Workshop 7 (July 2017)
WORKSHOP 6 (MAY 2017)
WORKSHOP 5 (FEB 2017)
Workshop 4 Resources (July 2016)
Questions arising from the Term 2 Workshop Exit Cards
Self & Peer Assessment SLIDES
Strategies to enhance peer feedback
Strategies to enhance student self assessment
Student Self-Assessment_Prompts
Student Self-Assessment_Example Questions
Activating Students as Owners of Their Own Learning & as Instructional Resources for One Another
WORKSHOP 3 RESOURCES
Google Doc from year group/subject specific meetings
Activating Students as Owners of Their Own Learning & as Instructional Resources for One Another
Assessment for Learning – Education Services Australia
K-6 Assessment Strategies – BOSTES
7-10 Assessment Strategies – BOSTES
Music Educators Toolbox – Carnegie Hall
56 Strategies for Formative Assessment
Tech Tools for Formative Assessment
Workshop 2 Slides
Learning Intentions & Success Criteria Slides
Workshop 1 Slides
Dan’s “Stop Marking” Slides
Resources
Developing the Theory of Formative Assessment
John Hattie & Helen Timperley: The Power of Feedback
Stephen Dinham: Powerful Teacher Feedback
Assessing the best method of learning: The Scotsman
Dylan Wiliam: Feedback on Learning
Austin’s Butterfly: Watch the clip
Making Learning Visible: Project Zero
Dan Haesler: Curated Mindset resources
Year specific resources based on conversations.
Year 6 Formative Assessment Strategies for Maths Differentiated Assessment
Year 5 Flipped classroom resources from QUT
Year 3 Gamification The Stretch Zone
Year 1 Using Google Drive in the Classroom
Kindy Mindset Language
Books
Toni Glasson: Improving Student Achievement
Dan Pink: Drive
Carol Dweck: Mindset
INTRODUCING THE WORK…
In order for AfL (assessment for learning) or Formative Assessment to be effective, two of the five things teachers must do are Clarify and share learning intentions and criteria for success with students and Engineer effective classroom discussions, questions, and learning tasks.
Our learning in 2015 will focus primarily on these two aspects.
Watch this Brief Intro Video from Dan
FOCUS AREA 1
- Clarify and share learning intentions and criteria for success with students. For example, some teachers share work samples completed by previous students and have current students discuss which ones are strong and which are weak, and why.
Watch John Hattie on Youtube:
FOCUS AREA 2
- Engineer effective classroom discussions, questions, and learning tasks. Well-planned questions can prompt students to think and provide teachers with information to adjust instruction. Teachers need to use effective questioning techniques that keep all students engaged and that gauge the understanding of the whole class instead of just selected students.
Read through each of these strategies then in your teaching groups, consider the following:
QUESTIONS TO CONSIDER IN GROUPS TO FEEDBACK
- Where in your teaching and learning are you already providing your students similar opportunities with regard to Learning Intentions, understanding Success Criteria and AfL strategies?
- Which of these concepts could you add to your repertoire. How and when are you going to do so, and how will it enhance your teaching?
- How do/could we strategically USE data from utilising these strategies to inform our teaching?
- How do/could we document students’ progress?
One possible example to address 3 & 4 could be a spreadsheet to collate info from Exit Cards
Points for Discussion Based on Data:
- Was Lesson 1 too hard/not explained well enough/ just an off day – do we need to revisit this content next lesson, and completely re-plan it for next time?
- How can we better support Student 1?
- Do we need to ‘push’ Students 4&6?
- Does Student 2 recognise/own the effort/struggle s/he’s had to gain understanding in Lesson 4?
- What’s happening with Student 5… when/why was he making progress, what compromised this?
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