Workshop 7 (July 2017)

Slides

WORKSHOP 6 (MAY 2017)

Slides

WORKSHOP 5 (FEB 2017)

Slides

Workshop 4 Resources (July 2016)

Questions arising from the Term 2 Workshop Exit Cards

Self & Peer Assessment SLIDES

The Australian Curriculum 

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

SLIDES FROM THE WORKSHOP

Activating Students as Owners of Their Own Learning & as Instructional Resources for One Another

The Skoda Advert

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

  1. 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?
  2. 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?
  3. How do/could we strategically USE data from utilising these strategies to inform our teaching?
  4. How do/could we document students’ progress?

One possible example to address 3 & 4 could be a spreadsheet to collate info from Exit Cards

Screen Shot 2015-04-06 at 4.52.05 pm

Points for Discussion Based on Data:

  1. 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?
  2. How can we better support Student 1?
  3. Do we need to ‘push’ Students 4&6?
  4. Does Student 2 recognise/own the effort/struggle s/he’s had to gain understanding in Lesson 4?
  5. What’s happening with Student 5… when/why was he making progress, what compromised this?

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