Assessment for Learning

Assessment for Learning
Revised Curriculum Year 6 Assessment for Learning Slide shown as teachers enter room Copy of powerpoint for each teacher Copy of programme for day Copy of handbook for each teacher Time: 5 mins. (Background reading for presenters- “Assessment for Learning” Booklet in pink box) Presenters’ resources- Implementation box( pink box) , Northern Ireland Curriculum Book, Ideas for Connecting Learning box and copies of The Big Picture ( copy for each group of participants) Key Points which presenter/s may consider: After welcome, establish how many pilot schools are in the group, how many schools have AFL as their focus for this year, and ask group what they know about AFL- “buzz words”. Begin session with where we are in the implementation process-see next slide and go on to explain the content of training for incoming year for P6 teachers- refer to the Big Picture Emphasise NI curriculum aim- and how Assessment for Learning( explain AFL is abbreviation) contributes strongly to this aim – empowers pupils to take charge of their own learning, everyone potential to succeed and pupils accept responsibility for own development. Make links to TSPC, PDMU- these areas also promote active, meaningful collaborative learning, pupils’ choices, challenging tasks and a shared language of learning and reflection on learning. Links will become apparent over the four days training. Refer teachers to pages in course handbook where links are made –will become more meaninful as year progresses AFL is about how we can use assessment to promote, enhance and deepen children’s learning Today – opportunity to consider underpinning research and theory of AFL ,how teachers are interpreting it in classrooms- AFL has a positive impact on pupil behaviour, motivation, engagement and independence Explain that the pilot schools are still on the journey- change takes time – start small and build.

2.00 AFL strategies continued-Reflecting on the Learning, Questioning
Programme Registration Welcome ,Introduction AFL-WHY? Coffee Practical experience of a range of AFL strategies-Sharing the Learning, Formative Feedback Lunch AFL strategies continued-Reflecting on the Learning, Questioning Plenary and Evaluation Time: 2 mins. Key Points: In course handbook

Course Objectives To provide:
* a sense of ‘Why AfL?’ * a knowledge of AfL in the classroom * experience of AfL areas 2 mins. (Background reading : ‘Assessment for Learning for Key Stages 1 & 2’ pages 2-5 (in the RCI Box) This mentions Dweck & Black & Wiliams.) Key Points which presenter/s may consider: So what do we hope you’ll gain from today? Important to have an understanding about why AfL is considered to be an important part of pedagogy in the revised curriculum and what theory and research underpins the development of AFL.AFL is based on extensive research by Paul Black and Dylan Wiliam And later this morning we will be looking at the work of carol dweck . We will provide explanation of the main elements of Af Land suggest ways to implement these in the classroom There will be opportunity today to have 1st hand experience of AFL as well as viewing some video clips of the reality in the classroom You may wish to invite teachers who have been involved in the project to share their experiences.

Key content for today AfL . . . why? Experience the range Next steps
It’s based on a constructivist approach to learning . . . We have to help children to construct their own learning. . . We can’t learn it for them! AfL why? Sharing Learning Intentions Feedback for improvement Questioning to deepen learning Scaffolding children’s reflection about their learning Experience the range Time: 2 mins Key points which presenter/s may consider: The content for today - (The slide provides script for presenter/s) You are all coming to AFL from different starting points –we hope everyone will further their learning in some way. Today it’s for you to construct your own learning/understanding about AfL ~ what it will mean for you in your classroom/in your school. We can’t learn it for you. You need to make the connections. So you’re the learner. We all have beliefs about learning and we’re all different (different mindsets) and later this morning we will be looking at the importance of a positive mindset for learning to take place - an “I can” culture. Refer to Next Steps Process and accompanying handout Time to consider next steps in developing own practice Next steps

Assessment Reform Group 2002
A definition Assessment for learning is the process of seeking and interpreting evidence for use by learners and their teachers to decide where the learners are in their learning, where they need to go next and how best to get them there. Assessment Reform Group 2002 Time: 2 mins Key points which presenters may consider: Talk through definition which is taken from the Assessment Reform Group-(we are very lucky to have a N I representative ,Professor John Gardiner Q U B ) ,emphasising that it refers to how teachers AND learners make use of assessment information AFL involves learners being involved in the process-the teacher does the teaching, the pupils do the learning-they have to construct their learning AFL is a main component of the NIC It is about : Slowing down Going deeper Focusing on learning Shifting the emphasis from WHAT are we doing /to HOW are we doing it? And HOW are we doing? Learning is brought out into the open/discussed and nurtured Pupils realise that teachers may have taught them but they have done the learning So 3 central processes: clarity about Where the learners are Where they are going How they can get there

Assessment of and for learning
Summative * after the learning * outcome focus * to prove the learning * to measure learning * done to learners * externally referenced * widens ability range Formative * during the learning * process focus * to improve the learning * to promote learning * done with learners * personally referenced * narrows ability range Time: 5 mins (Background reading : “Unlocking Formative Assessment” ) Key points which presenter/s may consider: AFL is main emphasis within NIC-How does AFL differ to Assessment of Learning? refer to analogy-plant-Shirley Clark page 2 “unlocking Formative Assessment”) In contrasting the characteristics of Summative and Formative : After…During-self explanatory Prove…improve-self explanatory Measure…growing-self explanatory Done to…done with-AFL approaches focus heavily on enabling learners to take increasing control of their learning ,including assessment of it. Widens…narrows-The long known effect of drift, especially at the bottom end of the performance range, as learners get older. Evidence from AFL research indicates a tendency for learners at the bottom end of the range to catch up due to an increased performance enhancement. Black and Wiliams research would indicate that using AFL in the classroom improves performance and results –increased up to 2 full grades (see page 3 AFL book) Externally…personally-rather than always referencing performance against norms via grades ,AFL also encourages the referencing of performance against previous personal performance for each learner Outcome…process-the focus is on making improvements during the learning process ,rather than measuring performance at the end of it Obviously, there is a need for both types of assessment in our classrooms. So what’s different about this type of assessment? We’ve got better at summative assessment over the years ~ testing ~ standardised/end Key Stage etc is perhaps what we’ve been focused on. Often, due to having to cover so much content, we haven’t been able to make the most of the summative assessments! Both summative & formative are important elements. Main emphasis in the revised curriculum is on formative (Assessment for Learning) ~ learners take more responsibility for own learning and become confident in expressing their learning needs as outlined earlier.

Mastery Mindset Performance Mindset
Intelligence can grow Intelligence is fixed Effort leads to success Ability leads to success When the going gets tough I get smarter When the going gets tough I get found out I only need to believe in myself I need to be viewed as able Success is the making of targets Success is doing better than others Time:10 mins Key Points which presenters may consider: One of our aims for today is that you will have some sense of the rationale, theory and research behind AFL.AFL is based on the constructivist view of learning which says no matter how we as teachers design, package and deliver learning experiences in the end learning is a process that is instigated and managed by the learner. It is the learner who constructs the learning This slide describes the differences between performance mindset and mastery mindset Carol Dweck is Professor of Psychology at Columbia University in the USA. She has spent over 20 years on themed research in the area of children’s beliefs about the nature of intelligence, how these are influenced by the nature of the feedback they receive from others, and the impact of such beliefs on their activity and decision-making during learning activities, especially those parts where they experience difficulty or challenge. Her findings seem to indicate the existence of 2 ‘mindsets’ in children (though some 15% of children appear to be ‘undecided’). One set of children (Performance Mindset) appear to think that intelligence…cleverness…ability is something that they are born with, and is fixed in nature for each individual. Another set (Mastery Mindset) appear to think that their intelligence and ability is something that can grow, and that it grows most when they are faced with challenge. For this reason, Performance Mindset children seem to avoid challenge, as it potentially shows up the fact that they are less able, whereas Mastery Mindset children enjoy challenge…seeing it as an opportunity to become more able. Summary page of Dweck’s work in course handbook The following activity allows time to consider and discuss what these mindsets mean in practice When the going gets tough ... dig in and persist When the going gets tough ... give up, it’s hopeless (After Carol Dweck)

Children’s ‘Mindsets’ about learning:
Dweck ‘moving debate’ activity Time:10 mins (Presenters – each group require one set of cards and the Mindset sheet) Instructions for the activity: There are 12 statements to complete from 20 answer slips available. The statements in the mastery mindsets column correspond to those in the performance mindsets. Working in groups, using the cards provided, teachers match the ‘mastery mindset’ that corresponds with the ‘performance mindset’ comment. Whole group plenary and debrief as appropriate.

Mindsets: Reflecting on your own experience as a pupil
In pairs Talk about the influences (positive/negative) that a particular teacher had on your view of yourself as learner Think about relationships/classroom layout/marking/language used etc Time: 10 mins (Depending on time, presenter/s may take feedback from this activity or just sum up the reflections) (Presenters’ resources- 2 Flip charts used to collect thoughts (positive/negative). Use different coloured pens for each. Maybe red for negative?) Instructions for the activity: Presenter/s might share a positive and negative experience of their own to start off the discussion Teachers first think and record thoughts on sheet in handbook-negative/positive; then pair/share at tables Having taken feedback from the audience make links – their teachers influenced their perception of themselves as learners, their mindsets Then consider classrooms today- The classroom environment - physical and emotional, relationships, trust, respect, partners in learning? Teacher/pupil; child/child The organisation, type and use of resources i.e. visual timetable, whole class and individual targets, sharing the learning i.e. how is it displayed? Support – is there a clear system in place for this, do the pupils know how to use it? How do you teach How does your classroom reflect/enhance Carol Dweck’s mastery learning mindset?( pose this question but don’t take feedback) The teacher makes the difference!

Active Learning Structures Skills Information supported by
Classroom Organisation Rules & Routines Discussion Negotiation Sharing Planning Visual Displays & Posters Thinking Diagrams Time:5 mins Key points which presenter/s may consider: Children have to construct learning inside their heads- we can’t do it for them despite how comprehensively we plan or how brilliantly we teach! It therefore follows that the more we can do to help them to construct learning for themselves, the better they will do the job. In practical terms, there are three essential classroom elements to enabling children to actively construct learning: 1 Structures. It is the case that active learning contexts have far more structure than traditional ‘stand and teach’ ones, not less. Structures like classroom expectations, rules for accessing and using resources, group work etc scaffold children’s decision-making and help to preclude ‘I don’t know what to do’ holes in activity. 2 Skills. Children need to be taught some skills explicitly to enable them to engage actively. These include discussion, negotiation, sharing and planning skills, and are taught to children from their first days in playgroups and nursery settings. 3 Information. If children are to be able to make decisions, structures and skills will almost certainly be valuable in facilitating their self-directing activity, but they will often need to access information to help them operate in learning contexts. This information must be provided in clear, child-accessible form and usually in visual displays to avoid placing demands on memory which may not be realistic. The Learning, or ‘WALT’ Board is an example of structure, skills and information being activated to enable independent operation by children in the classroom. Children need to understand the structure of the board. They need to have the skills of interpreting what learning intentions and success criteria mean, and how to use these to manage their learning activity. They also need to have the information, especially the success criteria, visually accessible during activity to enable them to self-regulate and direct their learning activity. supported by Positive attitudes to learning Children have to construct their own learning we can’t do it for them.

Personal Reflection AfL: Why?
P6 Assessment for Learning Personal Reflection AfL: Why? Children’s ‘mindsets’ The constructivist classroom Time: 5 mins Presenters recap on key points The difference AFL can make in a classroom The importance of mindsets and the impact on learning The learner constructing their own learning The organisation of your classroom to implement AFL effectively

Reflecting about Learning Assessment for Learning
Sharing the Learning Pages Pages Reflecting about Learning Assessment for Learning Formative Feedback Time: 3 mins. (Background reading: Assessment for Learning Booklet in Pink Box Pages 6 – 7;Pages above refer to each element). Presenters Resources: Learning Teaching and Assessment Cycle Poster for display). Key Points which presenter/s may consider: 4 main elements in Assessment for Learning. 1. Sharing the Learning – telling children what they’re about to learn and why and making explicit the steps required to achieve the learning ie Success Criteria. 2. Formative Feedback – giving feedback which is focussed on improvement. 3. Questioning – using questioning strategies that extend participation and deepen learning. 4. Reflecting about Learning – ensuring that pupils reflect on the how and why of their learning. Elements of Assessment for Learning have most value when seen as integrated and mutually supportive of the process of learning rather than having discrete effects. Refer to Learning, Teaching and Assessment Poster – explain where each Assessment for Learning element fits in. Today – overview of elements some in more detail than others and some strategies for classroom implementation. Teachers should consult Assessment for Learning Booklet in Implementation Box, DVD and the Assessment for Learning units for further details. Implementation takes time – process/journey. Advice – start small. Start from where you are at. Take one area at a time. Self and Peer Assessment – takes time to get to this – Schools involved in Assessment for Learning Pilot only got to this element after 18 months – 2 years. Importance of establishing climate etc. Make links to Carol Dweck’s Mastery mindset – by adopting Assessment for Learning elements into our teaching, are promoting mastery mindset in pupils. Pages Pages Questioning

Learning, Teaching & Assessment Cycle
Planning Learning Intentions Improvement Questioning Questioning Learning, Teaching & Assessment Cycle Reflecting about learning Input Questioning Questioning Success Criteria Explain where each element fits in-see Page 7 Formative Feedback Learning Activity

Why Learning Intentions?
The first ‘active’ element of formative assessment in the classroom is the sharing of learning intentions with children Without the learning intention, children are merely victims of the teacher’s whim. Unlocking Formative Assessment Shirley Clarke, 2001 Time: 2 mins. (Background reading: ‘Assessment for Learning’ Booklet Page 8. Presenters Resource: ‘Unlocking Formative Assessment’ by Shirley Clarke) Key Points which Presenter/s may consider: Learning Intention – simply a description of what you want pupils to know, understand or do by end of lesson. Learning Intentions can also come from children. Helps focus teacher and pupils on ‘learning’ rather than ‘activity’. Pupils more motivated, more involved and able to take responsibility of own learning Concept not new – many call them Learning Objectives, goals, aims. ‘Intention’ is used purposefully in Assessment for Learning- ‘This is what . I intend you to learn’ – emphasis on process rather than end product.

Learning Intentions Planned for Knowledge/skills/understanding
Learning rather than doing Shared/displayed Child friendly ,Time: 10 mins. (Background reading: ‘Assessment for Learning’ Booklet Pages 8 – 11. Presenters resources – Mind map on Flip Chart illustrating Learning Intentions, Examples/photos of WALT, Learning Walls etc) Key Points which Presenter/s may consider: Learning Intentions should be planned for. Start small eg one area of Literacy. Identify/Express the learning in terms of knowledge, understanding and skills: - Knowledge = factual information - Understanding = application of knowledge, concepts, processes - Skills = abilities acquired through the learning experience, importance of generic, transferable skills. State ‘why?’ – the reason for Learning – we are learning this because. Separate the ‘learning’ from the ‘activity’. Share the Learning Intention and the reason with the children. - plan to do this at the beginning or near the beginning of the lesson, make connections for children to previous learning; in time children may suggest LIs; - use language the children understand; - give children the opportunity to verbalise the Learning Intention; - display the Learning Intention; - revisit the Learning Intention throughout the lesson. Refer to the Learning Intention at the end of the lesson for reflection/evaluation. Use the language of ‘learning’ in the classroom. Classroom Strategies Presenters may refer at this point to the use of ‘Learning Wall’, ‘Learning Board’, WALT, use of flip chart pages, interactive whiteboard etc.

Context/Activity Learning Intention Success Criteria
As a group, design a Poster showing why you should brush your teeth Persuade others to your point of view Work well in groups Time: 2 mins. (Presenter/s Resources: have this slide on handout – one per person). Key Points which presenter/s may consider: Distinguish between the Learning Activity and the Learning Intention. Distinguish between knowledge/understanding/skills in the Learning Intention.

Planning Learning Intentions Improvement Questioning Questioning Learning, Teaching & Assessment Cycle Reflecting about learning Input Questioning Questioning Success Criteria Explain where each element fits in-see Page 7 Formative Feedback Learning Activity

Process Success Criteria
Process success criteria summarise the key steps or ingredients the pupil needs in order to fulfil the learning intention ~ the main things to do, include or focus on. Time: 2 mins. (Background reading: ‘Assessment for Learning booklet’ Page 12. Presenter/s resources: Learning, Teaching and Assessment Cycle Poster). Key Points which presenters may consider: Refer to where Success Criteria fits on Learning, Teaching and Assessment Cycle poster – Links Learning to Activity. The teacher can tell the children the Success Criteria or the children can be invited to develop the Success Criteria once the Learning Intention has been stated eg ‘How will we know we have achieved this’? Purpose of Success Criteria is to make absolutely sure about key steps to follow to fulfil Learning Intention. Success Criteria helps cultivate independent learners, provide effective feedback and create confident pupils who contribute to activities. Pupils more informed about how they will be assessed – therefore better able to assess their own work – leads to learning independence – life skill. Shirley Clarke, 2001

Process Success Criteria provide a scaffold and focus for pupils while engaged in the activity
They are: * linked to the learning intention * Specific to an activity * discussed and agreed with children before they begin the activity * used as the basis for feedback and self/peer assessment Time: 2 mins. (Background reading: ‘Assessment for Learning’ booklet pages 12 – 14. Presenters resources: examples/photos of success criteria, WILF, ‘Getting Unstuck’ Board, Traffic Lights, thumbs up/down) Key Points which presenter/s may consider: Focus on ‘process’ rather than end product. ‘Key’ ingredients needed to fulfil Learning Intention. ‘Child friendly’ language. Should be discussed/agreed with pupils before they begin activity – plan TIME to do this. Should be displayed and referred to. Process needs to be developed over time. Teacher should model process – help pupils understand the value and purpose of Success Criteria. Initially teacher may create Success Criteria. Pupils in groups may practise creating and using the Success Criteria eg using sample work. Use visual icons to illustrate each step within Success Criteria where possible. Teachers can use Success Criteria to aid differentiation. Classroom Strategies Presenter/s may refer at this point to the Learning Wall – WILF, to be successful ……, Getting Unstuck Board, Traffic Lights, Thumbs up/down.

Context/Activity Learning Intention Success Criteria
As a group, design a Poster showing why you should brush your teeth Use persuasive language Design clear visually attractive poster Use classroom rules for group work Persuade others to your point of view Work well in groups Time: 2 mins. (Presenter resource: above slide in course handbook). Key Points which presenter/s may consider: Success Criteria links the Learning Intentions and the Activity. Underline that the Success Criteria are the key steps children must take to achieve the learning – ‘I will know I have been successful if ….’.

Workshop Think about an activity you do with your class
Context/Activity Learning Intention Success Criteria ? ? ? Time: 15 mins. (Presenter/s resources: sheet in course handbook). Key points presenter/s may consider: Work in pairs. Think of activity. What is the learning the children will take away? What steps do the children need to take to be successful? Depending on time share one or two

Next Steps – Sharing the Learning (LI)
Start with one learning area Separate the learning from the activity Display and read aloud the L.I. Explain the process to pupils Monitor the impact on pupils’ learning Reflect and evaluate with staff Time: 5 mins. Key Points presenter/s may consider: Teachers should explain rationale to pupils before introducing Learning Intentions (or ask the pupils why we/they think we need to know the Learning Intentions?) Start small – eg Literacy writing, new learning .once per week in this area-NB long term goal is to plan for LIs in new learning in all areas ie 2or 3 times per week Tell the pupils why they are learning something eg - you are learning about the heart because it is important to know how your body works. - you are creating adjectives so that your writing will be more interesting. Frame good Learning Intentions for learning, rather than activity and share – allow children to verbalize. Use post-its to record Learning Intentions on planners. Look for impact of sharing the Learning Intention on children’s learning and your own teaching. Talk to children to establish if sharing the Learning Intention is making a difference to how they learn. Establish the language of learning in your classroom. Talk to other teachers about what you are doing – compare notes – plan together. NB –in some cases it is more effective to begin with the activity instructions rather than the learning intentions-see Page 21 Unlocking Formative Assessment-sometimes children need to be “captured “at the beginning of the lesson

Next Steps-Sharing the Learning (SC)
Start with one area-plan with colleague if possible Plan “process” success criteria Model how it is arrived at Share and display During lesson remind pupils to focus on the success criteria Keep success criteria few and succinct Time: 5 mins. Key Points presenter/s may consider: Start small. Plan time for pupils to discuss Success Criteria in order to develop understanding. Plan to involve the pupils in developing Success Criteria over time by eg using sample work – draw out essential features, qualities, aspects that meet its Success Criteria. Use post-its for planners. Encourage routine of referring to the Success Criteria as children work.

Learning Intentions (We Are Learning To) Success Criteria (What I Am Looking For)
Getting this part of Afl right is one of the keys to successful implementation of AfL and is also where teachers are finding some difficulty, particularly with separating the Learning intention from the activity. It is much about mindset change – for many years as a teacher I thought most consciously about what the children were going to do rather than what are they going to learn. Now teachers are asking themselves more often what do I want the children to learn from this activity and that helps formulate the learning intention and to separate it from that activity. Then they are also making the LI public and in a written form for the children, hence the WALT & WILF boards. NB This is not for every piece of work that a teacher does – max 3 times per week. Lots of other work is going on in the classroom that doesn’t have this support. Egs from Erganagh PS

Sharing the Learning Pages Pages Reflecting about Learning Assessment for Learning Formative Feedback Time: 1 min. Key Points which presenter/s may consider: Have considered 1 element of Assessment for Learning – sharing the Learning –ie Learning Intentions and Success Criteria . Now considering formative feedback Pages Pages Questioning

Planning Learning Intentions Improvement Questioning Questioning Learning, Teaching & Assessment Cycle Reflecting about learning Input Questioning Questioning Success Criteria Indicate where Formative Feedback fits on the L T A cycle Formative Feedback Learning Activity

Characteristics of Formative Feedback
Feedback should provide: evidence on where they are now the desired goal Time:5 mins (Background reading: ‘Assessment for Learning’ booklet Page 15-20). Key Points which presenter/s may consider: Evidence on where they are now ie in relation to the agreed Success Criteria. Advice on how to improve is critical, as to be truly formative, feedback must inform the next steps in learning. :Emphasise that FF comments on the quality of pupils work. Offers advice on how to improve - it focuses on improvement. FF deemphasises competition. FF improves motivation and learning ambition – ie ‘mastery mindset’. Ask teachers to consider how it fits in with their current thinking. Refer to research – marks/grades only → nil improvement in work, mark/grades and comments → nil improvement, comments only 30% improvement. Once established FF forms the basis for self and peer assessment * Feedback should be in language the child understands. some understanding of how to close the gap

Formative Feedback Is timely Relates to the focus of the learning
Identifies where success has occurred Identifies where and how improvement can take place how Allows time for improvement Is accessible to the pupil Time: 2 mins. (Background reading: ‘Assessment for Learning booklet Pages 15 – 16). Key Points presenter/s may consider: Too often feedback comes too late, too little, too vague. Give examples eg returning work marked a week after event, with comments like ‘A fair effort!’ ‘Presenter can use own examples’. Feedback should be in language the child understands. Feedback should relate to where the pupil is at in relation to the Success Criteria and advise on how to improve. Try to give feedback during task. Allow time for pupil to ‘close the gap’. Later you will see how the teacher in the video illustrates the above points

Types of Feedback Oral Feedback Written Feedback
During the lesson/activity After the task Personal and immediate Comments only Interactive (two-way) Time: 2 mins. (Background reading: ‘Assessment for Learning’ booklet Pages 17 – 18). Key Points which the Presenter/s may consider: Oral feedback very powerful, effective tool. - personal, immediate, allows pupils to respond and participate. - effective way of decreasing workload - allows for quick remediation. - parents may need to be made aware of different types of feedback. Oral feedback should be connected to the Learning Intentions, Success Criteria. - if there is need to praise/support an individual pupil teacher should do so discretely. - teacher should consider impact of tone of voice, body language. What does this mean for the way you organise your class-do you have to reorganise your day so that you are available to give oral feedback-one lesson per week?

Workshop -Feedback Time-10mins
Presenter-Background reading-Pages “Unlocking Formative Assessment” (Presenters’ resources-set of cards on feedback and Yes/No card per group ) Key Points: This is an activity taken from the implementation box which you could do with staff back in school-we have changed a few of the comments for today’s workshop as some of you may have already done this in school These are statements that could be oral or written-some may be familiar to us Group sorts cards into Yes/NO F.F Ask which statements praise pupil but do not highlight exactly what pupil did well Which statements do not give sufficient direction to the pupil on how to improve their work? Choose statements which are quality F F Which statements are negative/insulting?

A Strategy for Written Feedback
Find 2 successes against the success criteria Find the part of the work that has most scope for an immediate ‘jump’ (not simply the worst part) Write a short prompt telling the child exactly what to do to this part of their work Provide time for them to read, process and respond to your prompt Time: 2 mins. (Background reading: ‘Assessment for Learning Booklet’ pages 19 – 20,see also page in course handbook ) Key Points presenter/s may consider: Begin by using a structured approach. This is one strategy which uses a structured approach ie 2 stars and a wish. Explain it to pupils before using-teachers could model it –they will see later in the video how one teacher uses anonymous sample work. It is not meant to replace current marking system, but to be used alongside it as an additional strategy. It is for schools to determine how much of this kind of feedback can be provided to pupils ,possibly small groups. Many teachers find it difficult to adhere to the Success Criteria when identifying the successes and improvement area, but when they do they find pupils have greater focus and purpose in their learning.

St. Patrick’s P S – video clip
Time-15mins Notes for presenters give some background as to how long the school/teacher has been involved in AFL Give some background to the lesson eg persuasive letter to principal ,Mrs Ryan,asking her to consider installing water coolers in the school the video shows the teacher using LI and SC as well as explaining FF to the children, and how ,once the process has been established, it is used for self and peer assessment-it takes time to get to this stage-we will be looking briefly at self assessment later when we consider reflecting on the learning Ask teachers to consider the following as they watch video-these points could be put on a flip chart-what strategies does the teacher use for LIs SC?, note the teacher’s use of questioning, how does she demonstrate FF? how does she involve the children in the process? consider the teacher’s role/relationship-ethos of the classroom?

Workshop –Persuasive Letters Written Feedback Responding to Feedback
Time:10 mins (Presenters’ resources –copies of pupils writing, copies of L I +SC for writing –on flip chart, postits, course handbook page with structured feedback system) Key Points presenters may consider: The letters are real childrens’ letters done by the p 6 children observed in the video Teachers work in pairs. Following the structured feedback system and using the lesson’s LI SC they use postits to give FF on the pupils work and write a prompt for improvement Written feedback - write comments pupils can understand. - be specific on what has been achieved and give clear advice on how to improve. Teachers can then share/compare their feedback with others at their table Presenter may establish if teachers found it difficult to adhere to SC and ignore spelling, punctuation etc Could suggest having LIs focussed occasionally on punctuation etc or having “Reminder” list on learning board for chidren eg remember to edit your work, check for capital letters, full stops Share with teachers the samples illustrating childrens’ responses to feedback--NB this was a draft letter initially and because it was being sent to the principal it needed to be rewritten-this will definitely not always be necessary –it is common sense to highlight a sentence /paragraph only for improvement Flip Chart WALT Write persuasive letters WILF 3 paras-health -learning -counter arguments Formal language Use facts to back up your arguments

Next steps-formative feedback
Choose an activity eg literacy writing Focus on one group of children at a time Any verbal feedback during lesson should be focussed on learning intention and success criteria Give immediate specific written feedback related to L I SC Give pupils time to make improvements Time: 2 mins. Key Points presenter/s may consider: Look for the benefits for pupils using FF: - Pupils know what teacher is looking for in their work. - Pupils more in control. - More focus on improvement than correction. - Less focus on competition with peers. - Mind set that intelligence can grow – ie mastery. Benefits for teachers: - Massive change in pupils learning.

P6 Assessment for Learning Knowledge/experience of AfL Strategies
Personal Reflection Knowledge/experience of AfL Strategies Sharing the Learning Formative Feedback Time -5mins Briefly recap on middle session –LIs SC FF

Sharing the Learning Pages Pages Reflecting about Learning Assessment for Learning Formative Feedback Time: 1 min. Key Points which presenter/s may consider: Have considered– sharing the Learning –ie Learning Intentions and Success Criteria and FF . This afternoon considering the other 2 elements-Reflecting about Learning and Questioning Pages Pages Questioning

Planning Learning Intentions Improvement Questioning Questioning Learning, Teaching & Assessment Cycle Reflecting about learning Input Questioning Questioning Success Criteria Time-2 mins Indicate where these 2 elements fit Formative Feedback Learning Activity

Reflecting about Learning
Self-assessment: reflecting on WHAT has been learnt Children use success criteria to assess their own work prior to the teacher marking it Time-5 mnis Background reading-AFLBooklet Pages 26-32 Points Pupil reflection important element of AFL-promotes independent learning, communication and support in classroom Assessment and evaluation equally important for pupil development-life skills Each needs to be modelled ,developed and supported by teacher-refer to teacher on video-importance of establishing classroom routines and climate SC can be used to guide both Pupil reflection –saves time, develops pupils ability to recognise quality, improves understanding, strengthens pupils voice in classroom-links to PDMU, and provides valuable feedback in language pupils understand Pupils given more active role in learning process-take responsibility for own learning-means teacher not always needed Improves self confidence, self esteem Helps develop collaborative and other essential life skills Stress the importance of building up to peer and self assessment-all other elements of AFL need to be firmly established, importance of classroom climate-takes time

Self-evaluation: reflecting on HOW they are learning understanding themselves as learners
Children use self-evaluation questions to prompt reflection during short plenary sessions Time-5 mins Points Self assessment-teacher must model assessment and feedback processes using LI,SC-pupils need time to practise process eg teacher and pupils together discussing anonymous work sample using LI,SC-refer video,; model process when giving FF to pupil-ie linking FF to SC, providing prompts for improvement and allowing time;build correct climate-bring learning out into the open, mistakes necessary for improvement, ethos of mutual respect Self evaluation-enables pupils to discuss the process they engaged in ,to understand more about way they learn best; teacher may use prompts to help pupils with the process-see next slide

Self Evaluation Questions
What really made you think/did you find difficult while you were learning to..? (quote learning intention) What helped you( e.g. a friend, the teacher, new equipment, a book, your own thinking) when something got tricky about learning to….? What do you need more help with about learning to? Time: 2 mins These “BIG QUESTIONS” in Course Handbook Key points which presenter/s may consider: Teacher may use these prompts in plenary sessions Prompt questions can relate to specific LI or broader piece of work, can also be used in learning logs Can display in classroom to keep them accessible and in minds of children

What are you most pleased with about learning to…
What have you learnt that is new about …(quote learning intention)? How would you change this activity for another group/class who were learning to….? Time: 2 mins Key points which presenter/s may consider: Slide provides script

Next Steps-Reflecting on the Learning
Establish structures and routines to enable reflection Model the process Plan for reflection time Make it purposeful Time-3 mins Points Use and refer to LI SC regularly Plan for it in planners and make it happen Focus on the strengths-develop “can do” culture Make links for the children-reflection leads to improvement in learning in the future Explain process to parents Getting started Encourage pupils to stop working for a couple of minutes and check the success criteria At the end of the lesson model the possible answers pupils might have to the self evaluative questions e.g. “ I think some of you might be most pleased with “.. Emphasis that they are not to answer the question- stop bright pupils taking over After the training period, select one question for ends of lessons and link with learning intention What are you most pleased with about….? Thinking time of seconds- consider heads down Pupils do not write down their self evaluation

Dylan Wiliam-Video on Questioning
Time-15 mins Resources-video clip, also refer teachers to section on questioning in course handbook which they can read at a later date Points for presenters Now looking at questioning Introduce Dylan Wiliams-background-books etc Clip is on questioning Ask teachers to consider the following while watching clip-what strategies does he suggest teachers might use ?flip chart afterwards Ask teachers to reflect on their own questioning-think about changes they could make

Research has shown that a question is asked every 72 seconds
Questioning Research has shown that a question is asked every 72 seconds 38% of the questions are answered by the teachers Only 8% encourage pupils to talk and think Time:2 mins. Key points which presenter/s may consider: Research – Ted Wragg Teachers often ask questions which are not meant to be answered – “would everyone line up please?” – teacher is really instructing the class to line up. Try asking fewer questions and ask questions which pupils are expected to answer. Effective questioning assists with assessment and improving understanding Questioning for assessment helps the teacher obtain evidence about where pupils are in their learning and can inform planning Questioning for understanding ( teacher- led) can help pupils make connections in their learning

Questioning strategies
Prior notice Extend the wait time Try no hands up Use ‘think – pair – share’ Plan for children to ask a question * Write down what you think Time:10 mins. ( At coffee /lunch time, presenter/s may ask a teacher to answer the first question during this session) Key points which presenter/s may consider: Prior notice- Open/closed questions- ask the group - 9x7? - selected teacher is invited to respond. Ask the group if 9x7 is an open/closed question? It is a closed question and is often used to assess if pupils have quick recall of facts. In class, need to extend the time needed for pupils to think- often teachers allow less than one second between posing a question and asking for an answer. Tell pupils that wait time is being introduced. When a pupil puts their hand up to answer a question, other pupils stop trying to think of an answer. Introducing “no hands up” encourages all pupils to try and think of an answer. Explain to pupils why this is being trialled in class. Explain that when asked the next question each teacher will record their individual answer and then they will talk to another teacher and discuss their answers. If they both think of a different answer/better answer they are to record this. Then they will discuss their answer with the group/table. The group may decide on one final answer and record it. Feedback will be taken from the group. Explain that this is the strategy of “think, pair and share”- some 70% of pupils in classes may need to talk to another pupil before they “think”. The answer is 45. what is the question? Think pair share – could use whiteboards in class for pupils to record. Ask group for their questions. Did working with another improve responses/thinking? Was the question open/closed? To ensure that all pupils are invited to answer, try the tub of lollypop sticks – Each pupil writes their name on a lollipop stick and decorates the stick. All sticks are placed in a tub and teacher selects a lollypop stick without looking. If pupils are unsure/don’t have an answer ask if they would like to phone a friend- ask another pupil in the class if they would have an answer. Make links to video Plan for children to ask questions eg planning board

Next steps-Questioning
As a staff reflect on using questioning to deepen understanding and enhance participation Research and develop understanding – eg. Bloom’s taxonomy Consider pupil led questioning Time: 3 mins. Key points which presenter/s may consider: Questioning will be further focussed on TSPC day: 3 levels of questioning in context of literacy Reflect on the types of questions asked- difference between question and giving instructions Ask fewer questions and expect pupils to answer. Extend wait time Plan some questions when planning. Pupil led questioning is a key process in learning and allows them to develop independence, work through problems and to reflect on and evaluate their own understanding. Questioning is one element of AFL which is not incremental-you can begin introducing at any stage Reference section in course handbook on questioning

Personal Reflection Personal Reflection
P6 Assessment for Learning Personal Reflection P6 Assessment for Learning Personal Reflection Knowledge/experience of AfL Strategies Reflecting on the learning Questioning Time-5 mins Briefly recap session on self assessment ,self evaluation and questioning

Active Learning Structures Skills Information supported by
Classroom Organisation Rules & Routines Discussion Negotiation Sharing Planning Visual Displays & Posters Thinking Diagrams Time: 3 mins. (Presenter/s resources: Photo, posters, charts etc). This slide is optional at end of day to recap on key messages from the day. Key Points presenter/s may consider: Importance of classroom environment – is it conducive to learning? Eg display space, seating arrangements, is it learner centred? Process centred? Do wall displays, facilitate independent learning? WALT, Getting Unstuck etc. Role of teacher – facilitator, enabler of learning, using all elements of Assessment for Learning to deepen understanding and learning. Role of pupils – active learners, asking questions, taking responsibility for own learning, collaborating in their learning, connecting their learning – are there opportunities for the pupils themselves to facilitate the activity? Importance of relationships within the classroom, pupil – pupil, teacher – pupil. Refer teachers to last few pages in course handbook-very briefly-Next steps, Freqently asked Questions, Back at school supported by Positive attitudes to learning Children have to construct their own learning we can’t do it for them.

Course Objectives To provide:
* a sense of ‘Why AfL?’ * a knowledge of AfL in the classroom * experience of AfL areas Back to objectives for evaluation purposes. Show this slide as the teachers fill in the evaluation forms

Assessment for Learning

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