PARTNERSHIPS CAPACITY supporting STUDENTS implementing … · 2019-04-08 · QR Codes: Overview...

developing PARTNERSHIPS ⚫ building CAPACITY ⚫ supporting STUDENTS ⚫ implementing TECHNOLOGY


SET►BC Tier 1 Professional Learning Service

Tools to Support Self-Reflection and Assessment

SD75: MissionApril 2019

About the Facilitator:


Name: Iren HeerSET-BC Tier 1 Provincial Teacher

Email: [email protected]

SET►BC Website:http://www.setbc.org/

mailto:[email protected]

http://www.setbc.org/

developing PARTNERSHIPS ● building CAPACITY ● supporting STUDENTS ● implementing TECHNOLOGY

SET►BC: Overview and Service Delivery

• provincial outreach program

• goal: to assist BC school districts (K-12) build their capacity to use technology to support the diverse needs of their students

Professional Development(District-Based)

Classroom-Based

Student-Based

Handouts and Resources – AfterShare

Iren’s AfterShare Site:

developing PARTNERSHIPS building CAPACITY supporting STUDENTS implementing TECHNOLOGY

http://learningnetwork.setbc.org/sd75reflection/

http://learningnetwork.setbc.org/sd75reflection/

QR Codes: Introduction


• QR = Quick Response

• great for sharing website links

• built-in QR scanner in camera on iOS 11 and up

• on iOS 11 and higher

• on Android 9, Pie

QR Codes: Overview


• open the camera app on your device

• hold the camera up to the QR code

• a notification will appear on your screen once code is recognized

• tap the notification and a Safari web page will open

Note: if your device does not have a built-in scanner, you may download a third-party app (ie. i-nigma QR code reader)

AfterShare Site



Learning Intentions

• overview of the Universal Design for Learning (UDL) and self-reflection strategies

• exploration of tools and strategies to support self-reflection and assessment

• a greater understanding of how reporting on the Core Competencies can be facilitated by various technologies


Metacognition: Thinking about Thinking

• ability to understand and control thinking process

• involves planning, monitoring, assessing and evaluating

• understand how you learn

• know when and how to use particular strategies


Self-Reflection

“Research shows that a combination of student self-reflection and peer review is most likely to

result in deeper learning.

Helping students better understand their own level of achievement is likely to reduce costly and

time-consuming appeals and complaints”

Nicol, D. & Macfarlane, D. (2006)


Why Reflect?

• make learning visible • celebrate strengths/successes• address stretches • identify students needing additional support and ways to

support learning • set learning goals • focus on the process and progression of learning• on-going, descriptive feedback to students and teachers


Self-Reflection Strategies

• practice regularly• provide class time and encouragement • provide prompts/language

Examples: • journal• peer review/observation • video recording * use to communicate student learning


Instruction Practice

CorrectionReinforcement


The Thinking Classroom

• making thinking visible

• “incorporating thinking routines, documentation of student thinking, and reflective professional practice”

http://www.pz.harvard.edu/

http://www.pz.harvard.edu/


Universal Design

Learning


http://www.cast.org/

Redesign of the Curriculum

• based on a “Know-Do-Understand” model• concept-based• competency-driven

• Content (KNOW) –essential topics and knowledge; thinking, reasoning, applying, solving a range of problems

• Curricular Competencies (DO) – skills, strategies, and processes that students develop over time; skills, facts, procedures

• Big Ideas (UNDERSTAND) – generalizations,principles, and key concepts; making sense of it



Core Competencies

• embedded within the learning standards

• sets of intellectual, personal, and social and emotional proficiencies

• engage in deeper learning/life-long learning

https://curriculum.gov.bc.ca/competencies

https://curriculum.gov.bc.ca/competencies


Core Competencies

• students mindful of growth through self-reflection, self-assessment and evidence of growth

• resource available to support teachers with self-assessment of core competencies

https://curriculum.gov.bc.ca/sites/curriculum.gov.bc.ca/files/pdf/supporting-self-assessment.pdf

https://curriculum.gov.bc.ca/sites/curriculum.gov.bc.ca/files/pdf/supporting-self-assessment.pdf

developing PARTNERSHIPS ⚫ building CAPACITY ⚫ supporting STUDENTS ⚫ implementing TECHNOLOGY developing PARTNERSHIPS building CAPACITY supporting STUDENTS implementing TECHNOLOGY

https://curriculum.gov.bc.ca/sites/curriculum.gov.bc.ca/files/pdf/FAQ_Self-Assessment_and_Reporting_on_Core_Competencies.pdf

https://curriculum.gov.bc.ca/sites/curriculum.gov.bc.ca/files/pdf/FAQ_Self-Assessment_and_Reporting_on_Core_Competencies.pdf


https://curriculum.gov.bc.ca/assessment/classroom-assessment-and-reporting

Instruction, Assessment and the Learning Cycle

https://curriculum.gov.bc.ca/assessment/classroom-assessment-and-reporting

Accessible Curriculum:

A flexible curriculum that allows for:

• multiple ways for teachers to represent learning

• multiple ways for students to engage in learning

• multiple ways for students to demonstrate their learning


UDL and BC’s Redesigned Curriculum:


Intersecting Features:• student-centered• flexible• supports deeper learning

SD75: Curriculum Connections


• provincial and district resources/strategies• samples/templates

https://sd75curriculum.com/

https://sd75curriculum.com/

SD75: Curriculum Connections


Communicating Student Learning


Sharon Jeroski:

▪ assessment: purposeful/useful, possible, ethical, accurate

▪ assessing competencies, not the task

Faye Brownlie:

▪ shift to inclusion of everyone, and to student voice

▪ strengths, areas to consider to strengthen, and plan of action

▪ focus on processes

▪ ownership and growth mindset

Reflective Professional Practice



Understanding by Design (UBD)

Identify desired results

Determine acceptable evidence

Plan learning experiences and instruction


• course overview/outlines• class activities (updated daily)• handouts• student blogs


Big Ideas Core CompetencyCurricular Competencies

• Texts are socially, culturally, and historically constructed.

• People understand text differently depending on their worldviews and perspectives.

• Communication: set of

abilities that students use

to impart and exchange

information, experiences

and ideas, to explore the

world around them, and to

understand and effectively

engage in the use of digital

media.

• Comprehend and connect: recognize and appreciate how different features, forms, and genres of texts reflect different purposes, audiences, and messages

• Create and communicate: exchange ideas and viewpoints to build shared understanding and extend thinking

Identify desired results Example: English 9 / MYP Year 4 Language and Literature /


Key Concept

Related Concepts

MYP Global Contexts

• Communication

• Purpose• Self-expression

• Identifies and relationships

• Orientation in space and time

Identify desired results

Approaches to Learning

• Communication skills: use a variety of media to communicate with a range of audiences

Example: English 9 / MYP Year 4 Language and Literature /


Determine acceptable evidence


Lessons• introduction /overview • digital citizenship • writing with purpose • commenting respectfully • Blogging (ongoing)

Plan learning experiences and instruction


Formative and Summative Assessment


Exploration of Digital Tools: SWOT Analysis


SSTRENGTHS

WWEAKNESSES

OOPPORTUNITIES

TTHREATS

• What does it provide?

• What does it do well?

• What does it lack?

• What doesn’t it do well?

• Limitations?

• How could thisbe used?

• Who benefits from its use?

• Negative impact(s)?

• Downside(s)?

Using Technology for Self-Reflection and Assessment

• to make learning visible

• immediate checks for understanding

• allows for reflection and assessment to happen faster/easier


Assessment of Core Competencies



Provincial Outreach Program for Early Years (popey.ca)

htpp://popey.ca/


https://blogsomemoore.files.wordpress.com/2016/10/bc-core-competencies-supported-self-assessment.pdf

https://blogsomemoore.files.wordpress.com/2016/10/bc-core-competencies-supported-self-assessment.pdf

Assessment of Core Competencies


• open-ended, probing questions • collages• illustrations • interviews• lists• mindmaps• poems• stories• word cloud• multiple opportunities to document and access their reflections

throughout the year


Using Digital Forms

Microsoft Forms Google Forms


Microsoft Forms

Microsoft Forms


Example: Grade 8 Social Studies

Creating a Microsoft Form


https://forms.office.com/Pages/DesignPage.aspx?auth_pvr=OrgId&[email protected]&origin=shell


forms.office.com

Under My Forms, click New Form to begin creating your form.

https://forms.office.com/


Google Forms

Google Forms

Google Forms


forms.google.com

https://docs.google.com/forms/u/0/?tgif=d

https://forms.google.com/


Additional Tools to SupportSelf-Reflection and Assessment

* able to app smash

•Book Creator: digital book

•Popplet: digital mindmap

•Explain Everything: interactive whiteboard


Task Cards are available on AfterShare

•Quizlet: digital learning tools

•Kahoot: learning games/quizzes

•Gimkit: live quiz learning game



Book Creator One(Free)

Book Creator

Book Creator for iPad($6.99)


Book Creator: Overview

• create a new book

• customize your page

• add text

• add photos and images from iPad camera/photo or Internet

• add video, music or record your voice

• use the pen tool to draw and annotate

• choose from portrait, landscape or square book sizes


Popplet

Popplet Lite(Free)

Popplet($6.99)


Popplet: Overview

• digital mindmap

• organize ideas and concepts

• show connections between ideas

• demonstrate thought process

• can be printed and added to a presentation, portfolio, or project


Popplet: Creating a Popplet

• each “bubble” is called a popple

• the page is called popplet

• can export as a JPEF or PDF

• able to add text, drawings, images

• can change colour of popplet and popples


English 9/Language and Literature Year 4


Explain Everything

Explain Everything Whiteboard

(Free)

Explain Everything Collaborate

(Subscription-Based)


Explain Everything: Overview

• interactive whiteboard

• select a blank whiteboard or a template (notepad, video explanation, cause & effect, timeline, Venn Diagram)

• add voice, sound, or music

• can draw, annotate, add text


Insert Tool

Hand Tool

Draw Tool

Highlighter Tool

Eraser Tool

Flood fill Tool

Shapes Tool

Text Tool

Cut-copy Tool

Remove Tool

Pointer Tool Inspector Tool

Zoom

Record Slide Sorter

Collaborate/Export

E-Portfolios


iOS Screen Recording:


*available in iOS 11 and up

To enable:•click the “Home” button•click on “Settings”•select the “Control Center”•go to “Customize Controls” •add ‘Screen Recording’

* swipe up from bottom (or down from top-right in newer software) to view control centre


Settings > Control Center > Customize Controls


Your task: use your reflection and one of these digital tools

to help make your (critical) thinking visible


Quizlet

(Free)


Quizlet: Overview

• digital learning tools

• flashcards/ study sets

• games

• create tools or search existing ones


Quizlet: Overview


(Free)

Kahoot


Kahoot: Overview

• game-based learning tool

• multiple-choice quizzes

• timed/points options

• players use a device to respond to questions

• join game using a game pin and an appropriate nickname


(Free & subscription-based)

GimKit


Gimkit: Overview

• created by a high-school student in Seattle

• live quiz learning game

• formative assessment tool

• create “kits”


Gimkit: Overview

• students can join using a game code and answer on own device

• exposure to the questions multiple times to ensure mastery

• earn in-game money for each correct answer

• students can contribute questions to kits

• can import Quizlet sets

• generates a report

Reflection


How might we take the tools and strategies we

discussed today and implement them?

PARTNERSHIPS CAPACITY supporting STUDENTS implementing … · 2019-04-08 · QR Codes: Overview...

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