Differentiation and Formative Assessment – D Wiliam

Aspects of Differentiated Instruction that are related to Classroom Formative Assessment

Aspects of differentiated instruction Formative Assessment?
Content Several elements and materials are used
Align tasks and objectives to learning goals
Instruction is concept focused and principle driven
Process Flexible grouping is consistently used
Classroom management benefits students and teachers
Products Initial and ongoing assessment of student readiness and growth
Students are active and responsible explorers
Vary expectations and requirements for student responses
Miscellaneous Clarify key concepts and generalisations
Use assessment as a teaching tool
Emphasise critical and creative thinking as a goal in lesson design
Engaging all learners is essential
Balance between teacher-assigned and student-selected tasks

 

Multiplicative Thinking – PLC Resources 16th May

The Learning Assessment Framework for Multiplicative Thinking
http://www.education.vic.gov.au/Documents/school/teachers/teachingresources/discipline/maths/assessment/lafcomparativ.pdf

http://www.education.vic.gov.au/school/teachers/teachingresources/discipline/maths/assessment/Pages/learnassess.aspx

Scaffolding Numeracy in the Middle Years
http://www.education.vic.gov.au/school/teachers/teachingresources/discipline/maths/assessment/Pages/learnassess.aspx

Common Misunderstandings – Multiplicative Thinking
http://www.education.vic.gov.au/school/teachers/teachingresources/discipline/maths/assessment/Pages/learnassess.aspx

Newman’s Error Analysis – You will need to log in to PAT Teaching Resources (email as user name)
https://oars.acer.edu.au/norwood-primary-school Then go to Teacher Resources

Multiplication and Division – Maths Assessment Project
http://map.mathshell.org/download.php?fileid=1592

Multiplicative Thinking Tasks

https://aare.edu.au/data/publications/2006/sie06375.pdf

Our learning progression brainstorm (using Multiplicative Thinking article):

Content:

  • counting and splitting
  • skip counting
  • large collections
  • repeated addition (2s, 5s, etc.)
  • repeated subtraction
  • hold both numbers in head – number of objects within each group and number of groups
  • hold both numbers and the total
  • visualise 3×4, 4×3 move from additive to multiplicative strategies
  • factors, product – arrays
  • multiplication and division – commutative, inverse relations
  • language develops – for each, times, as many
  • symbolic representation, diagrams

Implications for teaching/ learning

Pedagogy:

  • Developing opportunities for students to use effective strategies – arrays
  • Challenge to show different ways
  • Communicate – in different ways
  • Explicit role modelling
  • Language used by students – allow opportunities for talk, and for listening in to hear their language (gaining insight into their thinking)
  • Variety of representations – words, pictures, symbols
  • Moving from familiar to unfamiliar contexts
  • Questioning and enabling prompts
  • Allow opportunities for collaboration
  • Think boards
  • Visualisation – drawing how they see the problem

 

 

Learning Design Assessment Moderation – LDAM

Staff collective understanding:

What does formative assessment mean to you?

  • checking in
  • building on students’ knowledge
  • informs your teaching
  • critical for differentiation
  • establishing students prior learning as a basis to inform teaching and learning cycle
  • fundamental to identify student learning and next step development
  • next step for teaching (growth points)
  • gives you constant growth points/ learning goals
  • whole class/ small group strategies to teach/ re-teach/ adapt
  • Assessment which is ongoing through a journey as opposed to summative assessments
  • Guides teaching and learning cycle to meet student’s needs

What does it look like in your class?

  • pink, green, yellow post it noes
  • thumbs
  • traffic lights
  • emojis
  • reflections
  • main thoughts
  • coloured pens
  • various exit passes
  • verbal
  • children involved – opinions about their learning
  • peer support – e.g. oral presentations – statements, questions, appraisals
  • keep it happy – enjoyment shown through recognising ah ha moments
  • whole class investigations – recapping often, during lessons
  • individual/ group/ whole class assessments – differentiation conversations about learning with students
  • Ongoing
  • Running Records
  • Folder/ SSO Book/ Sentral goals
  • PAA/ SPA allocating SSO groups and tasks
  • Feedback
  • Peer marking
  • Photographs
  • Conferencing as read/ write
  • oral sharing/ questioning
  • Think 1 – I wonder – Think 2
  • positive growth points (pink/ green)
  • goal setting – numeracy, literacy
  • individual learning goals – student, teacher
  • verbal – instant/ written feedback
  • cold pieces of work
  • work samples on display
  • discussion
  • jointly established criteria for assessment (co-construction)
  • multi-modal opportunities to express understanding
  • conferences
  • choose one or two criteria to focus on
  • 2 stars and 1 wish
  • whiteboards
  • sticky notes
  • peer/ teacher verbal/ written feedback
  • ‘The muddiest point…’

How do you currently go about formative assessment?

  • used throughout the curriculum
  • negotiated
  • scaffold to ensure students are comfortable
  • share Australian Curriculum information with students (5/6)
  • assessment – cold piece – Think 1 →set goals/ reflect/ growth points – I wonder → Reassess – final piece – Think 2
  • Highlight when marking student work for self checking
  • Questioning – e.g. – What was the sticky point in your learning? What did you achieve – new learning?
  • Pit stops
  • Stepping stones to inform next steps
  • Prior knowledge tasks
  • What have we learnt tasks

How do you and the students feel about formative assessment?

  • positive engagement
  • see it as a way to improve
  • own it
  • students like giving feedback to others
  • they listen to feedback given by their peers
  • joy excitement
  • confidence
  • crucial as staff to know where each child is at – how do you plan otherwise?
  • provides growth points for us too
  • Early years kids generally love whatever you do
  • students love feedback and take it on
  • children enjoy sharing learning
  • children enjoy knowing their strengths and goal setting
  • some students may feel stressed about presenting in front of peers (point for consideration)
  • Teachers – having a good idea about what the students are doing
  • Students – receptive to feedback/ acting on this

handout-LDAM-strategy-overview-1a1pp8w

handout-LDAM-formative-assessment-1t6ga

 

PowerPoint Presentation: Staff Meeting Week 1, Term 2, 2018

LDAM Strategy Staff Meeting Week 1, Term 2 2018-1du552i

DECD Literacy and Numeracy First Information for Principals:

decd-literacy-numeracy-first-information-for-principals-z4k7dj

 

 

 

PAT- R Retrieving Directly Stated Information

Whilst developing research skills with Year 5/6 students we have unpacked the description for each band in the Retrieving Directly Stated Information strand of the PAT-R and have identified one goal for each student. These goals would be suitable for students from years 3-7 depending on which band matched their Zone of Proximal Development. Refer to the student’s scale score.
Mosaic Leaf Learning Progression – Reading Comprehension 1-21cemgd

Leaves – Retrieving directly stated info multiples-twv6j0

Mosaic Leaf Learning Progression blank-197xucn

NAPLAN Writing Results from 2016 to reflect on

Click on the tabs at the top to explore to explore Year 3, Year 5 and Year 7 results

It will be important to prepare students for either a persuasive or narrative text. Exploring the difference between the two in structure and language use will help to prepare students.

Writing Rubrics and Descriptions of National Minimum Standards for Year 3, 5 and 7
Persuasive writing rubric-wq1m7k

Narrative writing rubric-15h1h50

NAPLAN Writing Resources from website:
https://www.nap.edu.au/naplan/writing