UC Education Plus

1. L3 Economics – Making Internal assessments part of your teaching and learning programmes Derek McLauchlan 14 th + 15th June 2013 derek.mclauchlan@canterbury.ac.nz UC Education Plus

2. Mihimihi

3. CULTURALLY RESPONSIVE CLASSROOM productive learning relationships established TangataWhenuatanga Kotahitanga Strong (economic) learning focus High yet realistic expectations Manamotuhake Model best practice Ako Wānanga An ethic of CARE Allow students to think for themselves Trusting classroom community Ako Whanaungatanga Classroom routines Show interest in student ideas Respect and value languages and cultures of students Manaakitanga Whakapiringatanga Wānanga Manaakitanga In PLD folder see files : - Ethic of care jigsaw - pieces -teacher ideas - Tātaiako self reflection focusing + learning inquiry

4. Summative Assessment Formative Assessment Formative Assessment Formative Assessment CULTURALLY RESPONSIVE CLASSROOM productive learning relationships established He pitomatatōiaākonga; hīkinatemānuka. Each student is an opportunity; accept the challenge. Desired learning outcomes • steps / skills / content required for students to achieve+ • content • literacy • ie. Students need to know the rules of the game so they can play it Know your student • learned experiences- prior knowledge • ie. These provide the pegs on to which new learning can attach Teacher Reflection • changing practice (new/different activities ) • rethinking assessments (NOT always tests/ student choice) • upskilling (PLD) ONLY when the students are ready Engage student in NEW learning experience • new activities / different teaching approaches Little will change unless something different happens in the classroom • How do you know your students understand • the content / literacy • the task

5. Know your student • TToR teaching as inquiry template Assessment of student learning needs  “The primary purpose of assessment is to improve students’ learning and teachers’ teaching …” New Zealand Curriculum, Assessment, p.39  “Healthy assessment practice uses multiple samplings from multiple sources.” NZEI Te RiuRoa & Lester Flockton, 2009 Refer to Assessment section of The Connected Curriculum

6. Desired learning outcomes • Eco curriculum guide (used to be call T+L guide)http://seniorsecondary.tki.org.nz/Social-sciences/Economics •  see pre upload versions – 1. Adjustments to Key concepts2. New L3 Key concept indicators • Standards / Conditions of Assessment for Internals • http://www.nzqa.govt.nz/qualifications-standards/qualifications/ncea/subjects/economics/levels/ • Exemplars • http://www.nzqa.govt.nz/qualifications-standards/qualifications/ncea/subjects/economics/annotated-exemplars • Literacy • Unpack exemplareg NZCETA workshop 2012 • Texts / workbooks / colleagues • Content / Skills template – BLANK Derek’s attempt

7. New Learning Experience - that connect to students lived experiencesand prior knowledge Petty and Constructivism • Eco content / skills • In class simulation eg coke / food • Online simulation • eg AmosWEB • Student Inquiry • Whiteboards for modelseg S/D folder • Brainstorm for others • Literacy • Unpack exemplareg NZCETA workshop 2012 • Graphic organiser • eg 1.4 • Checksheets • Placemats • Brainstorm for others  ADD TO - Content / Skills template Derek’s attempt

8. Teaching and Learning and Formative Assessment ‘Formative assessment refers to all those activities undertaken byteachers, and by the studentsin assessing themselves, which provide information to be used as feedback to modify the teaching and learningactivities in which they are engaged. Such assessments become formative when the evidence is actually usedtoadapt the teachingto meet the needs.’ -Black and William Reconfiguring the Assessment Pyramid using Formative Assessment Traditional /Current Assessment Pyramid

9. Using feedback and formative assessment to improved performance? Sadler ’89 analysed feedback to show that for learning to take place the learner needs to know: • The goal • e.g. “I need to use the correct method to explain in detail consumer equilibrium. I will need to use formulas and models, and refer to these in my explanations” • Their present position: • ie to what extent have they achieved the goal. • eg. what they do right and what they do wrong “You use the correct method usually and calculate the answers correctly, your diagrams are clear and you refer to them well in your explanations.” • How to close the gap • ie between the goal and their present position • e.g. “You need to ensure you don’t confuse income and substitution effects. You need to be better at linking changes in MU as a result of price changes to the choice a consumer makes about what quantity they consume.” • Learning logs • Checksheet as learning log • PIPS

10. Resources to help you with FORMATIVE ASSESSMENT Assessment on line Rethinking Classroom Assessment …. Use the hand out provided to complete your Eco planning template

11. A couple of examples of FORMATIVE ASSESSMENT • 1. Assertive questioning ‘Pose, Pause, Pounce, Bounce’:  • Pose the question, • pause to let them discuss it for 30 secs •  ‘pounce’ on a student and ask their view, •  ‘bounce’ the same question to another student, ask students to explain their reasoning (metacognition). • Keep the process going till there is a group consensus. • Confirm the right answer at the end.  • This process gets the whole class thinking and gives you great feedback on their learning.

12. Usual 2 step approach Carroll’s 3 step approach Students do some on their own Students do some on their own Peer explaining Teacher shows how on the board Teacher shows how on the board application application comprehension knowledge knowledge 2. Peer explaining… See Geoff Petty on Formative Teaching Methods

13. Summative assessment • 3.3 MU/D example / 3.3 MU/D example + answers • Other 3.3 examples • Elasticity (of demand) • Dim rets + supply • 3.4 – Market Failure

14. End of Session 1