Presentation on theme: "Lead Teacher of Science"— Presentation transcript:
1 Lead Teacher of Science Meaningful AfLAmy SimpsonLead Teacher of ScienceSourcesPaul Black et al, Assessment for Learning, (Open University Press, Maidenhead, 2003)Paul Black et al, “Working inside the black box”, (nferNelson, London, 2002)Paul Black and Dylan William, Inside the Black Box, (nferNelson, London, 1998)Assessment Reform Group, Testing, Motivation and Learning, (The Assessment Reform Group, Cambridge, 2002)Assessment Reform Group, Assessment for Learning, (The Assessment Reform Group, Cambridge, 1999)
2 Meaningful Assessment For Learning Tools AfL is successful when embedded in teaching and learning.AFL is not about gimmicksTechniques should enable you to really know whether your students have learnt what you want them toThe real icing on the cake is using what your AFL has told you, to inform how you teach both in that lesson and the next one.
3 AFL AFL can take many forms The most useful way to use AFL is to ‘live and breathe it’Let it become the ‘bread and butter’ of your teaching.Important in PGCE/NQT years- get into good habits.
4 I will go over 3 main areas Classroom toolsQuestioningMarking
6 Traffic Lights Use traffic lights as a visual means of Back to AFL ToolsTraffic LightsUse traffic lights as a visual means ofshowing understanding.e.g.Students have red, amber and green cards which they show on their desks or in the air. (red = don’t understand, green = totally get it etc.)Students self-assess using traffic lights. The teacher could then record these visually in their mark book.Peer assess presentations etc. with traffic lights
7 Thumbs Check class understanding of what Back to AFL ToolsThumbsCheck class understanding of whatyou are teaching by asking themto show their thumbs.Thumbs up = I get itThumbs half way = sort ofThumbs down = I don’t get it
8 Articulate then Answer or Think Pair Share Back to AFL ToolsArticulate then Answer or Think Pair ShareGive students the opportunity toarticulate their thinking beforeanswering –30 seconds silent thinking before any answersBrainstorm in pairs first for 2-3 minutesWrite some thoughts down before answeringDiscuss with your neighbour first
9 Talk Partners As a plenary or a starter referring to Back to AFL ToolsTalk PartnersAs a plenary or a starter referring tothe last lesson, pupils share with apartner:3 new things they have learntWhat they found easyWhat they found difficultSomething they would like to learn in the future
10 All you know Students write down everything Back to AFL ToolsAll you knowStudents write down everythingthey know about ________ at thestart of the unit.The teacher can then teach the unitaccordingly, using existingknowledge and avoiding repetition.
11 Show and Tell Use mini-whiteboards so that very Back to AFL ToolsShow and TellUse mini-whiteboards so that verystudent can write or draw theiranswer and show it to you (or theirpeers) immediately.
13 Students ask Questions Back to AFL ToolsCreate opportunities for students toask questions. This could be of theirpeers, of the teacher or as a meansto develop discussion.A ‘question box’ for written questionsoffers a different means ofcommunication for studentsAllow time for students to askquestions about pieces of work. Thishelps open up assessment andeliminate ambiguity
14 What might the Great Depression look like today? Back to AFL Tools‘Might’When questioning, insert the word‘might’ to give students greateropportunity to think and explorepossible answers.e.g.What is meaning of democracy?What might the meaning ofdemocracy be?The first infers a single answer knownby the teacher whereas the second isinherently more open.What might the Great Depression look like today?
15 Wait-time Wait time allows students time to think Back to AFL ToolsWait-timeWait time allows students time to thinkand therefore to produce answers. Also,not everyone in the class thinks at thesame speed or in the same way – waitingallows students to build their thoughtsand explore what has been asked.2 types of wait time –Teacher speaks and then waits before taking student responses.Student response ends and then teacher waits before responding. This gives the student space to elaborate or continue – or for another student to respond.
16 Open vs closed Closed questions can be useful Back to AFL ToolsOpen vs closedClosed questions can be usefulhowever are not great at facilitatingthe use of abstract thinking skills,encouraging talking or eliciting muchunderstanding. Open questions aremore likely to do this and thusimprove learning.e.g.Did you go out last night?What did you after school yesterday?
17 Idea Thoughts When you have received an answer Back to AFL ToolsIdea ThoughtsWhen you have received an answerto a question, open up the thinkingbehind it by asking what others thinkabout the idea.e.g. “What do others think about _________’s idea?”
18 Bouncing Bounce answers around the room to Back to AFL ToolsBouncingBounce answers around the room tobuild on understanding and havestudents develop stronger reasoningout of misconceptions.E.g.“Jimmy, what do you think ofSandra’s answer?”“Sandra, how could you developCarl’s answer to include more detail?”“Carl, how might you combine allwe’ve heard into a single answer?”
19 Hands Down Tell pupils they should only raise their Back to AFL ToolsHands DownTell pupils they should only raise theirhand to ask a question, not to answer one.The teacher then chooses pupils toanswer, therefore gaining information onwhether everyone is learning.– fruit machineprogramme on here where you can inputnames, save it and play it to choose pupilsat random.Write names on lollipop sticks and pull outat random to answer.Write numbers on balls or counters thattally to register or seating position and re-use with every class.
21 Student Marking By taking part in the process of Back to AFL ToolsStudent MarkingBy taking part in the process ofassessment, students gain a deeperunderstanding of topics, the processof assessment and what they aredoing in their own work. This helps tomake them more aware of ‘whatlearning is’ and thus see their ownlearning in this way.Students could self- or peer- markhomework or assessments.This could be done in pairs orindividually with a student-made or‘official’ mark-scheme.
22 Comment-only marking Comment-only marking provides students Back to AFL ToolsComment-only markingComment-only marking provides studentswith a focus for progression instead of areward or punishment for their ego (as agrade does).Comments could be made in books, in atable at the front of books, in a learningdiary or journal. The latter are helpful forteacher and student to track theprogression of comments and seeimprovement.Comments should make it clear how thestudent can improve.Plan activities and work with feedback inmind – let the design assist the process.
23 Peer Marking Students mark each others’ work Back to AFL ToolsPeer MarkingStudents mark each others’ workaccording to assessment criteria.Encourages reflection and thought aboutthe learning as well as allowing studentsto see model work and reason pastmisconceptions.Opportunities to do this throughoutindividual lessons and schemes ofwork.
24 Back to AFL ToolsFeedback SandwichTeacher gives a WWW and EBI and target task for student to completeStudent completes the target task to show they can improveTeacher comments on the task
25 Your classroom environment This takes time- it will probably not be achieved in one lesson!You need to build an environment whereStudents feel safe to make mistakesStudents can challenge opinions in a respectful wayStudents know they can not get away with being passive.
26 Quick check list for AFL Use some AFL every 20 minutes to ensure you know if your students are progressing.Adapt your teaching as you go to ensure that all students are making progressEnsure there has been some student interaction in the last 10 minutes (i.e. don’t lecture)Ensure every student answered a question in the lesson