Prince George Feb2010

Differentiation, Metacognition and Assessment for Learning

Prince George February 8 and 9, 2010

Faye Brownlie

Learning Intentions

•  I can use assessment information to plan differentiated instruction in my classroom

•  I can connect assessment information to instructional strategies

•  I can deepen my students’ learning by using strategies for differentiation

•  I can help students develop metacognitive thinking

Differentiation

•  “…a process to approach teaching and learning for students of differing abilities in the same class. The intent is to maximize each student’s growth and individual success by meeting each student where he or she is…rather than expecting students to modify themselves for the curriculum.” (Hall, 2002)

Differentiation Practices •  Focus on essential ideas and skills of the content

area •  Respond to individual differences (learning style,

prior knowledge, interests, level of engagement) •  Group students flexibly by shared interest, topic,

or ability •  Integrate ongoing and meaningful assessment

with instruction •  Continually assess, reflect and adjust content,

process and product to meet student needs •  Research synthesis by Huebner, EL, Feb.2010, Vol 67, #5

Metacognition

•  Thinking about your thinking

•  Planning, monitoring, evaluating your thinking

Frameworks

It’s All about Thinking – Brownlie & Schnellert, 2009

Universal Design for Learning

Multiple means: -to tap into background knowledge, to activate

prior knowledge, to increase engagement and motivation

-to acquire the information and knowledge to process new ideas and information

-to express what they know. Rose & Meyer, 2002

Backwards Design

•  What important ideas and enduring understandings do you want the students to know?

•  What thinking strategies will students need to demonstrate these understandings?

McTighe & Wiggins, 2001

The Six Big AFL Strategies

1.  Intentions

2.  Criteria

3.  Descriptive feedback

4.  Questions

5.  Self and peer assessment

6.  Ownership

Teach Content to All

Learning in Safe Schools - Brownlie, King"

Model Guided practice Independent practice Independent application

Pearson & Gallagher (1983)

Who are your students?

_create a content-based “pba” – performance-based assessment _code using a rubric – content based or performance standard _analyze the CLASS for strengths and areas of need _design a plan _teach to the plan and reassess

How can I introduce a variety of novels to my students in a way that encourages them to read thoughtfully and deeply, using more independently, the strategies I have been teaching in my class novel?

How can I help my students attend to the import of setting and character at the beginning of a novel – yet still WANT to read?

Students need: •  strategies to hook them into reading

•  multiple ways into the books •  an opportunity to apply the strategies you have been teaching

•  opportunities to talk with others about their thinking about their reading

•  time to read independently

The Plan •  Distribute 5-6 different first pages •  Have students read the page •  Students sketch what they ‘see’ on the

page •  Students circle powerful words •  Students ask questions around the text •  Students meet with others reading the

same page and compare their notes •  Students meet with others not reading the

same page and compare their notes •  Students read independently, in the novel

of their choosing

Novels used in this session

•  Family Matters – Rohinton Mistry •  Falling – Anne Simpson •  Half of a Yellow Sun – Chimamanda Adichie

•  Bifocal – Deborah Ellis & Eric Walters

•  Crank – Ellen Hopkins


1.  IntenLons

2.  Criteria

3.  DescripLve feedback

4.  QuesLons


6.  Ownership

How does this process address the Six Big AFL Strategies? Differen;a;on? Metacogni;on?

How can I help my students learn the vocabulary they need in science?

How can I help my students link what they have learned in one chapter to the next?

Students need: •  Practice using the vocabulary •  To link new vocabulary to what they already know, then to add on or refine their understanding of the words

•  To make connections among the words in order to retain the vocabulary

The Plan •  Choose 2 key words from previous chapter and have students brainstorm what they know about each – 2 min. each – add ideas from partners

•  Class share 10 key ideas and clarify

•  “I used to think…but now…” •  Introduce new chapter words with 3 column notes: – Before/during/after

The Plan •  In ‘before’ column, students write what they know about each word

•  Students read the section of the text, collecting information to clarify the vocabulary and recording this in the ‘during’ column

•  Students choose 6-8 words and make a concept map with them in the ‘after’ column

Human OpLcs Vocabulary

Before During A?er

pupil

iris

cornea

sclera

reLna

opLc nerve


1.  IntenLons

2.  Criteria


4.  QuesLons


6.  Ownership


How can I help my students see geography as an opportunity to problem solve, to address the impact of geographical features on people’s lives…? Catriona Misfeldt, as described in It’s All about Thinking – Brownlie and Schnellert

Essential Questions  What stories do these data or this chart, graph, or map tell? Whose stories are they?

 What data are the most revealing and representative of the quality of life?

Catriona Misfeldt in Itʼs All about Thinking#

The Plan: •  Co-create criteria for measuring

quality of human life •  Model how to underline phrases that

might affect the quality of a life •  Students read and underline phrases

from 2 different case studies •  Students record + and – factors

affecting life •  Exit slip – definition of a good life

Emma

“I hate you. You’re such an idiot!” The back door slammed loudly. Emma opened her eyes quickly and pulled up her so` comforter. Her heart was beaLng fast, and she had a knot in her stomach. It was her older sister who had yelled and slammed the door. “Lazy head, out of bed!” her father shouted from the bobom of the stairs.

Heavy footsteps moved quickly though the house and then the front door opened and slammed shut. The car started and with a screech pulled away. Dad must be late for work. He o`en seemed angry now. Emma remembered happier Lmes when he helped her with her homework and they would go to basketball games together. She wondered if it would every be like that again.

Caring for Young People’s Rights – Roland Case

Jose

Turning over on the woven sleeping mat, Jose bumped into his younger brother. He could see the early morning light through the cracks in the sLck wall of his family’s home. The sLcks broke easily but were a type of wood that the termites wouldn’t eat. Jose could hear his mother feeding the chickens in the yard outside. Gently raising the thin bed sheet that kept the bugs off at night, Jose sat up and climbed over Salvador and his Lny sister Rosita. Careful not to wake them, he replaced the sheet and stepped on to the dirt floor.

Caring for Young People’s Rights – Roland Case

Learning Intention: I can understand the

concept of a global village

•  Anticipation guide on If the World Were a Village

•  Predictions about statistical indicators

•  Discuss the concept of global village

•  Quick write – the big ideas of a global village; connection to qualities of life indicators

AnLcipaLon Guide

Before Reading A?er Reading

The world’s populaLon is about 6.2 billion people.

Spanish is the most widely spoken language in the world.

25% of the world’s people do not have easy access to clean drinking water.

Predictions

•  About the world’s nationalities

•  About schooling/literacy throughout the world

•  About electricity consumption throughout the world

Quick Write Samples

•  I understand global village to be an understanding of what is happening in the world and to accept that everyone is different. Also understanding that some places don’t have enough of something like food and water and live in poverty. – Alan

•  My definiLon of a global village is that it’s a metaphor showing the ways of the world. It is a way people can define and see races and cultures as it we were all in one village. – Terri


1.  IntenLons

2.  Criteria


4.  QuesLons


6.  Ownership


Voting cards & concept questions Aliisa Sarte and Joni Tsui, Port Moody Sec.

•  4-‐6 quesLons, 1 at a Lme •  QuesLons review the previous content •  All quesLons are mulLple choice •  Students choose their response •  Votes counted •  Partner talk •  Revote •  2 students explain their reasoning

Coloured Cubes, Coloured Highlighters Aliisa and Joni

•  During lecture, lab or assignment •  3 coloured cubes: – Red – don’t get it – Yellow – bit confused – Green – making sense

– Used with AP Biology 12, Science 10, Biology 11

•  Highlight your notes with the 3 colours – helps you find what you need to focus on

•  Code your own quizzes with coloured pencils, before handing in

•  Consider your errors – how many were careless?

Group Quiz Joni Tsui

•  Physics 11 and 12 •  Teacher places students in groups of 3 or 4 to take the quiz

•  Students grouped by current achievement •  Top group – not allowed to ask quesLons •  Bobom group – gets 4 quesLons •  Groups in between – 2-‐3 quesLons •  Journal – how did you solve the quesLons you had in your group -‐ consensus

Resources

•  It’s All about Thinking – CollaboraLng to Support All Learners: HumaniLes, Social Studies and English ediLon – Brownlie and Schnellert, 2009

•  If the World Were a Village – Smith, 2002

Prince George Feb2010

Documents

Transcript of Prince George Feb2010