Formative assessment 3

Strategy 2: Elicit Learner's Achievement

1. FORMATIVE ASSESSMENT Strategy 2 Eliciting Evidence of Learners’ Achievement Contact Time 29.07.16 Session 3

2. Formative Assessment in RGPS Teachers as Lesson Designers

3. LEARNING INTENTION & SUCCESS CRITERIA (Session 1) Understand what formative assessment is Use formative assessment strategies effectively Identify examples and non-examples of formative assessments Explain what formative assessment is

4. LEARNING INTENTION & SUCCESS CRITERIA (Session 2) Understand what formative assessment is Use formative assessment strategies effectively Understand what learning intentions & success criteria are Use learning intentions & success criteria effectively in the classroom

5. LEARNING INTENTION & SUCCESS CRITERIA Understand what learning intentions & success criteria are Use learning intentions & success criteria effectively in the classroom Checking for understanding: Do you understand what learning intentions & success criteria are? If yes, give a If no, give a

6. LEARNING INTENTION & SUCCESS CRITERIA Understand what learning intentions & success criteria are Use learning intentions & success criteria effectively in the classroom Checking for understanding: Share your successes or challenges in using learning intentions & success criteria.

7. Strategy 2: Eliciting Evidence of Learner’s Achievement Understand what formative assessment is Use formative assessment strategies effectively Understand what it means to elicit evidence of learners’ achievement Able to elicit evidence of learners’ achievement in the classroom

8. Strategy 2: Eliciting Evidence of Learner’s Achievement Most teachers will plan the instructional activities in which they will engage their students, but rarely plan in detail how they are going to find out where the students are in their learning.

9. Strategy 2: Eliciting Evidence of Learner’s Achievement

10. Strategy 2: Eliciting Evidence of Learner’s Achievement Why does this matter? When we ask students a question and we get the answer we were hoping for, we tend to conclude that the students’ learning is heading in the right direction. If our questions are more like the 1 st question than the 2 nd , there is real danger that we will assume that our students’ learning is on track when it is in fact headed in the wrong direction.

11. Strategy 2: Eliciting Evidence of Learner’s Achievement Questioning Techniques 2 good reasons to ask questions To cause thinking To provide information for the teacher about what to do next

12. Questioning Techniques a) Student Engagement One teacher described his classroom as such: “I’d become dissatisfied with the closed Q&A style that my unthinking teaching had fallen into, and I would frequently be lazy in my acceptance of right answers and sometimes even tacit complicity with a class to make sure none of us had to work too hard…..They and I knew that if the Q&A wasn’t going smoothly, I’d change the question, answer it myself or only seek answers from the “brighter students”. There must have been times (still are?) where an outside observer would see my lessons as a small discussion group surrounded by many sleepy onlookers.”

13. Questioning Techniques a) Student Engagement High engagement classroom environments increases student achievement

14. Questioning Techniques a) Student Engagement How do we choose students at random? Popsicle Sticks Adding sticks for inattentive students Students to be selectors for the day Leave chosen sticks out of the beaker 2 at random, 3 rd to answer Do not allow students to opt out by saying “I don’t know”. Always go back to the student and offer possibilities e.g. “Phone a friend”, “ask the audience”.

15. Questioning Techniques a) Student Engagement How do we choose students at random? What are some of your views so far?

16. Questioning Techniques b) Wait Time Teachers do not allow students much time to answer questions, and if they do not receive a response quickly, they will often “help” the student by providing a clue, weakening the question in some way or moving on to another student. Allow wait time esp for questions that require thought

17. Questioning Techniques b ) Wait Time Teachers do not allow students much time to answer questions, and if they do not receive a response quickly, they will often “help” the student by providing a clue, weakening the question in some way or moving on to another student. Allow wait time esp for questions that require thought

18. Questioning Techniques c) Alternatives to Questions Asking questions might not be the best way to generate good classroom discussions. “Are all squares rectangles?” vs “All squares are rectangles.” Students seem to respond more thoughtfully because they realise that just agreeing or dissenting is not enough: reasons have to be given. Quality if discussion is enhanced when students are given opportunity to discuss before responding (THINK-PAIR-SHARE)

19. Questioning Techniques c) Interpretive Listening

20. Questioning Techniques c) Interpretive Listening

21. Questioning Techniques c) Interpretive Listening “Listening is the best way to learn. You have to listen to those who you are supervising.” (Serwer,2010) What matters is how you listen. Often, we focus on the correctness of the answers than what we can learn about the student’s understanding. We say things like, “Close, almost, nearly, try again.” Evaluative Listening: “Give me the correct answer so I can get on with the rest of the lesson.”

22. Questioning Techniques c) Interpretive Listening Interpretive listeners know that there is often information about HOW to teach something better in what students say. With this information, they can adjust the instruction to better meet students’ needs. “When Miss XXX used to ask a question, she used to be interested in the right answer. Now she’s interested in what we think.” What kind of listener am I at most times? Why?

23. Questioning Techniques d) Question Shells Is a square a trapezoid vs Why is a square a trapezoid? Is a bat a mammal vs Why is a bat a mammal and a penguin not? These are some ways to frame questions that are likely to reveal students’ thinking.

24. All Student Response System Thinking Thumbs Fist to Five Traffic Light ABCD Cards Mini Whiteboards Exit Passes

25. Trying it out Eliciting Evidence of Learner’s Achievement Strategy 2: Eliciting Evidence of Learners’ Achievement Where are my students in their learning? O Student Engagement _____________________ O Wait time_ ______________________________ O Interpretive Listening ____________________ O Question Shell __________________________ O All Student Response ____________________

26. Sharing our views Eliciting Evidence of Learner’s Achievement

27. Strategy 2: Eliciting Evidence of Learner’s Achievement