.Clear and unambiguous 2. Specific 3. Supportive, formative and developmental 4. Timely 5. Understood 6. Delivered in an appropriate environment Tummons 2005

CONFERENCING

Take 5 minutes to read pages 11 and 12 about conferencing with students.

Consider the RAT and the rubric you designed in the first session. In pairs, take on the role of either the student or the teacher and prepare your thoughts on a mid-way conference:  What you would take to the conference?  What questions you would ask?  What you want to achieve as a result of this conference? Before commencing the role play, record your responses to the above 3 questions. Now role play your conference.

On your handout is a letter. Move to the table that has the corresponding letter.

ENGAGE- focuses on the teacher capabilities of:  Develops shared norms  Determines readiness for learning  Establishes learning goals  Develops metacognitive capacity

On your tables are A3 sheets that provide a breakdown of each of the capabilities within the Domain of Engage.

On laminated cards are tasks that teachers at the 4 different levels would be doing against the capabilities that are in the left hand column. Each group of cards (identified by a matching sticky dot on the back) is matched to a set of statements. Sort the cards into groups.

Using blue tac (not on the sticky dot please ),place each statement under the appropriate level to show the developmental nature of the capability.

PRE-TESTS In your handout (pages 31-35) are a set of pre-tests. Ensure that each pre-test is being completed by someone at your table. Working individually complete one of these ‘tests’.

Venn Diagram Fishbone Diagram Ranking Ladder Y Chart White Hat

Share your pre-tests at your table and discuss. What do you notice about these pre-tests? Do they all provide the same information to the teacher? Which are more comprehensive? Why?

Pre-tests should assess knowledge, concepts and theories as well as processes such as thinking dispositions, research skills etc.

Y Chart, White Hat – Understanding List, outline, tell, define, interpret, make sense of … Venn Diagram, Fishbone – Analysing compare, contrast, discriminate, differentiate, organise, investigate … Ranking ladder – Evaluating Judge, justify, prioritise, validate, rank, grade, evaluate …

 Cold Hot

 Silent Noisy

 Cold Hot  Silent Noisy  Lying on the floor Sitting nice and straight at a desk

 Cold Hot  Silent Noisy  Lying on the floor Sitting nice and straight at a desk  Work spread all over the floor/table Nothing on desk other than work being done at the time.

 Cold Hot  Silent Noisy  Lying on the floor Sitting nice and straight at a desk  Work spread all over the floor/table Nothing on desk other than work being done at the time.  Nothing to eat/drink Food and drink available ALL the time

e 5 The teacher refers to shared norms in their interactions with students and shares responsibility with them for reinforcing protocols. PoLT 1.2 Promotes a culture of value and respect for individuals and their communities. PoLT 2.2 Uses strategies that build skills of productive collaboration.

Move back into Level groups Imagine you are in your first week with a new class and want to work with them on establishing norms to make the year enjoyable and productive for everyone. For example ‘ How could we deal with the different ways that we like our physical environment to be?’ Write 5 questions on the blank paper at your table that you could pose to develop protocols to ensure the best possible learning environment for everyone (other than the physical environment).

REFLECTIVE JOURNALS USING VELS Using the Reflective Journal Teacher Support Document for your level provided in the handout (p ), write at least one sentence starter or question for BOTH Interpersonal Development and Personal Learning.

VELS STANDARD/LEARNING FOCUSSENTENCE STARTER/QUESTION L1 - Students begin to take initiative as learners by asking questions when needed and attempting small projects. Who did you ask for help during that task? What did you ask them? L2 - Students develop strategies to use when they are feeling uncertain about their learning, such as seeking assistance from their teachers. If you are not sure about what to do where and how can you get help? L3 - Students seek teacher feedback to develop their content knowledge and understanding. In this last session, I asked my teacher/should have asked my teacher how to...

VELS STANDARD/LEARNING FOCUSSENTENCE STARTER/QUESTION L4 – Students seek and respond to teacher feedback to develop their content knowledge and understanding. When I ask my teacher for help, I can use his/her response to help me learn by... (eg having another go, paraphrasing back to my teacher, explaining it to someone else) L5 – Students seek and respond to feedback from peers, teachers and other adults and explain how their ideas have changed to develop and refine their content knowledge and understanding Today I got feedback from... and it impacted on me in the following way... L6 - Students seek and respond to feedback from peers, teachers and other adults to develop and refine their content knowledge and understanding, identifying areas for further investigation. Today I received feedback from... and as a result I am now going to investigate...

Set goals Manage my time and resources Learn independently Have a positive attitude to learning Think about how I am learning Understand my learning style Respond to feedback I am given Create a positive learning environment Threads running through VELS Personal Learning Domain (see pages 28 & 29)

Write an academic goal (on page 30)that may be common within, and appropriate to, your level. Choose 3 of the Personal Learning Threads that a student may identify as being the most helpful in achievement of this goal.

Complete the table on page 30 to support the achievement of the goal. My goal is to learn my 9 times tables in 2 weeks ThreadSpecific Action Manage my time and resourcesI’ll practice for 10 minutes every night Understand my learning styleI’ll find the song for the 9 times table, sing it to myself and teach it to my Mum Have a positive attitude to learningI’ll put up a sign in my bedroom that says “Knowing my tables will make Maths easier! YAY!!”

At your table is a Bingo card with words and phrases covering ideas/activities we covered today. As each word is called out, mark it off your Bingo Card. When you have all 5 of either a horizontal or a vertical line marked off, call out ‘BINGO’ to receive your table prize.