PARTNERSHIPS CAPACITY supporting STUDENTS implementing ... · Self-Reflection and Assessment...
Transcript of PARTNERSHIPS CAPACITY supporting STUDENTS implementing ... · Self-Reflection and Assessment...
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developing PARTNERSHIPS building CAPACITY supporting STUDENTS implementing TECHNOLOGY
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SET►BC Tier 1 Professional Learning Service
Tools to Support Self-Reflection and Assessment
Session #1 - PLC
SD#39: VancouverMarch 6, 2019 (4pm to 5pm)
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As a Ministry of Education Provincial Outreach Program, we would like to acknowledge, at our Provincial Centre located in Vancouver, BC, we live, learn, work and play on the
unceded and traditional territory of the xʷməθkʷəy̓əm (Musqueam), sel̓íl̓witulh(Tsleil Waututh) and sḵwx ̱wú7mesh (Squamish) Coast Salish people.
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About the Facilitator:
developing PARTNERSHIPS building CAPACITY supporting STUDENTS implementing TECHNOLOGY
Name: Iren HeerSET-BC Tier 1 Provincial Teacher
Email: [email protected]
SET►BC Website:http://www.setbc.org/
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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
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Handouts and Resources – AfterShare
Iren’s AfterShare Site:
http://learningnetwork.setbc.org/sd39reflect/
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QR Codes: Introduction
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• QR = Quick Response
• great for sharing website links
• built-in QR scanner in camera on iOS 11 and up
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QR Codes: Overview
developing PARTNERSHIPS building CAPACITY supporting STUDENTS implementing TECHNOLOGY
• 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
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AfterShare Blog
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Learning Intentions
• discuss self-reflection strategies
• explore tools and technologies that can support self-reflection and assessment
• gain a greater understanding of how reporting on the Core Competencies can be facilitated by various technologies
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Identify a tool or strategy you use or have seen used for self-reflection and/or
assessment.
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Identify a tool or strategy you use or have seen used for self-reflection and/or
assessment.
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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
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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)
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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
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Self-Reflection Strategies
• practice regularly• provide class time and encouragement • provide prompts/language
Examples: • journal• peer review/observation • video recording
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Educators and Meaningful Self-Reflection:
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Educators and Meaningful Self-Reflection:
• quick daily reflections • journaling (two columns) as a routine (after lesson or at the end of the day) • daily rating system
• weekly reflections • journal, (digital or notebook)
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Universal Design
Learning
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CHOICE
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FLEXIBILITY
INCLUSION ACCESSIBILITY
What?
Why?
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http://www.cast.org/
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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
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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
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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
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https://curriculum.gov.bc.ca/sites/curriculum.gov.bc.ca/files/pdf/FAQ_Self-Assessment_and_Reporting_on_Core_Competencies.pdf
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http://go.vsb.bc.ca/schools/ltm/curricular-resources/Pages/Core-Competencies.aspx
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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
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UDL and BC’s Redesigned Curriculum:
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Intersecting Features:• student-centered• flexible• supports deeper learning
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Understanding by Design (UBD)
Identify desired results
Determine acceptable evidence
Plan learning experiences and instruction
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• course overview/outlines• class activities (updated daily)• handouts• student blogs
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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 /
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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 /
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Determine acceptable evidence
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Lessons• introduction /overview • digital citizenship • writing with purpose • commenting respectfully • blogging (ongoing)
Plan learning experiences and instruction
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Formative and Summative Assessment
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http://go.vsb.bc.ca/schools/ltm/Pages/default.aspx
VSB: Communicating Student Learning (CSL)
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http://go.vsb.bc.ca/schools/ltm/communications/district_inq_proj/Pages/default.aspx
Sharon Jeroski
• purposeful/useful, possible (utility standard), ethical, accurate
• curriculum evolved but nothing happened about assessment
• assessing competencies not the task (learners don’t have to do the same task)
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http://go.vsb.bc.ca/schools/ltm/communications/Pages/csl_grade_k_7.aspx
Faye Brownlie
• shift to inclusion of everyone, and inclusion of student voice• strengths, areas to consider to strengthen, and plan of action • communication as window to learning • focus on processes and doing• student self-assessment makes most impact on student learning (formative) • ownership and growth mindset
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Technology Carousel: SWOT Analysis
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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)?
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Using Technology for Self-Reflection and Assessment
• to make learning visible
• immediate checks for understanding
• allows for reflection and assessment to happen faster/easier
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Assessment of Core Competencies
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Provincial Outreach Program for Early Years (popey.ca)
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https://blogsomemoore.files.wordpress.com/2016/10/bc-core-competencies-supported-self-assessment.pdf
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Assessment of Core Competencies
developing PARTNERSHIPS building CAPACITY supporting STUDENTS implementing TECHNOLOGY
• open-ended, probing questions • collages• illustrations • interviews• lists• mindmaps• poems• stories• word cloud• multiple opportunities to document and access their reflections
throughout the year
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Using Digital Forms
Microsoft Forms Google Forms
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Microsoft Forms
Microsoft Forms
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Creating a Microsoft Form
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forms.office.com
Under My Forms, click New Form to begin creating your form.
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Google Forms
Google Forms
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Creating a Google Form
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forms.google.com
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Additional Tools to SupportSelf-Reflection and Assessment
* able to app smash
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•Book Creator: digital book
•Popplet: digital mindmap
•Explain Everything: interactive whiteboard
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Task Cards are available on AfterShare
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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
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http://go.vsb.bc.ca/schools/ltm/curricular-resources/inspire/Pages/Book-Creator.aspx
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Popplet
Popplet Lite(Free)
Popplet($6.99)
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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
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Popplet: Creating a Popplet
•each “bubble” is called a popple
•the page is called popplet
•can export as a JPEG or PDF
•able to add text, drawings, images
•can change colour of popplet and popples
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Explain Everything/Legacy
Explain Everything Whiteboard
(Free)
Explain Everything Collaborate
(Subscription-Based)
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Explain Everything/Legacy: 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
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http://go.vsb.bc.ca/schools/ltm/curricular-resources/inspire/Pages/Explain-Everything.aspx
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Thinking about Our Thinking:
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Use one of the tools examined today to reflect on either your:• role or • core competencies
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Resources and Handouts:
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Questions? Comments?
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Our Next Sessions (Virtual)
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• Wed. May 8 (4:00pm to 5:00pm)• virtual location:• via Adobe Connect • use Firefox web browser with Adobe Flash Player
installed • connect.setbc.org/virtualheer
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Your Task for Next Session:
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• use of the digital tools to reflect on your own practice and share your reflection/journey with the group
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Post-Workshop Survey (Google Forms)
bit.ly/sd39reflect
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