Susan Leslie - Assessment for Learning 2/8/2021

Key messages

Success Criteria

Involve students in the process of unpacking the learning

Have success criteria in your mind beforehand

Pull out success criteria from an exemplar eg writing playscript from image or clip 

Be clear about Learning intention - Make sure it is not what they are doing - what they are learning 

- attach the learning to the big picture 

- Get children to think about why they are learning it. 

Process or Product Criteria

What do you need to do as part of the process to achieve the product?

Actions: 

Build posters and Y charts around learning 

What it looks like, sounds like, feels like

Create a google form to survey our learner focussed relationships.  

Begin to use more exemplars as a way for children to establish a purpose for learning, promote relevance to children to improve motivation. 

Observations. 

Select three students for observations. Think of passive students. 

Preobservation sheet to fill out 

Observations - Weeks 4,5, and 7 Mon to Thursday 20 min 

Focus area or subject doesn't matter

eg Henry / Daisy ?????

 

TinkerCad Presentation Ormond School - Monday May 24th 2021

Pangarau Maths Kahui Ako Hui Wainui School May 14th

 Julie Crawford - Facilitator from Waiheke

Jo Boaler Clip - "Rote learning of times tables are boring our kids" Messages from parents aren't helpful. Eg 'I was never good at maths' - I didn't have a maths brain.' 

Need to go deep with children. Fewer questions more investigating and deeper. 

Encourage kids to struggle. They need to be challenged. Mistakes should be encouraged. 

Collaborative problem-solving is what our kids need to be doing. 

85% Year 4 Achieving at or above the expected level in Maths. 

45% Year 8 

Real world - Maths World (Exploration)- Different entities. Need to be in both

Timetables opportunity. 

Pool balls activity

Maths for Love website

Decimat - great for decimal conception

Learning Progressions Signposts  a series of tasks that show what children can do. Don't focus on task, focus on what they do with the task. What do they do and say? How can that inform your next teaching and learning steps.

Curriculum Progress

Signposts        1         2       3        4       5          6     7

Curriculum 

Levels             1        1       2        3      3-4        4     5          that these correspond to. 

Acceleration - Understanding where children are at and what they need next. Scaffolding the learning appropriately. 

mathslink

Scratch Duck

https://scratch.mit.edu/projects/418258044 

Ulearn 2019 - Samuel Beyer - Sparking Curiosity in young people

Ulearn 2019 - Samuel Beyer - Sparking Curiosity in young people

Resources - Informational or Inspirational

Resource - What's the purpose? Use a range of literacies.

Explain part involves questioning.

Analyse / Evaluate - Default response for most children is to go personal.

Geyser Hotel activity

Could we use a photo as a resource to inspire our learners before a topic.

Questioning is an art form.

Fertile Questions.

- Open
- Undermining (challenges preconceptions)
- Rich - it requires research
- Connected - it must have meaning for the learner (must care about it)
- Charged - (social or ethical component to it)
- Practical - It must be practical and answerable (eg What would life be like if Captain Cook hadn't arrived? - not practical)

National Library natlib.govt.nz   - Cook's nail!



National Library service can deliver books.

- have better empathy
- mindfulness - the best way to get outside yourself is to explore through story. Helps develop empathy.

Great books -

Kiwiana -
Explore Aotearoa -


If you want quality digital resources rather than gambling with google then


Topic explorer.

Any questions.govt.nz   anyquestions.govt.nz

They don't give them the answer but point them in the right directions in terms of resources eg discuss .com   or .govt . Which sites are most trustworthy?  Digital skills are a focus.


Can access resources through Epic. -

digitalnz.org

https://www.tupapa.nz/app.html

U Learn 2019 - Jacque Allen - Empowering Learners through use of Dialogue

U Learn 2019 - Jacque Allen - Empowering Learners through use of Dialogue


Workshop Facilitators: Del Costello and Christophe Mullings

We need to make sure what's underneath discourse models that make them rich.

Types of talk:

Cumulative Talk  -

Disputational Talk - Argumentative

Exploratory Talk -

How to make it work -  Key foundation skills. 

Listening - The ability

Fluency - Mind to mouth

Voice and Speech Clarity -

Body language and paralinguistic skills - Facing in, eye contact, affirmation skills.


Talk Settings and progressions towards confidence.

Talking to self is a great way to build fluency.

Discussion Guidelines:

1. Be respectful, curteous

2. One person speaking at a time.

3. Actively listening

4. Asking questions

5. Everybody participating

Ground Rules photo -

Important to agree as a staff about what these should be and how we agree to work as a staff and within classrooms right across the school. 

Needs to build norms as teachers around how we work with each other. With the use of video to record professional practice, we need to build parameters which govern how we work eg ... coaching conversations etc etc 

The vulnerability of teachers in this area needs to be considered. 

The reason for the nervousness around video has come from traditional lesson observations associated with appraisal and performance . The actual purpose is about improving outcomes and that camera is focussed on the learners and therefore the learning.  

Videoing conversations between students - You get your best information when you as the teacher are removed from the group.

What can you see photo

Video clip

- Children asked what they think
- Questions not asked
- Ideas not challenged
- Contributions are built upon.

Groups summary:

- Scaffold would have helped child 2 structure conversation.
- Body language can be analysed using video.

The role of video (SWivl, Iris etc) can be used to record evidence but also to set goals around what they can do better.

Can use video to know the impact that we are having.

Over a few weeks we can capture the way groups speak to one another and look at ways to improve.

The teachers role in process.

Accountable talk - Participants place markers on the discourse prompts as they go.

What can we do to develop the oracy of our learners at Makauri?

  

Ulearn 2019 - Maurice Abraham - Hobsonville Point

What is success for our young people? Establishing a blueprint for success. 

https://www.hpss.school.nz/

https://sites.google.com/a/hobsonvillepoint.school.nz/hpps/welcome - primary school.

Personal  Excellence (front half of NZC) v Academic Excellence (back half of NZC)

How is our school defining success you've got to go to your values.

eg Perseverance, Caring, Respect, Responsibility

How can we infuse our 21st Century Learning skills such as creativity, curiosity and collaboration into these via a graduate/learner profile? How do we involve the community in this process?

Learning hubs are where dispositions are developed and project learning takes place.

Hub curriculum.

All assessment that we do in our projects are done on our values. They have to focus on a value eg Collaboration and Connectedness? See handout for detail.

They develop learning goals from these and use a coaching model to assess and evaluate these.

Change has to happen right through to prizegiving. As well as dux (academic excellence) there is a personal excellence award and then an overall one.

Ways of recording and gathering evidence that shows success.

Hero tool to collect evidence link