‘ I made my own assessment of my life, and I began to live it. That was freedom .’ Fernando Flores

1. ‘I made my own assessment of my life, and I began to live it. That was freedom.’ Fernando Flores

3. Sharing learning objectives What could it mean? Who uses that? What might I be able to do with that? How could we best learn about that? Does this remind you of anything? What is the reason for learning about this? When is this used? Why am I showing you this? How would you use this?

4. Task: In pairs pick a learning objective from a lesson that you will deliver next week and think of an image and an open-ended question that will help students to engage with the objective.

5. Prior assessment – levelled or not? 1. Draw and label the forces acting on this forward-moving car;

7. 2. Draw the forces acting on this book;

11. 4. Albert is sledging down a hill on to a level field. Discuss this situation in terms of forces.

13. 5. A ball is thrown up in to the air. It leaves the person’s hand, goes up through point A, gets as high as B and then comes back down through A.

15. Student C

16. Socrates and illiciting Expect them to get things wrong. Ask questions. Never tell them anything! Use props and demonstrating. Questioning as behaviour management High expectations Start with something they know and build it up.

17. Draw a ray diagram to explain how Prince Albert sees the duck

18. Self-esteem

19. Draw how Prince Albert sees the duck

20. Assessment needs to be active Do Review Learn Apply Do Review Learn Apply (ad infintum)

21. Task: Think of a misconception from your subject area (or an area that you are going to teach) and decide how you are going to use it to build self-esteem.

23. Learner-driven assessment What will be the evidence in your classroom when students have engaged with the assessment? Looks at assessment criteria Uses assessment criteria Evaluates using assessment criteria Alters assessment criteria Creates their own assessment criteria

24. ‘Thou art a scholar; let us therefore eat and drink’ Novice – Needs help or direciton Apprentice – Learns with assistance Practitioner – Functions independently Scholar – Facilitates learning

25. Novice – Needs help or direction Apprentice – Learns with assistance Practitioner – Functions independently Scholar – Facilitates learning Task: You have all four of these in your class. How do you alter your AfL for them?

26. The problem with Bloom’s… Where do you go when you’ve reached the top? What if your activity won’t let them reach the top? e.g. evaluating the reliability of a source?

27. SOLO taxonomy Structure of Observed Learning Outcomes

33. Task: Pick a topic and use the SOLO taxonomy to create a ‘level ladder’ for it.

34. Back to Bloom’s

35. So how do you assess it? Hexagons!

36. SOLO taxonomy and hexagons Resources and explanations; http://pamhook.com/solo-taxonomy/ http://www.learningandteaching.info/learning/solo.htm Solo taxonomy training; http://learningspy.co.uk/2012/01/30/solo-taxonomy-training/ Good examples; http://www.otonga.school.nz/WebSpace/283/