Peer Evaluation in Progress
At INS XXV Olimpíada (Barcelona, Catalonia)
BIG IDEAS to keep in mind
• The education must be student-centered not teacher-centered
• We need to experiment new ways to work with students and with our colleagues
• Evaluation: the «acid test»
INSPIRING MENTORS FOR CHANGE: ROSER SALAVERT (FOR EXAMPLE)
« To improve the results of the students, we must put ourselves in the place of the students »
Former Schools Superintendent (2003-10), New York City Department of Education
“You do it”
RESPONSIBILITY OF THE STUDENT
RESPONSIBILITY OF THE TEACHER
Teaching theCurriculum
Learning by himself/herself
Pedagogy of Responsible Learning: the Old Flame
“I do it”
Reference: Fisher, D., & Frey, N. (2008). Roser Salavert, Ed.D. Fordham University, NY
Enfocar lliçóObjectius Curricular
RESPONSIBILITY OF THE TEACHER
RESPONSIBILITY OF THE STUDENT
Learning by himself/herself
Referència: Fisher, D., & Frey, N. (2008).
“I show it”To teach the Curriculum by
learning
Guided Instruction
“ I can make it alone”
“We practice ”
To show how to learn and support every student
Differentiated Support
“We do it together
”“I show it”
Roser Salavert, Ed.D. Fordham University, NY
Pedagogy of Responsible Learning: the coming Revolution
CFI: Quality Review Institute
Division of Accountability and Achievement ResourcesDivision of School Support
August-September 2009
What do we mean for formative evaluation?
1. Capacity of critical thinking about what we are doing in learning – both from teachers and students towards the improvement.
2. The decisions and actions we take continuously to reach some objectives.
3. A pedagogical strategy of feedback.
Roser Salavert, Ed.D. Fordham University, NY
Evidences of a culture focused
on learning The school revolves around the needs
of the students vs. the needs of the adults who work there.
People work with effort but go after impact vs. Talking about effort and nothing more.
The follow-up is part of a critical and systematic reflection towards the progress of all students vs. the absence of follow-up; systematic irregularities.Roser Salavert, Ed.D. Fordham University, NY
PBL AS A CATALYSTNot a technical issue but a new way of looking our role as professionals
Significant content
+Building teams
+Publicy
presented products by themselves
1. Peer evaluation among pupils
at Secondary Level
and RESEARCH STUDY AT BACCALAUREATE
2. Peer evaluation between pupils & teachers
Teachers work assessment in
- PBL Projects at Secundary Level in Progress
- Research projects at Baccalaureate to be finished soon (January 2017 after two years)
3. Opening the Wall to the Families: blog
+ Tools facilities + Examples of tasks &
achievements+ Documentary evidence of the work and progress of the students
Open source: not Moodle
Some Crucials Tools to start
Rubrics to self- and peer assessment among students but also between colleagues
E-Portfolios
Reframing the School: Challenges
1. Peer evaluation among Teachers
LOOKING FOR NEW TYPE OF TEACHING PROFESSIONALS
1. Commitment with the students, high expectatives
2. Mastery of subjects, tools and methodologies of learning
3. Good performance in guiding and monitoring the students progress
4. Systematic reflection about our teaching practice
5. Active participation in learning communities
2. A new core curriculum & evaluation framework
- PBL & peer evaluation are not addicional tools beside the official curriculum: they can’t be extra desserts but main courses
- A modern and student-centered school needs a larger local autonomy:
* to shape a new and more active curriculum (radically downsizing the standard core curriculum) ** to make the peer evaluation official in the educational planning (avoiding the danger of pedagogical chaos)
Structures & Systems
Culture of the High
School
Learn techniques & knowledge
The practices of success are the tools of cultural
change
© Richard F. Elmore Use by Permission only
Cultureshape
the work
3. THE STRATEGIC BID:CHANGING THE CULTURAL
FRAME OF THE SCHOOL
Roser Salavert, Ed.D. Fordham University, NY
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