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Step Three: “Pit stops and Checking In”

Step Three: “Pit stops and Checking In” How can we elicit evidence of learning from our students?. Where are our students in their learning? Plan to continually assess as well as instruct. Formative Activities . F ocus on learning , rather than instruction

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Step Three: “Pit stops and Checking In”

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  1. Step Three: “Pit stops and Checking In” How can we elicit evidence of learning from our students?

  2. Where are our students in their learning? Plan to continually assess as well as instruct

  3. Formative Activities • Focus on learning, rather than instruction • Unpredictabilityin learning • Can reveal glaring inconsistencies in knowledge & understanding! • Enables for the prioritisation of deep learning in a busy curriculum

  4. ALL students: Thumbs up or Down

  5. Regular “Cheat Sheets” Encourage students to refine knowledge and evidence – on a regular basis

  6. Exit Passes E.g. What do you need to focus on after your practice task?

  7. The Great PowerPoint Shake-Up of 2012! Personal pledge: Never show a PowerPoint without activities to find out where students are at with the content Insert questions to promote thinking Engage students in debates All student response systems (thumbs up/down) Exit passes

  8. History “Buddy Up”: Quick Collaboration Select partners Share factual knowledge Share interpretations

  9. “Pit Stop”: Quick Quizzes Design regular quizzes and tests throughout the course Students are to work in partners and mark one another’s answers

  10. Projects: Reflections There are a range of projects in the Middle Years curriculum Encourage continual reflection, with questions like: “What have I completed so far?” “How do I feel about my work rate and effort so far?” “What am I still confused about?” “What can I do to resolve my confusion?”

  11. Encourage ACTIVE Listening Presentations are an inevitable part of the Middle Years Curriculum Avoid the glaze! Ask students to record, in their own words, fascinating points raised in each presentation This also creates a record for all learners

  12. Collaboration Online: Using Forums www.wikispaces.com

  13. Step Four: “Keep Running: You Can Do It!” How can we provide feedback that moves learning forward?

  14. Some Startling Stats! Ruther Butler, 1988 • 132 Grade 6 students in twelve classes – Israel • At the end of a period of learning, work was collected and marked by researchers and teachers • Feedback was recorded and its effects studied Findings (between two units): • Only scores on work = no progress • Only comments on work = 30% more progress • Scores + comments = same result as those who were given scores alone (i.e. very little!)

  15. According to this study… Comment + score = minimal student improvement Or, another perspective: “What matters is the mindfulness with which students engage in the feedback – sometimes less is more.” (Wiliam)

  16. Feedback in Four Stages 1. Detailed comments on each part of the task 2. Smiley faces used as an indication of skill level 3. Overall grade supplied, but no numerical mark at this stage

  17. 4. Five overall “themes” or challenges confronting the class – each individual has their focal points highlighted and they are asked to re-work responses Overall mark supplied when reflection is complete

  18. Essay Feedback Step 1: Fill out criteria sheet by marking “high, medium, low” • Step 2: • No grade supplied • Students asked to fill out self reflection to receive grade

  19. Two Stars and a Wish Essay Reflection: Students retain and acknowledge strengths, as well as areas for improvement “I now understand the footnotes as references and how to use them.”

  20. The Power of Peer Assessment

  21. Encourage Continual Reflection What matters is the mindfulness with which students consider their feedback… “Imagine that your education is like a suitcase that you carry with you…” “After our conversation together, please complete these questions in your own words…” These responses can be the basis for further conversations about refining skills

  22. Create Metacognitive Reflection • Use surveys to ascertain information about your students’ learning. • Focus on: • The nature of student revision • “I start preparing for exams early…” • Student understanding of objectives • “I had a clear understanding of what was required of me in this task…” • Student behaviour and approaches in assessments • “I used the reading time to establish my responses.”

  23. Final Reflection Barry Schwartz, Paradox of Choice (2003) “Too much choice can be paralysing…even dangerous.” Glance back at the biggest challenges that you face as a Middle Years History teacher. Can you think of one strategy, presented today or otherwise, that could assist you to develop your teaching in these areas? …Any questions?

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