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Beliefs & Values into Practice

Beliefs & Values into Practice. Strategy: Clear Learning Intentions. Unit Overviews: Key Questions / Big ideas / Enduring or Essential Understandings for the Unit What is important to be able to know & do. Clear Learning Intentions. Learning Goals onto board I can…

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Beliefs & Values into Practice

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  1. Beliefs & Values into Practice

  2. Strategy: Clear Learning Intentions • Unit Overviews: • Key Questions / Big ideas / Enduring or Essential Understandings for the Unit • What is important to be able to know & do

  3. Clear Learning Intentions • Learning Goals onto board • I can… • describe & assess the lawmaking process in Canada

  4. Strategy: Learners owning their own learning Learning Logs • daily learning goals • reflections (similar to exit or entrance slip) • to answer the 3 questions whenever they want What am I learning? How is it going? Where to next? Allows teacher to modify or adapt future teaching

  5. Strategy:Descriptive Feedback For assessment to be helpful, it must inform students in words, what they have done well, what they have done poorly, and what they need to do next in order to improve. What I tell my students: How informative is a % grade? What is the difference between 68% & 69%?

  6. Levels of competency Tasks are graded on a scale: Beginning Developing Capable Accomplished * Focus is NOT on numbers or letter grades

  7. Strategy: Criteria for success

  8. Opportunities for Success: • Due dates are a “window” of a few days • Students have the whole term to master the material... • Assignments can be re-done BUT students must meet the teacher for help first. Opportunities for re-tests. • Why have a low score “hurt a student’s average” if they have met the learning outcomes by the end of the term?

  9. Three Types of Tasks Content: the information Thinking: critical thinking & historical thinking Communication: written, oral & multimedia assignments

  10. Gathering Evidence • Report card marks based on the mostrecent & consistent level of achievement • How? • Skills are repeated, practiced & assessed all term • Knowledge is assessed more than once (i.e.: quizzes before a test)

  11. Sample Marks Book: One Unit

  12. Term Self-Evaluation& Conference

  13. Where to next? • Work on Questions • Refine Unit Overviews • Work on use of Learning Logs • End of year: • do another survey • collect a few Learning Logs for evidence of learning (all levels of students) • then re-adjust • Share with my department!

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