1 / 25

Secondary Science

Secondary Science. Professional Learning Cycle Day 3. Our Inquiry Question:. How can we improve student learning in Secondary Science by inquiring into our current assessment practices?. Agenda. Minds On Intro/Welcome/Prayer Setting the Stage: Student Engagement Action

gage
Download Presentation

Secondary Science

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript


  1. Secondary Science Professional Learning Cycle Day 3

  2. Our Inquiry Question: • How can we improve student • learning in Secondary Science by • inquiring into our current assessment practices?

  3. Agenda • Minds On • Intro/Welcome/Prayer • Setting the Stage: Student Engagement • Action • Descriptive Feedback • PLCycle - Reflecting & Sharing from Day 2 • Consolidation • Revisit: Student Engagement • Application: Co-Planning • Reflection: Exit Card

  4. Minds On Student Engagement The extent to which students identify with and value schooling outcomes, have a sense of belonging at school, participate in academic and non academic activities, strive to meet the formal requirements of schooling, and make a serious personal investment in learning. Willms et al., 2009 Hume, 2011

  5. Minds On Three Types of Engagement • Social  Heart • Academic/Institutional  School • Intellectual  Mind (Willms) (Hume)

  6. Minds On 4 Questions to Engagement • How do I feel? • Am I interested? • Is this important? • Can I do this? Marzano & Pickering, 2011 6

  7. Minds On Let’s Observe: Sheldon & Penny

  8. Minds On • How would Sheldon, the teacher, respond to: • How am I feeling? • Am I interested? • Is this important? • Can I do this? • How would Penny, the learner, respond to: • How am I feeling? • Am I interested? • Is this important? • Can I do this?

  9. Action Descriptive Feedback • What is it? • Provides students with a description of their learning • Purpose is to reduce the gap between the student’s current level of knowledge and skills and the learning goals, and • Enables the learner to adjust what he or she is doing in order to improve

  10. Action Effective Descriptive Feedback • What are its characteristics? • Groups of 4  • Read through the list of quotes in your handout package • Based on these quotes, what do you think are the characteristics of effective feedback? • Record your ideas on chart paper, and • Be prepared to share with the whole group

  11. Action Video

  12. Action Effective Descriptive Feedback • Summary • Descriptive feedback is the most powerful tool for improving student learning – if it’s done well • It can be positive or negative depending on • Type • Delivery • Timing • Structure • Focus • Amount

  13. Action Effective Descriptive Feedback • Summary cont. • Structure: what was done well, what needs improvement, how to improve (orally, written, in question format) • Focus: linked to learning goals and success criteria (task-oriented not behaviour-oriented) • Amount: prioritize feedback, address most important needs first, limit 2-3

  14. Action Effective Descriptive Feedback • Summary cont. • Helps students to learn by • Providing information about current achievement (where am I now?), • With respect to a goal • (where am I going?), and • Identifying appropriate next steps • (how can I close the gaps?)

  15. Action Effective Descriptive Feedback • Summary cont. • Feedback needs to come while students are still learning • Evaluative feedback can have a negative impact on learning and motivation

  16. Action Effective Descriptive Feedback • General Progression: teacher provides feedback to student  student is given time to act on the feedback  teacher follows up with student to check that feedback is being used properly

  17. Action Let’s Revisit Sheldon & Penny

  18. Action • How would Sheldon, the teacher, respond to: • How am I feeling? • Am I interested? • Is this important? • Can I do this? • How would Penny, the learner, respond to: • How am I feeling? • Am I interested? • Is this important? • Can I do this?

  19. Action PLCycle – Sharing

  20. Action Co-constructing Success Criteria

  21. Consolidation Sheldon & Penny – The Finale

  22. Consolidation • How would Sheldon, the teacher, respond to: • How am I feeling? • Am I interested? • Is this important? • Can I do this? • How would Penny, the learner, respond to: • How am I feeling? • Am I interested? • Is this important? • Can I do this?

  23. Consolidation Co-Planning

  24. Consolidation Co-Planning • Select a lesson for the next unit in your course • Determine the learning goals and success criteria • What assessment tools can you use (e.g. checklist, rubric, exit card, …)  consider using Cooper’s and Keeley’s books for ideas • Determine opportunities for feedback (when, type, …) • Post on the wiki

  25. Consolidation Exit Card

More Related