CPD assessment 2018
- 1. Assessment CPD – 3rd January 2018
- 2. Assessment This session will focus on marking and questioning. Do you know your development area from your last lesson observation?
- 3. Assessment Staff development areas Deeper questioning to consolidate understanding and provide new challenges (taking students out of their comfort zone) Continue to challenge students by using specific targeted questioning – especially for high ability Opportunity for students to ‘respond’ in greater detail to feedback is required Limited challenge in your questioning – use open questions so the students have to think about a full sentence answer rather than a single word. Could students possibly write down what they did well or could improve on each lesson even if only a one liner
- 4. Assessment Teaching and Learning Matrix • Feedback is regular (every 2 weeks core/every 3 weeks non-core) and includes both formative and summative assessment. • Students are provided with incisive feedback (including RWCM) in line with our policy (SIR). Students know what they can do to improve their knowledge, understanding and skills. This feedback is used effectively. • Students are keen to know how to improve their learning. They capitalise on opportunities to use feedback (written or verbal) to improve. • Adequate time is dedicated to student responses, allowing students to develop their understanding and become more resilient and independent learners. • The teacher has high expectations of all students’ responses and robustly checks the quality.
- 5. Assessment Teaching and Learning Matrix • PA, SA (and VF) is planned for and supported and moderated by the teacher. Students are successfully equipped to reflect on their own or other’s work. There is evidence that this feedback is having an impact of student progress. • Homework is specific, level appropriate and regularly reviewed. • Teachers are determined that pupils achieve well resulting in work being presented to a very high standard. The presentation of some work will demonstrate that students love the challenge of learning and are resilient to failure. Teachers recognise students’ efforts and encourage them to take pride in their work. • Questioning is highly effective and demonstrates understanding of the ways pupils think. They identify pupils’ common misconceptions and act to ensure they are corrected.
- 6. Todays aim: The purpose of this session today is to hopefully introduce you to something new. After each activity I will allow time for you to discuss the pros and cons and how it could be used within your subject. Some of you may have come across these suggestions before. Some of you might find they do not work in your subject area. Hopefully discussions will allow us to share good practise and you will walk away with something (cake?) from todays session.
- 8. Why do some students never attempt to answer a question?
- 9. Questioning – activity 1: Stand up questioning Stand up questionning You can only sit down once you have given an answer Question: “Describe what you enjoyed most about this holiday”
- 10. Questioning – activity 2: No opt out No opt out Students are selected at random and cannot opt out. If they do not know the answer another student is allowed to help them however they must then repeat that answer. Question: 1. Why precisely do more cats survive an 8 storey fall out of window than a 4 storey fall out of window. 2. Why was Impressionism so important? 3. J’ai mange trop de sucreries pendant les fetes et je dois faire un régime
- 11. Questioning – activity 2: No opt out https://www.youtube.com/watch?v=R_DfdnuBV4k
- 12. Questioning – activity 3: Questionning shell Questionning shell Include the answer within your question and ask students for a justification or explanation, this supports the lower ability in learning the correct answer but also challenges the higher ability to be able to explain the answer. Question: Why is 7 a prime number? How is a SWOT analysis a useful method for analysing a business model? Explain why this statement is a hyperbole – ‘her brain is the size of a pea’
- 13. Questioning – activity 3: Questionning shell Questionning shell Include the answer within your question and ask students for a justification or explanation, this supports the lower ability in learning the correct answer but also challenges the higher ability to be able to explain the answer. Discuss possible ideas and write down 5 questions that could be used in your subject
- 14. Assessment – activity 1 You have 7 minutes to design a novelty memory stick.
- 15. Assessment – activity 1: Criteria sheet Name of design Birds eye view Side view (3D) Height Width Length Weight Colour Materials Cost to produce RRP Advanced feature (light / flip) Image open Image closed Keyring attachment 1 mark for each aspect Total of 15 marks There is a prize!!!!!
- 16. Assessment – activity 2: Small chunk feedback (Austin's butterfly) Does SIR work for you? The importance of feedback . . . What kind of feedback do you give students? Give four examples of how you assess students
- 17. Assessment – activity 2: Small chunk feedback (Austin's butterfly) https://www.youtube.com/watch?v=hqh1MRWZjms
- 18. Assessment – My favourite form of feedback: Criteria stickers Criteria stickers – simply highlight strengths and improvements.
- 19. Assessment – My favourite form of feedback: Google Classroom Google Classroom – simply copy and paste comments.
- 20. Assessment 3 – Feedback These T&L sessions are 1 of 2 and there will be a follow up in a February twilight. Therefore you need to pledge to experiment with a new T&L idea that supports your own professional development. Everyone must decide to trial 1-2 ideas in their classrooms that they will then feedback on in February. There is an expectation that everyone in your group (when you meet again) will be sharing their findings from what they have done. I need to keep a record of what idea everyone in your group has pledged to experiment with so we can follow this up in the February twilight.
- 21. What have we covered? Questionning shell No opt out Stand up questionning Using criteria sheets at start of task Break down feedback into smaller manageable chucks over time Austin's Butterfly Google Classroom
Editor's Notes
- #3: Prompt staff to write it down if they can remember
- #4: 5 mins Staff development areas
- #5: 5 mins EE criteria on T&L matrix – highlight strengths in green!
- #6: EE criteria on T&L matrix
- #7: Aware there are a mixture of subject & experience
- #8: As students grow older they ask less and less questions. Why is this? Post it task next
- #9: 5 mins Post it task – write your answer on a post it and stick it on the board Scared to get it wrong, don't know answer, lazy, self conscious, anxiety, too easy
- #10: 5 mins Demonstrate questioning techniques Allow time for staff to discuss pros and cons and how it can be used in their subject
- #11: 5 mins Demonstrate questioning techniques – video next Allow time for staff to discuss pros and cons and how it can be used in their subject This is a question of terminal velocity the 8 storey cat has time to deploy its body as a parachute, thus reducing its speed of impact In its day, Impressionism was considered a radical departure from tradition. Looking back, we can see that Impressionism was more than a departure – It changed the very nature of the way people think about art today. When the Impressionists began painting, Ideals of art were not only controlled, but also looked down upon and rejected by academic institutions such as the French academy of fine arts and the Salon, which had great power over the careers of artists. I ate too many treats over Christmas and now need to go on a diet.
- #12: Video demonstration
- #13: 5 mins Demonstrate questioning techniques Allow time for staff to discuss pros and cons and how it can be used in their subject
- #14: Allow staff time to write 5 example questions
- #15: 5 mins –activity
- #16: SA – Now you know the criteria, try again. Prize for the winner.
- #17: Allow staff time to write 5 example questions
- #18: Video
- #19: Something extra to show – changed my life!
- #20: Explain pros of Google Classroom
- #21: Select a pledge area for next T&L