CSL Inquiry School Teams Presentation

1. CSL Inquiry School Teams Presentation February 6 2019

2. Agenda for Today • Laura McClenahan   Agenda and Land Acknowledgement • Gina Wong   The 5 why's using your Assessment Examples • Sharon Jeroski    Reflections and Self-Assessments in Your Teaching Practice • Sandra Fox   Reflections and the iPads • Gina Wong    School Inquiry Time • Kam Purewal   Final Reminders Questions and Wrap Up

3. Land Acknowledgement • We would like to acknowledge that we are fortunate to live, work and play on the unceded and traditional lands of the Musqueam, Tsleil-waututh, and Squamish Coast Salish peoples.

4. 5 WHYS WHY? Response WHY? Why did you choose this piece of assessment? Response WHY? Write and record your questions and responses. Response What did you notice about your questions, responses and thinking? WHY? Response WHY? Response

5. Dracula doesn't reflect, but we do! sjeroski@shaw.ca

6. Reflection/Self-assessment: Overview • Research suggests that reflection/self-assessment is one of the most powerful instructional strategies. • The purpose of self-assessment/reflection is to enable students to understand the processes and products of their learning. • This understanding is the foundation of new learning. • Student self-assessment is not a “substitute” for teacher assessment – it is not about matching the teacher’s thinking unless you are only interested in fixed content. • Critical thinking involves analyzing and evaluating your own and others’ thinking – so reflection is an integral part of critical thinking . sjeroski@shaw.ca

7. Key considerations • Reflection is a way of being—it’s just part of living, thinking, and figuring out how best to get things done. • It should feel natural – of course, you think about what you’re doing, what you’ve done, and what you’re going to do. • The focus is ALWAYS to improve thinking and learning. • The process of reflecting and self-assessing is what matters; the form/record is less important • Sometimes, reflection starts to feel annoying to students – especially when they are asked to complete the same activities every day or after every class. If it becomes routine or boring, all reflection actually stops. Activities intended to engage reflective thinking should be ENGAGING. (e.g., choice, gaps, personal connections, novelty) sjeroski@shaw.ca

8. What should students be reflective about? • Anything that is important to them and their learning. • No-one wants to reflect on things that are trivial or irrelevant • Focus should match purpose • Content (K U) • Skills and processes (D) • Skills • Applications (how can you use …) • Personal connections • Change … • Be selective … one thing at a time – long lists are ineffective. sjeroski@shaw.ca

9. Some forms we can use for self-assessment ... • Photographs (incl selfies) • Lists • Stories • Poems and acrostics • Spoken reflections • Illustrations • Graphic stories (e.g., Comic Life) • Symbols (personal) • Equations (personal) • Collages • Videos (incl selfies) • Body language • Collections • Questions • “The story behind the ...” • Dramatization • “I can” statements • Photos (and photo essays) • Charts made from sorting • Constructions • Found poem • Word cloud • Advertisement/commercial • Reference letter or bio • Interview (written or oral) • Mind map • Other graphic organizers (e.g., Frayer Model; Story Map) sjeroski@shaw.ca

10. Notes about self-assessment • Everyone doesn’t have to provide the same evidence • Because ”how” doesn’t matter as much as “why”, we don’t have to do the same thing with everyone • The standardization is in our inquiry and our purpose, not our methods • There has to be action on the results! • We assess because we/students NEED to know • Something should happen/change (even if it is reducing uncertainty) sjeroski@shaw.ca

11. Developing processes of reflection and self-assessment • Clear learning intentions and criteria • Safe environment • Students believe they can learn and that teachers know how to help them • Differentiation: diverse learning styles, preferences, strengths, needs • Focused instruction sjeroski@shaw.ca

12. A process for reviewing progress • Getting started. Can be done in a group. Let’s talk about some of the work you’ve done (lately, this week, this winter ...). Tell me about something you really liked. What made it special for you?  • Teacher makes list of work/activities • Records key words about what made it special • Gathering evidence of strengths. Individual. Tell me about a piece of work or an activity that you are especially proud of. Can you show me your work? (option: Could you make a picture showing what you did?) • Prompt for the story ...  (Tell me about ....) • Ask: What makes you proud about this? (What would you like other people to notice?) • Anything else? sjeroski@shaw.ca

13. Questioning to Prompt Reflection Generally, questions most effectively stimulate thinking (including reflective thinking) when they are: • Engaging – interesting to think about answer • Authentic – reflecting genuine curiosity about the student’s thinking and ideas • Open-ended – no predetermined or limiting answer • Accessible to students with a range of experiences and abilities • Strength-based – focused on what the student is able to do • Flexible in form of response - open to responses in a variety of forms • Used frequently, and integrated into a variety of activities sjeroski@shaw.ca

14. Sources of Reflective Questions • Tried and true conference and self-assessment questions that work from your files • Samples of student work on curriculum website • Teacher professional resources; curriculum resources • Colleagues (e.g., twitter; conferences; professional exchanges) • Students (ask them for questions they would like to answer) • Working together as a department, staff, or group • CAN (Curriculum and Assessment Network) charts sjeroski@shaw.ca

15. Sample Questions for Reflecting on Core CompetenciesBased on Work from the Curriculum and Assessment Network (CAN) . Note: Many questions touch on more than one competency. Communications How did you show you were listening thoughtfully? In what ways did your listening contribute to the group’s understanding?  What are some ways you like to show your learning? What makes [name a form they identified] work for you? What do you do when you disagree with someone in your group or discussion? How did you learn/develop that strategy?  sjeroski@shaw.ca

16. Sample Questions for Reflecting on Core Competencies • Critical Thinking • [After some experiences with a topic or question]  How has your thinking about .... changed? What made it change? • What strategies do you use to decide whether to believe something you read/on a social media site? How did you develop those strategies? What advice would you give a younger student about figuring out what is true? • [In response to reading/hearing/offering an opinion] Who might have the same opinion about [this issue]?  Who can you think of that might disagree? What reasons might they have for seeing things differently? 

17. Sample Questions for Reflecting on Core Competencies • Creative thinking • How do you come with ideas when you want to make something new – at school or at home? Tell me about a time when you felt really good about a new idea you had? • What helps you get new ideas? • What makes you want to think of new ideas or try something new? 

18. Sample questions (Continued) Social Responsibility How do you use words and actions to encourage other students who might be feeling a bit sad or discouraged? (What are some words and phrases you use?) What contribution to our school do you feel good about? How did you get started doing that? What are some ways you are a good friend? What strategies are you good at for making and keeping friends? sjeroski@shaw.ca

19. Sample Questions (Continued) • PPC Identity • What are your strengths as a learner?  • How do your learn best? • What's most important to you? (Can be anything at school, home, community ...) • Tell me about one or two people or groups that influence your thinking and your actions. Why are they important to you? How do they influence you? How do you influence them?

20. Sample questions (Continued) • Personal Awareness and Responsibility • Tell me about one your learning goals. [prompt: Something you want to get better at or learn how to do.] How did you come to choose that goal? Tell me about something you are doing to help you work on that goal. • What do you do to help yourself when you are feeling a bit discouraged about your work?  • Think of times when you have to wait.  What strategies do you use when you are feeling impatient? How did you develop that strategy? (Prompt: When did you start? How does it work?)

21. Place in the learning cycle: Before • Parallels diagnostic assessment. • What do you already know? • How can that help you? • What has worked best for you in similar situations? • What will you need help with? • What should I know? • Goalsetting sjeroski@shaw.ca

22. Place in the learning cycle: During • Key aspect of assessment for learning • Part of all activities: • What are you learning? • How does that match the learning goals or objectives? (or criteria/samples) • What’s interesting …new …changing? sjeroski@shaw.ca

23. Place in the learning cycle: After • Focus still on improving learning, but becoming more summative • Often involves reviewing collections or demonstrations of learning: • Choose work that demonstrates something important about your learning (or that shows how you met your goal or the    objectives.)     Explain your choice. • Includes reflecting on processes: • What worked best for you? • How can use what you learned to   help you with new topics/units? • What was most challenging?  • What did you learn about overcoming challenges? sjeroski@shaw.ca

24. Response mode sjeroski@shaw.ca

25. Descriptive feedback and self-assessment Descriptive feedback … • Clarifies objectives, intentions, criteria • Helps students decide what is important • Creates a “tape” that can be replayed • Shows that continuous assessment is part of learning • Develops language sjeroski@shaw.ca

26. Super Seven + One • Focus on what students are learning • Be relentlessly strength-based • Engage students in describing criteria (e.g., What will it look like? Sound like?) in student-friendly language • Offer choice in how students respond; find ways to include everyone • Integrate not laminate – part of every lesson, but not always the same • Be purposeful; use what you find out and help studentsuse what they find out • Be genuinely curious! • If its not engaging for your students and for you, change something! sjeroski@shaw.ca

27. Reflection Time! Using iPads to support reflection and self-assessment

28. Four corners

29. At the dock This Photo by Unknown Author is licensed under CC BY-SA-NC

30. Starting out This Photo by Unknown Author is licensed under CC BY-SA

31. Sailing but with the land still in sight This Photo by Unknown Author is licensed under CC BY-SA-NC

32. Sailing in open ocean

33. Four corners

35. Time to Reflect on Reflection! • Intentions: • to identify and document where you are in the practice of student self-assessment and reflection • to identify and document a next step you may take

36. Time to reflect on reflection • use your iPad • work alone, with a partner, or in a small group • use any app you’d like • Notes, PowerPoint, Camera, Book Creator, Pages, Draw and Tell, OneNote, Word,… • create a self-reflection piece – video, comic, illustration, poem, journal, skit, voice recording, interview (written or oral), collage – Sharon just gave us so many ideas! • share with others • be brave to share with the room?

37. Criteria • should - identify what you are doing already • should - identify a next step you may take • could – identify the supports you will need for your next step • should – use a format that makes sense for you or a format that you would like to try out • could – work alone or with a group

39. Share • Within your school group or with another school group • With the room • use screen mirroring • AppleTV name = ?

40. Thank you for participating!

41. Inquiry Analysis and Reflection • What did you do? • What did you notice? • What did you learn? • What is your next step?

43. Final Reminders