Teacher the Great Innovator

8/10/2019 Teacher the Great Innovator

1/36

TEACHER

THE GREAT INNOVATOR


2/36

We think of the effective

teachers we have had overthe years with a sense of

recognition, but those whohave touched our humanitywe remember with a deep

sense of gratitude.


3/36

Objectives

Knowing the 21stCentury Teaching & Learning

Understand the Importance of Assessment inTeaching & Learning

Understand the Five Strategies of Assessmentfor Learning

Understand the Importance of Feedback inmoving the students

Best Practice through thoughtful planning andexecution of a lesson

Understand the Importance of PLC


4/36

Success Criteria

Relate the characteristics of the 21stCenturyTeachers & Learners

Differentiate between AfL, AaL & AoL

Explain the Five Strategies of AfL Explain the difference between Feedback (FB) &

Feed Forward (FF)

Able to Incorporate AfL Strategies in Planning &Executing a Lesson

Relate the Six Strategies of PLC


5/36

PARKING LOT If you have any

questions that arise

during the course ofthis workshopplease write theseon a post it note andstick on the parkinglot.


6/36


7/36

Assessment

Assessment Literacy

Termssuch as diagnostic, formative,and summativehaverecently beensupplemented with the phrases assessmentfor learning, assessment as learning, andassessment of learning.

Whatmatters is how the information is used


8/36

Fundamental Belief

The primary purpose of

assessment and evaluation is

to improve student learning


9/36

TYPES OF ASSESSMENT

Assessment for Learning

Assessment as Learning

Assessment of Learning
http://localhost/var/www/apps/conversion/tmp/scratch_5/Summary%20of%20types%20of%20Assessment.docxhttp://localhost/var/www/apps/conversion/tmp/scratch_5/Summary%20of%20types%20of%20Assessment.docx


10/36

Activity 1

1. Read the definition given in the task sheetindividually, identify which definition is:

Assessment for learning

Assessment as Learning Assessment of Learning

2. Compare your finding with your shoulder

partner.3. Discuss with your group your understanding

of the three type of assessment.


11/36

Assessment for Learning

The ongoing process of gathering andinterpreting evidence about student learningfor the purpose of determining wherestudents are in their learning, where theyneed to go, and how best to get there.(p. 144)


12/36

Assessment as Learning

The process of developing and supportingstudent metacognition. Students are activelyengaged in the assessment process; that is,they monitor their own learning. (p. 143)


13/36

Assessment of Learning

The process of collecting and interpretingevidence for the purpose of summarizinglearning at a given point in time, to make

judgements about the quality of student learningon the basis of established criteria, and to assigna value to represent that quality. The informationgathered may be used to communicate the

studentsachievement to parents, other teachers, students themselves, and others. It occurs at ornear the end of a learning cycle. (p. 144)


14/36

Assessment for

Learning

Assessment as

Learning

Assessment of

Learning

By teachers

todetermine what todo next instructionally(strategies,

differentiation)Toprovide descriptivefeedback to students(what they are doingwell, what needs

improvement and howto improve)

By student

todetermine what todo next in my learning(e.g. strategy, focus)

Toprovide descriptivefeedback to peers andself (peer andself assessment)Goalis to become

reflective,self monitoring learner

By teacher

todetermine studentslevel of achievement ofoverall expectations at a

given point in timeAsevidence to supportprofessional judgment


15/36

..We shouldpromote high levels oflearning for every child entrusted to us,not because of legislation or fear of

sanctions, but because we have a moraland ethical imperative to do sotestscores will take care of themselves if

educators commit to ensuring that eachstudent masters essential skills andconcepts in every unit of instruction

Whatever It Takes , page 27


16/36

Assessment for Learning (AfL)

Strategies1. Where the learner is going?

(LO & SC)

Sharing, guiding learner, make clear, vision of learning target

2. Planning

Using effective discussion, tasks & activities which will demonstrate learning

CL activities, effective questioning, differentiation (process, content, products),prior knowledge, graphic organiser (thinking tools)

3 Provide effective Feedback that move learner forward

Oral (effective questioning)

Written (positive & encouraging comment & reflection)

4 Activating students as learning resources to one another Sharing & interacting, peer assessment, group assessment

5 Activating students as owner of their own learning

Reflection, Learning environment, self assess & set goal, keep track of ownlearning
http://localhost/var/www/apps/conversion/tmp/scratch_5/Mind%20map%20AFL%20strategies%20+.docxhttp://localhost/var/www/apps/conversion/tmp/scratch_5/Mind%20map%20AFL%20strategies%20+.docxhttp://localhost/var/www/apps/conversion/tmp/scratch_5/Mind%20map%20AFL%20strategies%20+.docxhttp://localhost/var/www/apps/conversion/tmp/scratch_5/Mind%20map%20AFL%20strategies%20+.docx


17/36

1. Where the learner is going?

Learning Objective

Success Criteria/ Learning Outcomes

Sharing, guiding learner, make clear, vision oflearning target


18/36

2. Planning

Using effective discussion, tasks & activitieswhich will demonstrate learning

Cooperative & collaborative activities,effective questioning, differentiation(process, content, products), prior

knowledge, graphic organiser (thinkingtools)
http://localhost/var/www/apps/conversion/tmp/scratch_5/Questioninghttp://localhost/var/www/apps/conversion/tmp/scratch_5/Differentiationhttp://localhost/var/www/apps/conversion/tmp/scratch_5/Thinking%20chart.docxhttp://localhost/var/www/apps/conversion/tmp/scratch_5/Thinking%20chart.docxhttp://localhost/var/www/apps/conversion/tmp/scratch_5/Differentiationhttp://localhost/var/www/apps/conversion/tmp/scratch_5/Questioning


19/36

Cooperative Learning


20/36


21/36

Feedback


22/36

4 Activating students as learning resources

to one another

Sharing & interacting, peer

assessment, group assessment


23/36

Sharing & Interacting


24/36

Roving Ambassador


25/36

5 Activating students as owner of their own

learning

Reflection, Learning environment,

self assess & set goal, keep track

of own learning


26/36

Learning Environment


27/36

THE FACTORS

John Hatties meta- analysis

Effect-size

FeedbackInstructional quality

classroom environment

Class SizeStudents Prior Cognitive Ability

Classroom Management


28/36

THE FACTORS

John Hatties meta- analysis

Effect-size

Feedback (0.73/ 1.13)Instructional quality (0.60/ 1.00)

classroom environment (0.56)

Class Size (0.21)Students Prior Cognitive Ability (1.04)

Classroom Management (0.52)


29/36

The most powerful single moderator thatenhances

achievement is feedback

John Hattie. University of Auckland. 1999


30/36

FEEDBACK & FEED-FORWARD

FEEDBACKFEED-FORWARD

Comment on what hasbeen

done/observed/

completed

Comment that identifieswhat needs to be done toimprove


31/36

CHECKPOINT

NO ITEMS TRUE/FALSE

1. Feedback is one of the most influential factors thatimpacts on student learning.

2. Learning objective describe what students should beable to do at the end of the lesson

3. Success criteria are specific statements that describe

how student can achieve in the lesson

4. Effective AfL does not include opportunities forfeedback and feed-forward


32/36

LESSON PLANNING

A lesson well planned and thought is the first step

to effective practice.

Who are my learners?

What prior knowledge they have?

What strategies shall I use?

How to assess them authentically?


33/36

LESSON PLANNING

Three Parts: StarterBodyPlenary

(Intro) (Main) (Conclusion)

Framed by LOs and SCs

(SMART) Specific, Measurable, Achievable, Relevant,Time-bound

Detail includes: Activities Assessment opportunities Content points/focus questions


34/36

LESSON EXECUTION

A well planned lesson together withinteresting delivery and excellent

classroom management enhance learning

engage learners of all levels through

instructional strategies making the environment conducive

take responsibility of their own learning.


35/36

Anyone who stops learning is old, whether at twentyor eighty. Anyone who keeps learning stays young.

To teach is to learn twice

Teachers should guide without dictating, andparticipate without dominating

The critical factor is not class size but rather the nature

of the teaching as it affects learning.

LEARNING NEVER ENDS


36/36

Professional Learning

Community (PLC)
http://localhost/var/www/apps/conversion/tmp/scratch_5/PLC%20presentation%202014.pptxhttp://localhost/var/www/apps/conversion/tmp/scratch_5/PLC%20presentation%202014.pptxhttp://localhost/var/www/apps/conversion/tmp/scratch_5/PLC%20presentation%202014.pptxhttp://localhost/var/www/apps/conversion/tmp/scratch_5/PLC%20presentation%202014.pptx

Teacher the Great Innovator

Documents

Transcript of Teacher the Great Innovator