Principles of Learning and Teaching

1. Principles of Learning and Teaching Midland Rural Schools Cluster August 4th, 2006

2. Assessment practices are an integral part of learning and teaching.

3. What is assessment?

4. Assessment is the ongoing process of gathering, analysing and reflecting on evidence to make informed and consistent judgements to improve future student learning. From Blueprint for Government Schools, DET, Victoria

5. Why do we assess?

6. The purposes of assessment include the following: • To assist student learning related to outcomes • To make judgements about students’ achievements • To evaluate the effectiveness of teaching programs • To inform decisions about students’ future learning

7. Assessment can be: FOR AS learning OF

8. Assessment for learning occurs when teachers use inferences about student progress to inform their learning.

9. Assessment as learning occurs when students reflect on and monitor their progress to inform their future learning goals.

10. Assessment of learning occurs when teachers use evidence of student learning to make judgements on student achievement against goals and standards.

11. Why do we assess? The main purpose of assessing is to improve learning.

12. What are useful strategies and tools for assessing?

13. Formal testing • Anecdotal records • Video or audio recordings • Work samples • Rubrics • Self assessment • Checklists • Exemplars • Journals or learning logs • Observations • Peer assessment • Portfolios and digital portfolios What else?

14. What is a rubric? A rubric is a key that describes varying levels of quality from excellent to poor for a specific assignment, skill, project, essay, research paper or performance.  Its purposes are to give informative feedback about works in progress and to give detailed evaluation of final products.  Rubrics can be constructed by teachers or collaboratively by students and teachers.  A rubric is: • A description of explicit learning goals • A vehicle for feedback • A guide for planning future learning • A scoring chart

15. Sample Rubric

17. Activity

18. What next? • Self Assessment Tool • Assessment Professional Learning Modules • Common Cluster Assessment Schedule • http://www.sofweb.vic.edu.au/blueprint/fs1/assessment/modules/default.htm

19. Students are challenged and supported to develop deep levels of thinking and application.

20. thinking connect the dots with straight lines in no more than 4 moves… tools …without lifting the line from the paper

21. thinking tools 4 moves no-one said it had to be inside a square

22. assumed limitation

23. thinking can you connect the dots with straight lines in no more than 3moves? tools …still without lifting the line from the paper

24. thinking tools no-one said it had to go through the middle

25. thinking How about 2 moves ? Onemove? tools …still without lifting the straight line from the paper

26. thinking tools no-one said you couldn’t use a really fat line

27. thinking tools no-one said you couldn’t warp space

28. working minds no-one saidyou couldn’t orbit the earth

29. working minds anything that is not actually specifically forbidden is worth try

30. working minds anything that is not actually specifically forbidden is worth try

31. working minds anything that is not actually specifically forbidden is worth try

32. working minds anything that is not actually specifically forbidden is worth try

33. working minds SUPERIOR anything that is not actually specifically forbidden is worth try

34. Thinking is invisible!

35. Why do we ask questions? ? • to elicit facts • to extend thinking skills • to clarify understandings • to revise previous learning • to gain feedback • to enhance curiosity • to provide challenge • to create connections

36. Skinny QuestionsFat Questions

37. Word splash! possibility imagination opinion speculate analyse substantive conversations metacognitive reasoning reflecting connections

38. Let’s look at these two pictures What do you think will happen when? Let’s work out this problem Let’s COMPARE these two pictures What do you PREDICT will happen when? Let’s ANALYSE this problem Using the Language of Thinking

39. How do you know that’s true How else could you use this..? Do you think that is the best alternative? What EVIDENCE do you have to support …? In what situations might you APPLY this? As you EVALUATE these alternatives… Using the Language of Thinking

40. What do you think would happen if..? What did you think of this story? How can you explain..? Reference: Art Costa, Thinking About Thinking-Habits of Mind, Active Brains Engaged Minds Conference, Feb 2004 What do you SPECULATE might happen if…? What CONCLUSIONS might you draw? How does your HYPOTHESIS explain..? Using the Language of Thinking

41. Activity

42. Integrated inquiry approach… • is more ‘sympathetic’ to authentic, lifelong learning • is more engaging for students – it makes sense of the school day • caters more authentically for diverse learning styles • promotes transfer of skills and understandings

43. Integrated inquiry approach… • fosters a team approach across the school • promotes sustained learning and deeper engagement • provides a powerful context for generic learning skills and qualities • is a means of managing a crowded, piecemeal curriculum

44. Have you ever played Pictionary?

46. Am I engaging my students in performances that truly build their own understanding?

47. Am I sure about the few things I really want my students to understand?

48. Have I clearly shared those goals with my students, so that they can actively participate in achieving them?

49. Am I engaging them in inquiry about a topic that they truly care about, that I care about, and that ultimately is at the heart of the curriculum?

50. Am I practising learning-centred assessment, involving my students in their own assessments based on criteria that are clearly articulated?