1. CSL Inquiry School Teams Presentation
February

2. Agenda for Today Laura McClenahan Agenda and Land Acknowledgement
Gina Wong   The 5 why's using your Assessment Examples
Sharon Jeroski    Reflections and Self-Assessments in Your Teaching Practice
Sandra Fox   Reflections and the iPads
Gina Wong    School Inquiry Time
Kam Purewal   Final Reminders Questions and Wrap Up

3. Land Acknowledgement
We would like to acknowledge that we are fortunate to live, work and play on the unceded and traditional lands of the Musqueam, Tsleil-waututh, and Squamish Coast Salish peoples.

4. 5 WHYS Response Why did you choose this piece of assessment?
Write and record your questions and responses.
What did you notice about your questions, responses and thinking?
Write and Record your Response to “Why did you choose this piece of assessment?”
Ask and Answer 4 following ”Why” questions
Record questions and responses

5. Dracula doesn't reflect, but we do!

6. Reflection/Self-assessment: Overview
Research suggests that reflection/self-assessment is one of the most powerful instructional strategies.
The purpose of self-assessment/reflection is to enable students to understand the processes and products of their learning.
This understanding is the foundation of new learning.
Student self-assessment is not a “substitute” for teacher assessment – it is not about matching the teacher’s thinking unless you are only interested in fixed content.
Critical thinking involves analyzing and evaluating your own and others’ thinking – so reflection is an integral part of critical thinking .

7. Key considerations
Reflection is a way of being—it’s just part of living, thinking, and figuring out how best to get things done.
It should feel natural – of course, you think about what you’re doing, what you’ve done, and what you’re going to do.
The focus is ALWAYS to improve thinking and learning.
The process of reflecting and self-assessing is what matters; the form/record is less important
Sometimes, reflection starts to feel annoying to students – especially when they are asked to complete the same activities every day or after every class. If it becomes routine or boring, all reflection actually stops. Activities intended to engage reflective thinking should be ENGAGING. (e.g., choice, gaps, personal connections, novelty)

8. What should students be reflective about?
Anything that is important to them and their learning.
No-one wants to reflect on things that are trivial or irrelevant
Focus should match purpose
Content (K U)
Skills and processes (D)
Skills
Applications (how can you use …)
Personal connections
Change …
Be selective … one thing at a time – long lists are ineffective.

9. Some forms we can use for self-assessment ...
Photographs (incl selfies)
Photos (and photo essays)
Lists
Charts made from sorting
Stories
Constructions
Poems and acrostics
Found poem
Spoken reflections
Word cloud
Illustrations
Advertisement/commercial
Graphic stories (e.g., Comic Life)
Reference letter or bio
Symbols (personal)
Interview (written or oral)
Equations (personal)
Mind map
Collages
Other graphic organizers (e.g., Frayer Model; Story Map)
Videos (incl selfies)
Body language
Collections
Questions
“The story behind the ...”
Dramatization
“I can” statements

10. Notes about self-assessment
Everyone doesn’t have to provide the same evidence
Because ”how” doesn’t matter as much as “why”, we don’t have to do the same thing with everyone
The standardization is in our inquiry and our purpose, not our methods
There has to be action on the results!
We assess because we/students NEED to know
Something should happen/change (even if it is reducing uncertainty)

11. Developing processes of reflection and self-assessment
Clear learning intentions and criteria
Safe environment
Students believe they can learn and that teachers know how to help them
Differentiation: diverse learning styles, preferences, strengths, needs
Focused instruction
Sharon Jeroski, Horizon Research

12. A process for reviewing progress
Getting started. Can be done in a group. Let’s talk about some of the work you’ve done (lately, this week, this winter ...). Tell me about something you really liked. What made it special for you? 
Teacher makes list of work/activities
Records key words about what made it special
Gathering evidence of strengths. Individual. Tell me about a piece of work or an activity that you are especially proud of. Can you show me your work? (option: Could you make a picture showing what you did?)
Prompt for the story ...  (Tell me about ....)
Ask: What makes you proud about this? (What would you like other people to notice?)
Anything else?

13. Questioning to Prompt Reflection
Generally, questions most effectively stimulate thinking (including reflective thinking) when they are:
Engaging – interesting to think about answer
Authentic – reflecting genuine curiosity about the student’s thinking and ideas
Open-ended – no predetermined or limiting answer
Accessible to students with a range of experiences and abilities
Strength-based – focused on what the student is able to do
Flexible in form of response - open to responses in a variety of forms
Used frequently, and integrated into a variety of activities

14. Sources of Reflective Questions
Tried and true conference and self-assessment questions that work from your files
Samples of student work on curriculum website
Teacher professional resources; curriculum resources
Colleagues (e.g., twitter; conferences; professional exchanges)
Students (ask them for questions they would like to answer)
Working together as a department, staff, or group
CAN (Curriculum and Assessment Network) charts

15. Sample Questions for Reflecting on Core Competencies Based on Work from the Curriculum and Assessment Network (CAN) . Note: Many questions touch on more than one competency.
Communications
How did you show you were listening thoughtfully? In what ways did your listening contribute to the group’s understanding? 
What are some ways you like to show your learning? What makes [name a form they identified] work for you?
What do you do when you disagree with someone in your group or discussion? How did you learn/develop that strategy? 

16. Sample Questions for Reflecting on Core Competencies
Critical Thinking
[After some experiences with a topic or question]  How has your thinking about changed? What made it change?
What strategies do you use to decide whether to believe something you read/on a social media site? How did you develop those strategies? What advice would you give a younger student about figuring out what is true?
[In response to reading/hearing/offering an opinion] Who might have the same opinion about [this issue]?  Who can you think of that might disagree? What reasons might they have for seeing things differently? 

17. Sample Questions for Reflecting on Core Competencies
Creative thinking
How do you come with ideas when you want to make something new – at school or at home? Tell me about a time when you felt really good about a new idea you had?
What helps you get new ideas?
What makes you want to think of new ideas or try something new? 

18. Sample questions (Continued)
Social Responsibility How do you use words and actions to encourage other students who might be feeling a bit sad or discouraged? (What are some words and phrases you use?) What contribution to our school do you feel good about? How did you get started doing that? What are some ways you are a good friend? What strategies are you good at for making and keeping friends?

19. Sample Questions (Continued)
PPC Identity
What are your strengths as a learner? 
How do your learn best?
What's most important to you? (Can be anything at school, home, community ...)
Tell me about one or two people or groups that influence your thinking and your actions. Why are they important to you? How do they influence you? How do you influence them?

20. Sample questions (Continued)
Personal Awareness and Responsibility
Tell me about one your learning goals. [prompt: Something you want to get better at or learn how to do.] How did you come to choose that goal? Tell me about something you are doing to help you work on that goal.
What do you do to help yourself when you are feeling a bit discouraged about your work? 
Think of times when you have to wait.  What strategies do you use when you are feeling impatient? How did you develop that strategy? (Prompt: When did you start? How does it work?)

21. Place in the learning cycle: Before
Parallels diagnostic assessment.
What do you already know?
How can that help you?
What has worked best for you in similar situations?
What will you need help with?
What should I know?
Goalsetting
Sharon Jeroski, Horizon Research

22. Place in the learning cycle: During
Key aspect of assessment for learning
Part of all activities:
What are you learning?
How does that match the learning goals or objectives? (or criteria/samples)
What’s interesting …new …changing?
Sharon Jeroski, Horizon Research

23. Place in the learning cycle: After
Focus still on improving learning, but becoming more summative
Often involves reviewing collections or demonstrations of learning:
Choose work that demonstrates something important about your learning (or that shows how you met your goal or the
   objectives.) 
   Explain your choice.
Includes reflecting on processes:
What worked best for you?
How can use what you learned to
  help you with new topics/units?
What was most challenging? 
What did you learn about overcoming challenges?
Sharon Jeroski, Horizon Research

24. Response mode Oral Written Kinesthetic Visual/ Symbolic
 interview partner
 conference
Written
Journal
- post-it notes “Please notice”
Kinesthetic
thumbs up/down
4 corners
Visual/
Symbolic
thought bubble
 choose/match a face (“I feel”)
Sharon Jeroski, Horizon Research

25. Descriptive feedback and self-assessment
Clarifies objectives, intentions, criteria
Helps students decide what is important
Creates a “tape” that can be replayed
Shows that continuous assessment is part of learning
Develops language
Sharon Jeroski, Horizon Research

26. Super Seven + One Focus on what students are learning
Be relentlessly strength-based
Engage students in describing criteria (e.g., What will it look like? Sound like?) in student-friendly language
Offer choice in how students respond; find ways to include everyone
Integrate not laminate – part of every lesson, but not always the same
Be purposeful; use what you find out and
help students use what they find out
Be genuinely curious!
If its not engaging for your students and for you, change something!
Sharon Jeroski, Horizon Research

27. Using iPads to support reflection and self- assessment
Reflection Time!
Using iPads to support reflection and self- assessment

28. Think of where you are with student reflection and self-assessment
Go to the corner of the room that fits where you are on your learning path.
Four corners

29. At the dock
Gathering information, preparing trip plan, looking at maps – or maybe all ready to go – just waiting to set sail
This Photo by Unknown Author is licensed under CC BY-SA-NC

30. Starting out
Pulled away from the dock – feeling the water – preparing to sail
This Photo by Unknown Author is licensed under CC BY-SA

31. Sailing but with the land still in sight
This Photo by Unknown Author is licensed under CC BY-SA-NC

32. Sailing in open ocean
Confident, skilled

33. Four corners Find a partner (hopefully from another school)
Spend 2 minutes each sharing why you are in that corner
Some guiding questions are coming up!
Four corners
Put next slide up while sharing

34. Invite to return to seats after 4-5 minutes

35. Time to Reflect on Reflection!
Intentions:
to identify and document where you are in the practice of student self-assessment and reflection
to identify and document a next step you may take

36. Time to reflect on reflection
use your iPad
work alone, with a partner, or in a small group
use any app you’d like
Notes, PowerPoint, Camera, Book Creator, Pages, Draw and Tell, OneNote, Word,…
create a self-reflection piece – video, comic, illustration, poem, journal, skit, voice recording, interview (written or oral), collage – Sharon just gave us so many ideas!
share with others
be brave to share with the room?

37. Criteria should - identify what you are doing already
should - identify a next step you may take
could – identify the supports you will need for your next step
should – use a format that makes sense for you or a format that you would like to try out
could – work alone or with a group
Emphasize – make it useful for you! Put up next slide as working – guidelines.

38. Put up as working

39. Share Within your school group or with another school group
With the room
use screen mirroring
AppleTV name = ?
Insert Apple TV name for mirroring

40. Thank you for participating!

41. Inquiry Analysis and Reflection
What did you do?
What did you notice?
What did you learn?
What is your next step?

43. Final Reminders