Shirleyclarke powerpoint-2011
- 1. Understanding Formative Assessment active learning not mechanistic strategies Shirley Clarke MEd, Hon DEd Associate, Institute of Education University of London
- 2. The research indicates that improving learning through assessment depends on five, deceptively simple, factors: the provision of effective feedback to pupils; the active involvement of pupils in their own learning; adjusting teaching to take account of the results of assessment; a recognition of the profound influence assessment has on the motivation and self-esteem of pupils, both of which are crucial influences on learning; the need for pupils to be able to assess themselves and understand how to improve.
- 3. This was further broken down to include: sharing learning goals with pupils; involving pupils in self-assessment; providing feedback which leads to pupils recognising their next steps and how to take them; underpinned by confidence that every student can improve.
- 4. Formative Assessment Effective Self-peer-teacher questioning feedback Talk Capturing interest Learning Planning objectives Success criteria Excellence A learning culture self-belief meta-cognition
- 5. Order these famous people from least clever to most clever J. K. Rowling Albert Einstein Miley Cyrus David Beckham David Cameron
- 6. Fixed Mindset Growth Mindset Intelligence is Intelligence is static. expandable. I must look I want to learn clever! more! Avoids challenges Embraces challenges Gives up easily Persists in the face of setbacks Sees effort as pointless Sees effort as the way Ignores useful criticism Learns from criticism Likely to plateau early and Reaches ever higher achieve less than full levels of achievement potential Carol Dweck
- 7. Praise achievement not ability Our language tells children what we believe and what we value Well done - you’re learning to... Good - it’s making you think - that’s how your brain is growing! Every time you practise, you’re making connections in your brain stronger. You’re good at things you like because you work at them.
- 8. Praise achievement not ability Our language tells children what we believe and what we value Let’s look at what you’ve achieved. If you could already do it, you wouldn’t be learning anything. Your skills have really improved. You can use this mistake. Think about why it didn’t work and learn from it.
- 12. We are learning Learning muscle We are stretching How magnets work our Questioning muscle
- 13. We are learning Learning muscle To solve We are stretching mathematical problems our perseverence muscle
- 14. Breaking down the learning Habits of mind (Arthur Costa) Claxton’s Learning ‘muscles’ “One of the core functions of twenty- first century education is learning to learn in preparation for a lifetime of change.” David Miliband 2003
- 15. Habits of Mind (dispositions which lead to learning ) Resistance Being clear Taking your time Using all your senses Listening sensitively Being creative Thinking flexibly Being amazed Thinking about thinking Having a go Trying to get it right Seeing the funny side Being curious Learning with others Transferring skills & Always learning knowledge Costa and Kallick
- 16. The Four Rs of Learning Power Resilience Resourcefulness Absorption Questioning Managing distractions Making links Noticing Imagining Perserverance Reasoning Capitalising Reflectiveness Reciprocity Planning Interdependence Revising Collaboration Distilling Empathy and listening Meta-learning Imitation Claxton 2002
- 17. Enrichment or interruption ? Talk partners Children on task Time to move on .... Q. What stops you learning ? A. You do! When you interrupt us. (Y2 class)
- 18. Formative Assessment Effective Self-peer-teacher questioning feedback Talk Capturing interest Learning objectives Planning Success criteria Excellence A Learning culture self-belief meta-cognition
- 19. Stages in pupil involvement in planning 1. What they already know/can do 2. What they want to know/find out/be able to do 3. Activity and outcome planning - link with subject and transferrable skills
- 20. 1.Prior knowledge break down the theme explore materials present the problem show progression of LOs pictures and questions concept mapping start with application
- 21. 2/3. Planning the learning and outcomes immersion first ideas follow on from PK activity include skills - subject specific - other subjects include outcomes/products
- 22. dia In
- 24. Formative Assessment Effective Self-peer-teacher questioning feedback and Talk Capturing interest Learning objectives Planning Success criteria Excellence A Learning culture self-belief meta-cognition
- 26. Effective starts L.O.discussed in pairs Role play A good question or Video clip to discuss statement Features of a product Box of artefacts Compare products Evidence pack with clues Play first Photograph Game Surprise Change the setting
- 27. Capturing children’s interest first Effective starts provide: summative assessment sometimes instant rethink! instant engagement immersion in the subject matter a natural path to the learning objective and success criteria
- 28. Compulsory and optional success criteria L.O. Construct a line graph L.O. Effective characterisation Remember: Choose: title hobbies and interests label x & y axes likes and dislikes equal intervals examples of personality key attitude to self connect points attitude to others etc.
- 29. Pupil generated success criteria Doing it wrong Presenting something ‘wrong’ or ‘incomplete’ An excellent product Comparing products (for closed literacy L.O.s) Sloppy success criteria Uplevelling Demonstrate/visualiser Retrospective generation
- 35. ‘It’s bright” ‘The Christmas trees are nice’ ‘The letters are a bit funny sometimes’
- 36. ‘The reindeer is nice.’ ‘Yellow drawings don’t stand out.’
- 37. ‘This is the easiest to read.’
- 38. Success Criteria make all your letters the same size use dark colours don’t use yellow put pictures round the edge, not in the middle check that you have copied all words & numbers
- 40. Analyse selected extracts Cinderella picked the Cinderella found a nice most beautiful pumpkin big pumpkin. that she could find. Cinderella obeyed and, Cinderella waved her wand with a wave of her and every mouse became wand, each mouse a horse that scurried was transformed into a dappled grey horse.
- 41. Formative Assessment Effective Self-peer-teacher questioning feedback Talk Capturing interest Learning objectives Planning Success criteria Excellence A Learning culture self-belief meta-cognition
- 44. Impact Cognitive progress Social development Pupil voice “Talk partners have widened children’s social understanding and increased their tolerance of other people.” “One autistic boy has gone from being barely able to tolerate one person to really enjoying being included in changing partners and meeting his social targets.”
- 45. “One child with special needs said she’d learned so much with her partners and in previous years had been with other children who didn’t know what to do and couldn’t help her.” Referring to Y6 child
- 46. So far . . . 1. Range of answers 2. Statement “Answering 3. Right and wrong these types 4. Starting from the end of questions makes me 5. Opposing standpoints confident and 6. Odd one out more independent.” 7. True or false 8. Always, sometime, never 9. Silly questions
- 49. Statement 1. There is a relationship between the circumference of a circle and its diameter. 2. It is not possible to think without words. 3. Exercise leads to a healthy lifestyle. 4. Little Red Riding Hood was innocent! 5. The wolf was innocent! “We had 3 different statements 6. Girls are cleverer than boys! and our teacher let us independently find out the result. I like this way of learning.”
- 52. Start from the end 1. Bricks are the best material for building a house. Why? 3. 1066 was a very turbulent year. Why? 5. The Romans invaded Britain. Why? 7. Water, glass, the moon and shiny material can all do this. What might the question have been? 9. Here is a finished puppet. How was it made? “These questions make you think more.”
- 53. Which is the ODD ONE OUT and why? The triangle because The square because it has 3 sides and 3 it’s the only one corners. All the with equal sides. others have 4 of each. The triangle The parallelogram doesn’t have because it is the only opposite one with no right parallel sides. angles.
- 54. True or False - prove it! To move these things you will need a heavy force. True or False? All odd numbers are prime. True or False? “It’s good because you have to come up with a theory and then find a way to prove it.”
- 55. Always, sometimes, never - say why A car will travel the same distance on any surface if the starting force is the same. Always, sometimes, never ? A good friend listens to you. Always, sometimes, never ?
- 56. Formative Assessment Effective Self-peer-teacher questioning Feedback Talk Capturing interest Learning objectives Planning Success criteria Excellence A Learning culture self-belief meta-cognition
- 57. Learning objective: effective similes Choose to include alliteration exaggeration humour powerful imagery effective adjectives, adverbs, etc.
- 58. As soggy as a wet weekend in Cl eet hor pes. As eager as a t eacher at 3:30 on Fr iday. As sur pr ising as r eceiving a bunch of f l ower s f r omyour husband when it isn’t your bir t hday!
- 59. S I M I L E S As soggy as ... As eager as ... As surprising as ...
- 60. Formative Assessment Effective Self-peer-teacher questioning feedback Talk Capturing interest Learning Planning objectives Success criteria Excellence A learning culture self-belief meta-cognition
- 61. Understanding Formative Assessment active learning not mechanistic strategies Shirley Clarke MEd, Hon DEd Associate, Institute of Education University of London