Shirleyclarke powerpoint-2011

Shirley ClarkeShirley ClarkeMEd, Hon DEdMEd, Hon DEd

Associate, Institute of EducationAssociate, Institute of EducationUniversity of LondonUniversity of London

Understanding Formative Understanding Formative AssessmentAssessment

active learning not mechanistic active learning not mechanistic strategiesstrategies

The research indicates that improving learning The research indicates that improving learning through assessment depends on five, deceptively through assessment depends on five, deceptively simple, factors:simple, factors:

the provision of effective feedback to the provision of effective feedback to pupils;pupils;the active involvement of pupils in their own the active involvement of pupils in their own learning;learning;adjusting teaching to take account of the adjusting teaching to take account of the results of assessment;results of assessment;a recognition of the profound influence a recognition of the profound influence assessment has on the motivation and self-assessment has on the motivation and self-esteem of pupils, both of which are crucial esteem of pupils, both of which are crucial influences on learning;influences on learning;the need for pupils to be able to assess the need for pupils to be able to assess themselves and understand how to improve.themselves and understand how to improve.

This was further broken down to This was further broken down to include:include:

sharing learning goals with pupils;sharing learning goals with pupils;

involving pupils in self-assessment;involving pupils in self-assessment;

providing feedback which leads to pupils providing feedback which leads to pupils recognising their next steps and how to take recognising their next steps and how to take them;them;

underpinned by confidence that every underpinned by confidence that every student can improve.student can improve.

A learning cultureA learning cultureself-beliefself-belief

meta-cognitionmeta-cognition

PlanninPlanningg

Capturing Capturing interestinterestLearning Learning

objectivesobjectivesSuccess criteriaSuccess criteria

ExcellenceExcellence

Self-peer-Self-peer-teacherteacher

feedbackfeedback

Formative Formative AssessmentAssessmentEffectiveEffective

questioninquestioningg

TalkTalk

Order these famous people fromOrder these famous people fromleast cleverleast clever

totomost clevermost clever

J. K. RowlingJ. K. RowlingAlbert EinsteinAlbert Einstein

Miley CyrusMiley CyrusDavid BeckhamDavid BeckhamDavid CameronDavid Cameron

Fixed MindsetFixed Mindset Growth MindsetGrowth Mindset

Likely to plateau early Likely to plateau early andandachieve less than full achieve less than full potentialpotential

Reaches ever higher Reaches ever higher levels of achievementlevels of achievement

Ignores useful criticismIgnores useful criticism Learns from criticismLearns from criticismSees effort as pointlessSees effort as pointless

Gives up easilyGives up easilyAvoids challengesAvoids challenges

Intelligence isIntelligence isstatic.static.I must lookI must lookclever!clever!

Intelligence Intelligence isisexpandable.expandable.I want to I want to learnlearnmore!more!

Embraces challengesEmbraces challengesPersists in the face of setbacksPersists in the face of setbacks

Sees effort as the waySees effort as the way

Carol DweckCarol Dweck

Praise achievement not abilityPraise achievement not ability

Well done - you’re learning to...Well done - you’re learning to...Good - it’s making you think - that’s Good - it’s making you think - that’s how your brain is growing!how your brain is growing!Every time you practise, you’re Every time you practise, you’re making connections in your brain making connections in your brain stronger.stronger.You’re good at things you like You’re good at things you like because you work at them.because you work at them.

Our language tells children what we believe and what we Our language tells children what we believe and what we valuevalue

Praise achievement not abilityPraise achievement not ability

Let’s look at what you’ve achieved.Let’s look at what you’ve achieved.

If you could already do it, you If you could already do it, you wouldn’t be learning anything.wouldn’t be learning anything.Your skills have really improved.Your skills have really improved.You can use this mistake. Think You can use this mistake. Think about why it didn’t work and learn about why it didn’t work and learn from it.from it.

Our language tells children what we believe and what we Our language tells children what we believe and what we valuevalue

We are learningWe are learningLearning muscleLearning muscle

How magnets workHow magnets workWe are stretchingWe are stretching our our Questioning Questioning

musclemuscle

We are learningWe are learningLearning muscleLearning muscle

To solveTo solvemathematical problemsmathematical problems

We are stretchingWe are stretching our our perseverence perseverence

musclemuscle

Breaking down the learningBreaking down the learningHabits of mind Habits of mind (Arthur (Arthur Costa)Costa)Claxton’s Learning Claxton’s Learning ‘muscles’‘muscles’

““One of the core functions of twenty-One of the core functions of twenty-first century education is learning to first century education is learning to learn in preparation for a lifetime of learn in preparation for a lifetime of change.”change.” David Miliband David Miliband 20032003

HabitsHabits of Mindof Mind(dispositions which lead to learning(dispositions which lead to learning))

ResistanceResistanceTaking your Taking your timetimeListening Listening sensitivelysensitivelyThinking Thinking flexiblyflexiblyThinking about Thinking about thinkingthinkingTrying to get it Trying to get it rightrightBeing curiousBeing curiousTransferring Transferring skills & skills & knowledgeknowledge

Being clearBeing clearUsing all your sensesUsing all your sensesBeing Being creativecreativeBeing Being amazedamazedHaving a Having a gogoSeeing the funny sideSeeing the funny sideLearning with Learning with othersothersAlways Always learninglearning

Costa and KallickCosta and Kallick

The Four Rs of Learning PowerThe Four Rs of Learning Power

ResilienceResilienceAbsorptionAbsorptionManaging Managing distractionsdistractionsNoticingNoticingPerserverancePerserverance

ResourcefulnessResourcefulnessQuestioningQuestioningMaking Making linkslinksImaginingImaginingReasoningReasoningCapitalisingCapitalising

ReflectivenessReflectivenessPlanningPlanningRevisingRevisingDistillingDistillingMeta-Meta-learninglearning

ReciprocityReciprocityInterdependenceInterdependenceCollaborationCollaborationEmpathy and Empathy and listeninglisteningImitationImitationClaxton 2002Claxton 2002

Enrichment or interruption ?Enrichment or interruption ?

Talk partnersTalk partnersChildren on taskChildren on taskTime to move on ....Time to move on ....

Q. Q. What stops you learning ?What stops you learning ?

A. A. You do! When you interrupt You do! When you interrupt us.us. (Y2 class)(Y2 class)

A Learning cultureA Learning cultureself-beliefself-belief


PlanningPlanningCapturing interestCapturing interestLearning objectivesLearning objectives

Success criteriaSuccess criteriaExcellenceExcellence

EffectiveEffectivequestioningquestioning

TalkTalk


feedbackfeedback

Formative Formative AssessmentAssessment

Stages in pupil involvement in Stages in pupil involvement in planningplanning1. What they already know/can do1. What they already know/can do

2. What they want to know/find out/be 2. What they want to know/find out/be able to doable to do

3. Activity and outcome planning - link 3. Activity and outcome planning - link with subject and transferrable skillswith subject and transferrable skills

1.Prior knowledge1.Prior knowledgebreak down the break down the themethemeexplore explore materialsmaterials

present the problempresent the problem

show progression of LOsshow progression of LOs

pictures and questionspictures and questions

concept mappingconcept mappingstart with start with applicationapplication

2/3. Planning the learning 2/3. Planning the learning and outcomesand outcomesimmersion firstimmersion first

ideas follow on from PK activityideas follow on from PK activityinclude include skills skills

include outcomes/productsinclude outcomes/products

- subject specific- subject specific- other subjects- other subjects

IndiaIndia






and Talkand Talk


feedbackfeedback


Effective startsEffective startsL.O.discussed in L.O.discussed in pairspairsA good question or A good question or statementstatementFeatures of a productFeatures of a product

Compare productsCompare productsPlay firstPlay firstGameGameChange the settingChange the setting

Role playRole playVideo clip to Video clip to discussdiscussBox of artefactsBox of artefactsEvidence pack with Evidence pack with cluescluesPhotographPhotographSurpriseSurprise

Capturing children’s interest firstCapturing children’s interest firstEffective starts provide:Effective starts provide:

summative summative assessmentassessmentsometimes instant sometimes instant rethink!rethink!

immersion in the subject matterimmersion in the subject matter

a natural path to the learning a natural path to the learning objective and success criteriaobjective and success criteria

instant engagementinstant engagement

Compulsory and optional success criteriaCompulsory and optional success criteria

L.O. Construct a line graphL.O. Construct a line graphRemember:Remember:

L.O. Effective L.O. Effective characterisationcharacterisation

Choose:Choose:titletitle

label x & y axeslabel x & y axes

equal intervalsequal intervals

hobbies and interestshobbies and interests

likes and dislikeslikes and dislikesexamples of examples of personalitypersonalityattitude to selfattitude to self

attitude to othersattitude to others

etc.etc.

keykey

connect pointsconnect points

Pupil generated success criteriaPupil generated success criteria

Doing it wrongDoing it wrongPresenting something ‘wrong’ or Presenting something ‘wrong’ or ‘incomplete’‘incomplete’

Comparing products (for closed literacy Comparing products (for closed literacy L.O.s)L.O.s)Sloppy success Sloppy success criteriacriteriaUplevellingUplevelling

An excellent productAn excellent product

Demonstrate/Demonstrate/visualiservisualiserRetrospective Retrospective generationgeneration

‘‘It’s bright”It’s bright”‘The Christmas trees are nice’‘The Christmas trees are nice’

‘The letters are a bit funny sometimes’‘The letters are a bit funny sometimes’

‘‘The reindeer is nice.’The reindeer is nice.’‘Yellow drawings don’t stand out.’‘Yellow drawings don’t stand out.’

‘This is the easiest to read.’

Success CriteriaSuccess Criteria make all your letters the same size use dark colours don’t use yellow put pictures round the edge, not in the middlecheck that you have copied all words & numbers

Analyse selected extractsAnalyse selected extractsCinderella Cinderella picked thepicked the most beautifulmost beautiful pumpkinpumpkin that she could that she could find.find.

Cinderella obeyed Cinderella obeyed and, and, with a wave of with a wave of herher wandwand, each , each mouse mouse that scurried was that scurried was transformed into transformed into a dappled grey horse.a dappled grey horse.

Cinderella Cinderella foundfound a nicea nicebig pumpkin.big pumpkin.

Cinderella Cinderella waved her waved her wandwand and every mouse and every mouse became became a horsea horse






TalkTalk


feedbackfeedback


ImpactImpactCognitive Cognitive progressprogressSocial developmentSocial developmentPupil Pupil voicevoice

““Talk partners have widened children’s social Talk partners have widened children’s social understanding and increased their tolerance of understanding and increased their tolerance of other people.”other people.”

““One autistic boy has gone from being barely able to tolerate One autistic boy has gone from being barely able to tolerate one person to really enjoying being included in changing one person to really enjoying being included in changing partners and meeting his social targets.partners and meeting his social targets.””

““One child with special needs said One child with special needs said she’d learned so much with her she’d learned so much with her partners and in previous years had partners and in previous years had been with other children who didn’t been with other children who didn’t know what to do and couldn’t help know what to do and couldn’t help her.”her.” Referring to Referring to Y6 childY6 child

So far . . .So far . . .

““Answering Answering these typesthese typesof questionsof questionsmakes memakes me

confident andconfident andmoremore

independent.”independent.”

1.1. Range of answersRange of answers2.2. StatementStatement3.3. Right and wrongRight and wrong4.4. Starting from the endStarting from the end5.5. Opposing standpointsOpposing standpoints6.6. Odd one outOdd one out7.7. True or falseTrue or false8.8. Always, sometime, Always, sometime,

nevernever9.9. Silly questionsSilly questions

StatementStatement

““We hadWe had3 different statements3 different statementsand our teacher let usand our teacher let usindependently find outindependently find outthe result. I like thisthe result. I like this

way of learning.”way of learning.”

1.1. There is a relationship between the There is a relationship between the circumference of a circle and its diameter.circumference of a circle and its diameter.

2.2. It is not possible to think without words.It is not possible to think without words.3.3. Exercise leads to a healthy lifestyle.Exercise leads to a healthy lifestyle.4.4. Little Red Riding Hood was innocent!Little Red Riding Hood was innocent!5.5. The wolf was innocent!The wolf was innocent!6.6. Girls are cleverer than boys!Girls are cleverer than boys!

Start from the endStart from the end1.1. Bricks are the best material for building a house. Why?Bricks are the best material for building a house. Why?

2.2. 1066 was a very turbulent year. Why?1066 was a very turbulent year. Why?

3.3. The Romans invaded Britain. Why?The Romans invaded Britain. Why?

4.4. Water, glass, the moon and shiny material can all do Water, glass, the moon and shiny material can all do this. What might the question have been?this. What might the question have been?

5.5. Here is a finished puppet. How was it made?Here is a finished puppet. How was it made?““TheseThese

questionsquestionsmake youmake you

think more.”think more.”

Which is theWhich is the ODD ONE OUT ODD ONE OUT and why?and why?

The square The square because it’s the because it’s the only one with only one with equal sides.equal sides.

The triangle The triangle because it has 3 because it has 3 sides and 3 sides and 3 corners. All the corners. All the others have 4 of others have 4 of each.each.

The triangle The triangle doesn’t have doesn’t have opposite opposite parallel sides.parallel sides.

The parallelogram The parallelogram because it is the because it is the only one with no only one with no right angles.right angles.

True or False - prove it!True or False - prove it!

To move these things To move these things you will need a heavy force.you will need a heavy force.

True or False?True or False?

All odd numbers are prime.All odd numbers are prime. True or False?True or False?

““It’s good because youIt’s good because youhave to come up with a theory andhave to come up with a theory and

then find a way to prove it.”then find a way to prove it.”

Always, sometimes, never - Always, sometimes, never - say whysay why

A car will travel the same distance on A car will travel the same distance on any surface if the starting force is the any surface if the starting force is the same.same.Always, sometimes, never ?Always, sometimes, never ?

A good friend listens to you.A good friend listens to you.Always, sometimes, never ?Always, sometimes, never ?






TalkTalk


FeedbackFeedback


Learning objective: effective similesLearning objective: effective similes

Choose to includeChoose to include

alliterationalliterationexaggerationexaggerationhumourhumourpowerful imagerypowerful imageryeffective adjectives, adverbs, effective adjectives, adverbs, etc.etc.

As soggy as a wet weekend in Cleethorpes.

As eager as a teacher at 3:30 on Friday.As surprising as receiving a bunch offlowers from your husband when itisn’t your birthday!

S I M I L E SS I M I L E S

As soggy as ...As soggy as ...

As eager as ...As eager as ...

As surprising As surprising as ...as ...

A learning cultureA learning cultureself-beliefself-belief


PlanninPlanningg

Capturing Capturing interestinterestLearning Learning

objectivesobjectivesSuccess criteriaSuccess criteria

ExcellenceExcellence


feedbackfeedback

Formative Formative AssessmentAssessmentEffectiveEffective

questioninquestioningg

TalkTalk

Shirley ClarkeShirley ClarkeMEd, Hon DEdMEd, Hon DEd

Associate, Institute of EducationAssociate, Institute of EducationUniversity of LondonUniversity of London

Understanding Formative Understanding Formative AssessmentAssessment

active learning not mechanistic active learning not mechanistic strategiesstrategies

Shirleyclarke powerpoint-2011

Education

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