Transcript Assessment for Learning - WELB Curriculum and Advisory

Revised Curriculum
Year 5
Assessment for Learning
Links from Day 2
Thinking Skills and Personal Capabilities
• What did you try?
• How did it go?
• How did your pupils respond?
Learning Intentions
You will:
* have a sense of ‘Why AfL?’
* have a knowledge of the typical
range of AfL classroom strategies
* experience each of the AfL areas
Key content for today
AfL . . . why?
Links . . .
Experience the
range
What’s next?
Networking . . .
It’s based on a constructivist
approach to learning . . .
We have to help children to
their own
learning. /. .
.construct
. . to Personal
Development
Mutual Understanding
We can’t learn it for them!
.Sharing
. . and Learning
Thinking Intentions
Skills /
Personal Capabilities
Feedback for improvement
Questioning to deepen learning
Scaffolding
children’s
reflection
Time
for you
to consider
next
about in
their
learningyour own
steps
developing
practice
Providing contact details to
enable and encourage you to
link up with ‘cohort colleagues’
for mutual support
Rationale
Assessment for learning is based on a Constructivist view of learning.
Children successfully managing their own learning:
THE COMPONENTS
structures
skills
information
supported by
Positive attitudes to learning
Children have to construct their own learning
. . . we can’t do it for them.
Intelligence ‘Mindsets’
“Intelligence
can grow”
“Intelligence
is fixed”
(After Carol Dweck)
Intelligence ‘Mindsets’
“Effort leads
to success”
“Ability
leads to
success”
(After Carol Dweck)
Intelligence ‘Mindsets’
“When the going
gets tough … I get
smarter”
“When the going
gets tough … I get
found out”
(After Carol Dweck)
Intelligence ‘Mindsets’
“When the going
gets tough … dig
in and persist”
“When the going
gets tough … give
up, it’s hopeless”
(After Carol Dweck)
Intelligence ‘Mindsets’
“I only need
to believe in
myself”
“I need to be
viewed as able”
(After Carol Dweck)
Intelligence ‘Mindsets’
“Success is
making the
targets”
“Success is
finding
things easy”
“Success is
doing better
than others”
(After Carol Dweck)
OR
Children’s ‘Mindsets’
about learning:
Dweck
card sorting
activity
Exploring the Links in the Revised Curriculum
Assessment
for
Learning
Thinking Skills
and Personal
Capabilities
Personal
Development
and Mutual
Understanding
P5 Assessment for Learning
Learning Log
Name:
Please complete your Learning Log for the first session:
‘AfL in the Revised Curriculum’
• Children’s ‘mindsets’ regarding the nature of learning
• Links with TS & PC and PDMU
Coffee
break
What’s involved?
Telling children what they’re
about to learn and why
Scaffolding successful activity
towards learning by telling
them what to pay attention to
~ explicitly
Giving feedback which is
focussed on improvement
Ensuring that students reflect
on the ‘what’ and the ‘how’ of
their learning
Using questioning strategies
that extend participation and
deepen learning
and how?
and the tricky bits?
Sharing
the
Learning
Reflecting
about
Learning
Assessment
for Learning
Questioning
Formative
Feedback
What’s involved?
Telling children what they’re
about to learn and why
and how?
• Publish Learning Intentions
~ perhaps using ‘WALT’
Scaffolding successful activity • Agree and publish Success
towards learning by telling
Criteria
them what to pay attention to
~ perhaps using ‘WALT’
~ explicitly
Giving feedback which is
focussed on improvement
• Structured, comment only
feedback
Ensuring that students reflect • Peer/Self Assessment
on the ‘what’ and the ‘how’ of • Structured plenaries
their learning
• eg 2 Stage MindMaps
Using questioning strategies
that extend participation and
deepen learning
•
•
•
•
Closed/ open questions
‘No Hands Up’
Wait time
Response Partners
and the tricky bits?
P5 Assessment for Learning
Learning Log
Name:
Please complete your Learning Log for the second session:
‘Practical experience of some AfL Strategies’
• Sharing Learning Intentions and Success Criteria
• Giving feedback that is focussed on making improvements
• Questioning to enhance participation and learning
• Encouraging and scaffolding children’s reflection about their learning
Lunch
Sharing
the
Learning
1
Formative
Reflecting
about
Learning
Feedback
Assessment
for Learning
4
Questioning
2
3
What’s involved?
Telling children what they’re
about to learn and why
and how?
• Publish Learning Intentions
~ perhaps using ‘WALT’
and the tricky bits?
• Framing good LI s for
learning, rather than
activity
Scaffolding successful activity • Agree and publish Success
towards learning by telling
Criteria
them what to pay attention to
~ perhaps using ‘WALT’
~ explicitly
•
•
•
•
Giving feedback which is
focussed on improvement
• Keeping within the SC!!!
• Breaking old habits
• Structured, comment only
feedback
Coming up with SC
Keeping SC succinct
Keeping them few
Ensuring range
Ensuring that students reflect • Peer/Self Assessment
on the ‘what’ and the ‘how’ of • Structured plenaries
their learning
• eg 2 Stage MindMaps
• It probably won’t happen
unless you make it happen
• Training for objectivity
Using questioning strategies
that extend participation and
deepen learning
• Initially ~ no hands up!!!
•
•
•
•
Closed/ open questions
‘No Hands Up’
Wait time
Response Partners
• Scaffolding the wait time
• Breaking old habits
P5 Assessment for Learning
Learning Log
Name:
Please complete your Learning Log for the third session:
‘Impact of AfL in the classroom’
• Sharing Learning Intentions and Success Criteria
• Class discussion ~ Questioning and pupil responses
• Peer Assessment
• Class reflection/Plenary session
Next Steps
In the next 2-4
weeks…….
By the end of this
school year….
By the end of next
year……
Networking Opportunities
‘Phone a Friend’. . .
Learning Intentions
You will:
* have a sense of ‘Why AfL?’
* have a knowledge of the typical
range of AfL classroom strategies
* experience each of the AfL areas