Accelerating FOR/AS Learning

1. Accelerating FOR/AS Learning Please complete the following short online survey before we begin. goo.gl/hWskKm Assessment & Learning Enhanced by Technology https://goo.gl/ZOZ6LQ

2. About Me! Jim Jamieson You can reach me at: jim.jamiesongct@gmail.com @bioloj +JimJamieson bit.ly/gegontario Today’s Slidedeck: https://goo.gl/oYKnz7

3. http://goo.gl/hWskKm Welcome to the session! Please log in to the site listed above and complete the short survey. *Please note that the above link is *cASe SEnSiTiVe*

4. Hattie’s 8 Mind Frames

5. Hattie’s 8 Mind Frames • My fundamental task is to evaluate the effect of my teaching on students’ learning and achievement. • The success and failure of my students’ learning is about what i do or don’t do. I am a change agent. • I want to talk more about learning than teaching. • Assessment is about my impact. • I teach through dialogue not monologue. • I enjoy the challenge and never retreat to “doing my best”. • It's my role to develop relationships in class and staffrooms. • I inform all about the language of learning.

6. More than one size fits all. More than just the "thing". Assessment Practice

7. The 7 Fundamental Principles To ensure that assessment, evaluation and reporting are valid, teachers use practices and procedures that: are fair, transparent and equitable support all students are carefully planned are clearly communicated are ongoing and varied provide descriptive feedback develop self-assessment skills Link to Growing Success Document

8. Growing Success (2010) p. 28 The primary purpose of assessment is to improve student learning.

9. Assessment is...

12. Assessment forLearning?Assessment asLearning?Assessment ofLearning? What are the differences?

13. Know Your Learners!

14. The Language of Assessment • Diagnostic – before new learning • Formative - during new learning • Summative - after new learning • Evaluation - making a judgement based upon evidence of the learning usually in the form of a percentage or letter grade

16. The Language of Assessment Assessment for and as Learning • Diagnostic – before new learning • Formative - during new learning • Summative - after new learning • Evaluation - making a judgement based upon evidence of the learning usually in the form of a percentage or letter grade Assessment of Learning

19. AssessmentforLearning • Ongoing process of gathering and interpreting evidence about student learning for the purpose of: • determining where students are in their learning; • where they need to go; and • how to best get there

20. Evidence of Learning

21. Don’t Grow Up to be Like Mr. D!

22. Collecting Evidence of Learning Conversation What they are saying. • small group instruction • 1-on-1 conference • analyze student self-assessment • small group discussion • Google Doc revision history and comments • projects • assignments • notebooks • journals • tests, exams • rich performance tasks • demonstrations • essays • labs • website, video, blog • small group instruction • presentation • science being applied • music being played • work done in pairs • logs, notes, recordings • Google Doc revision history and comments Triangulation of Data Product What they are representing. Observation What they are doing.

23. Assessment Triangulation • values assessment data from a variety of sources • values student work in a variety of contexts and situations • values teacher professional judgement Challenge? • gathering data that is both accessible and timely

24. Target Method Match

26. Conversations- Traditional • Must be done in class • one on one • guided activity • student led conference • teacher led conference • check for understanding • classroom interventions • recordings of a conversation (i.e. "Math Congress") • informal conversations Conversations

27. Conversations- Google Apps • Revision History • Comments and Conversations (*chat is not archived) • Student and Teacher layers (View / Comment / Edit) • Record Audio or Video* • Asynchronous and synchronous • Not restricted to class Immediate and Archival! Conversations

28. Checking in… On the Fly http://goo.gl/i8XjdH

29. Observations- Traditional • Student in-class work • Group Work • Logs/ notes • Recordings • Anecdotal observations Observations

30. Observations- Google Apps • Revision History - development of student thinking • Comments and Conversations between students • Not restricted to class time • Process monitoring • Students can record their work for analysis by teacher Observations

31. Phone/Tablet + Google Drive = A powerful way to collect authentic data about your students • make speech to text notes* • take pictures and videos (save directly to Drive) • have students explain their work and/or their thinking • *inspired by +ScottMonahan

32. Documenting Learning Skills

33. Ticket Out the Door https://goo.gl/QUXbH9

34. Products- Traditional • Writing • Media Texts • Presentations • Role-Play • Demonstration • Lab • Seminar • Mostly "static" Products

36. Products- Google Apps • Varied • Authentic Audience • Integrated and possibly Interactive (i.e.: Sites, Docs, Presentations, Forms, Video) • Student and Teacher layers (View / Comment / Edit) • Student ownership • any type of file can be uploaded to Google Drive Products

37. AssessmentasLearning • Method of developing and supporting student metacognition • Students actively engaged in assessment process by: • Monitoring their own learning; • Using assessment feedback from teacher, self, and peers to determine next stepsand • Setting individual learning goals.

38. Gradual Release of Responsibility Independent, Autonomous Learners

39. Self-Assessment Cycle

40. AssessmentforandasLearning? Some classroom examples are: • clearly posted learning goals and criteria • samples are available to learners • feedback is given and used • self-assessment and goal setting are ongoing • any teacher check-ins Practice Time! • Skill building • Coaching

41. Self-Assessment

42. Classroom Application: Presentation Peer Assessment • Make the learning and development process visible • Capture learning conversations between the teacher and student and between students! • Make the presentation active/interactive and have the audience provide feedback directly into the presentation

43. Reflection Journal

45. Characteristics of Effective Feedback • Connects to the intended learning • Occurs during learning • Addresses partial understanding • Does not do the thinking for the student • Limits correctives to what the student can act upon

46. Feedback Strategies Timing: Feedback should be immediate or only slightly delayed; Amount: The right amount of feedback should give your students a clear understanding of what to do next. This will depend on your learning goal and individual student’s progress; Mode: Feedback may be orally or in writing or both depending on the task and ability of the student; and Audience: Feedback should have a strong and appropriate sense of audience.

47. Comments & Learning Conversations • specific, targeted descriptive feedback • learning conversations are recorded!

48. Voice Commenting on Google Doc • using Add-ons or Chrome extensions, you can leave audio or text comments on your students work.

50. Thanks for learning with me!! Any questions? You can find me at jim.jamiesongct@gmail.com Twitter: @bioloj Google +: +JimJamieson The presentation is over but support is for life. 😀😀😀