Aspect of Formative Assessment Examples from What it looks like in practice Strategy 1 your table group Provocation/ Hook into the area: sometimes it is Physcial, play, prompt thinking, end important to hook game, leadership, sense of justice, students into learning emotions before sharing learning intentions Learning targets posted Learning intention on handouts Sharing learning intentions Saying to students we are “today and success criteria going to learn about…” Learn vs do, accessible, Reminding them of the key context learning that you introduced the day before are continuing on “We with this same target…” Unpack what key words in the learning target mean Clarifying learning Communicate quality by using intentions and success exemplars and non exemplars first criteria Hold exemplars and non Exemplars and exemplars up side by side to inquire inot inquire into quality quality, rubrics Use success criteria or rubrics to discuss quality with students Students co-design rubrics Listen to students discuss in partners what they think the learning target means Ask students to identify an example of what the learning intention is and is not Developing an Asking a well crafted question to understanding of learning uncover anticipated intentions and success misconceptions about the learning criteria target Unpack At the end of the a lesson, asking Check in with students the students what they have learned are you learning about “What today?” does a good ..… look like?” “What (Timperley, 2011)
Aspect of Formative Assessment Strategy 1 What it looks like in practice Examples from your table group Provocation/ Hook into the area: sometimes it is important to hook students into learning before sharing learning intentions Physcial, play, prompt thinking, end game, leadership, sense of justice, emotions Sharing learning intentions and success criteria Learn vs do, accessible, context Learning targets posted Learning intention on handouts Saying to students “today we are going to learn about…” Reminding them of the key learning that you introduced the day before “We are continuing on with this same target…” Clarifying learning intentions and success criteria Exemplars and inquire inot quality, rubrics Unpack what key words in the learning target mean Communicate quality by using exemplars and non exemplars first Hold exemplars and non exemplars up side by side to inquire into quality Use success criteria or rubrics to discuss quality with students Students co-design rubrics Developing an understanding of learning intentions and success criteria Unpack Check in with students Listen to students discuss in partners what they think the learning target means Ask students to identify an example of what the learning intention is and is not Asking a well crafted question to uncover anticipated misconceptions about the learning target At the end of the a lesson, asking the students what they have learned “What are you learning about today?” “What does a good ..… look like?” (Timperley, 2011)
CBE-LL-k-9-WD-Session-2_2017_2018.docx