NQT training
- 2. Objectives To explore and refine strategies which promote and develop peer and self assessment T o identify opportunities to introduce these strategies
- 3. Some examples of research about the brain and how we learn The brain is poorly designed for formal instruction in an ultra-linear, structured, predictable fashion. The brain needs a multi-sensory environment Humour strengthens learning Hand gestures aid learning Limb movement across the body is important Sport/physical activity is good for the brain Music can enhance learning Water is necessary for effective brain function Mind maps aid learning
- 4. How would you like to learn in this session? Video and discussion Discussion in pairs Lecture! Internet research Private reading about best practice Other
- 5. TOMLINSON “… shaking up what goes on in the classroom so that the curriculum is a better fit for all.”
- 6. TWO MOTIVATIONAL STATES INTERFERE WITH LEARNING. ONE IS ANXIETY; THE OTHER IS BOREDOM. ANXIETY OCCURS WHEN TEACHERS EXPECT TOO MUCH, BOREDOM WHEN THEY EXPECT TOO LITTLE. Mihaly Csikezentmihalyi Flow: the Psychology of Optimal Experience
- 7. Questioning Working inside the black box (2002) More effort has to be into asking questions that are worth asking Wait time has to be increased to several seconds to give pupils time to think and everyone should be expected to contribute to the discussion Follow up activities have to take place to extend students’ understanding
- 8. Why peer and self assessment? personalising learning ‘ Peer and self assessment make unique contribution to the development of pupils’ learning – they secure aims that can not be achieved in any other way’ Working inside the black box Last year’s audit – 9 out of 11 subject areas said they needed to further develop peer and self assessment Book looks and focussed observation weeks
- 9. Effective peer and self assessment Key requirements in developing these skills: Expected learning outcomes must be explicit and transparent to students Students need to be able to identify when they have met some or all of the success criteria Students need to be taught the skills of collaboration in peer assessment Students need to be able to assess their own progress to become more independent learners
- 10. Implications for teaching To develop peer and self assessment teachers need to: train students over time to assess their work and the work of others plan peer and self assessment opportunities in lessons explain the learning objectives and intended outcomes behind each task provide students with the success criteria for a ‘chunk’ of learning guide students to identify their next steps for both themselves and others frequently and consistently encourage student s’ self-reflection on their learning plan opportunities and time to allow students to do it
- 11. Developing self and peer assessment – a model Teacher models the questions and process to the class Students use anonymous examples of work to develop their skills in assessing the work against success criteria and giving subject next steps as a whole class activity Students use these skills developed with the support of the class to participate in paired pupil assessment Students progress onto self assessment Issues: Learning climate Teaching of skills ‘ Mistakes valued’
- 12. Next Steps – choose from the following Plan opportunities to experiment with a variety of types of peer and self assessment : Create a ‘speaking frame’ that supports the development of a language for assessment (see example in your pack) Create a bank of anonymous examples of learning that students can assess either at KS3 or KS4, this will include leveling the work and making suggestions for improvements ( www.ncaction.org.uk ) For a future piece of homework, in advance give students a copy of the criteria for a perfect answer. Students then assess each others learning using this criteria Create a card sort of jumbled up assessment criteria for students to sort Use summative assessments in a formative way. Share mark schemes with the students that allows them to peer or self assess Create ‘model’ examples that contain errors, in pairs students correct the mistakes and explain how to improve Design an activity where students set questions and a mark scheme to help them understand the assessment process
- 13. If you want to feel safe and secure, continue to do what you have always done. If you want to grow, go to the cutting edge of our profession. Just know that when you do, there will be a temporary loss of sanity. So know when you don’t quite know what you are doing You are probably growing! --Madeline Hunter