Workshop 1: 29 November 2011 S.Coombes th

Workshop 1: 29th November 2011
S.Coombes
Initial Activity
 In groups distinguish main differences
between formative and summative
assessment
Students at SEEVIC college will
learn best if we all agree on these
principles……
• It’s okay if students don’t fully understand a concept first
time, learning takes time.
• If work is graded, try to get students to beat their own
record, not someone else’s.
• What counts is whether students understand the problem
and solution, or question and answer eventually
• Not whether they get it first time in a lesson
Students at SEEVIC college will
learn best if we all agree on these
principles……
• Making mistakes is part of the learning process and we should not be
humiliating or critical towards initial errors of judgement.
• Mistakes are useful because they tell us where we can improve.
• Its good for learning to admit to not understanding and to admit to
mistakes and then ask for clarification.
• We should never ridicule each other for mistakes, even in a joking way
• Students will learn from mistakes if they find out how to do it without
mistakes next time, and really understand this.
Assessment Matrix
Positive feedback
Feedback for advancement
And Understanding
Negative feedback
Constructive Feedback
Questioning for understanding
Please refer to the Oral
Questioning Sheet
•Progressive questioning and targeted
questioning are the most advantageous in
differentiating the learning within a lesson.
•There are opportunities to stretch and
challenge both the more and less able
students and also develop understanding of
core concepts to the whole class.
ICT facilitation
Establish a location (e.g., bulletin board, or e-mail
address) where students may leave or post questions
about concepts, principals, or processes that they do
not understand. This technique may benefit students
who are uncomfortable saying aloud that they do not
understand.
Analogy Prompt (can be practical)
(A particular concept, principle, or process) is
like________? (Playground solar system example)
Visual Representation
(Drawing on the white board of a concept Map, Flow
Chart/Basic Diagram)
Learning Partners to
consolidate key learning points
in lessons and in assignments
 Mix social groups (Differentation/BM)
 Students peer assess (Afl)
 Can inform teacher on verbal understanding of
students (Afl)
 Consolidate independent student reflection.
How ‘learning partners’ works
• First of all everyone please get up and sit next to
someone who has got a different piece of work then
their own(there are only two, one is red highlighted).
• Second follow guidance from teacher and self/peer
assess each others work and your own work.
References
 Browning J (2009)Questioning students to elicit
deeper understanding.
 DuBois L S (2006) Student led learning
 Hattie J (2010) Improving Learning in the Classroom
 Petty G (2009) Formative assessment and its effect on
quality learning