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I will share: • Our school’s approach to support
classroom practice of Assessment
for Learning (AfL)
• Key features for sustaining
teachers’ continuous learning
• Impact of the practice of AfL on
student learning
Attend workshops
Application of learning
Developing lesson plans
Lesson delivery
Sharing learning points
Reflection of teaching
Implementing the Professional Learning Cycle
What does the school’s approach look like?
AfL Professional Learning Cycle
Workshops/
Professional
Discussion
Lesson
Development
Lesson delivery
Sharing
Feedback
Reflection
2010 2011 2012 2013
AfL Journey
Workshops
Lesson Planning
Lesson Implementation
Sharing Review & Feedback
Structures & Support
Lesson Observation
Communication
Review &
Discussion
To support Learning
• Clinical
Observation
• TLC/FA
Key Features
1. Having support from School
Leaders
2. Engaging expert help
3. Tapping existing learning
platforms
4. Putting structures in place
Having Support from School Leaders
• Facilitating Learning at the
sharing and review sessions
during Staff Development
Time(SDT)
• 2013 Clinical Observations
• Responsible for themselves
• Put others before self
• Do their part as a member of the family,
school and community
• Responsible for their own learning
• Learn at all times
• Love to learn
Lifelong Learners:
Caring Citizens
Evaluating Learning
Visit and Workshop by
Professor Gordon Stobart
Engaging Expert Help
• Email questions
• Feedback on lesson plan
• Non-evaluative
• Relationship
Tapping Existing Learning
Platform
• Professional Reflection Time – PRT
• Staff Development Time – SDT
• Level Seating Arrangement
• Lesson Plan Template
• Lesson Observation
checklist
• Clinical & Peer Observation
Putting structures in place
Subject : ___________________ Topic : ________ Level : Pr____ Date : ___________________ Time : ______________
Amount of Curriculum Time: ______ weeks (Approximately_____periods)
Overarching Goal I can find the perimeter of a fugirue made up of squares and/or rectangle
Learning Content ( meaningful and relevant) Sequences of knowledge, skills and values Key ideas: Knowledge Skill
Key Questions:
Pedagogy [P] Student readiness, existing knowledge, learning styles (Readiness – Engagement - Mastery)
Experiences [E] Seeing connections, Stretching thinking, Independent learning
Tone of Environment [T] Emotionally safe, Stimulating, Purposeful
Assessment Formative [FA], Summative [SA]
De La Salle School PETALSTM Framework For Engaged Learning
Focus of Lesson Observation 2011 & 2012 : To help teachers sharpen their pedagogical saw especially infusing ICT in an AfL lesson.
Name of teacher: Subject: Class:” Time: Date:
Lesson Observation: *1/2/3/4/5 Unit: Name of Reporting/Countersigning Officer:
Pre-Conferencing
Suggested guiding Questions based on the PETALS Lesson Plan focusing on the Learning Outcomes and AfL stated in the lesson plan:
How did I make my Learning Outcomes explicit to the Lasallians in my lesson plan?
How do I know that Lasallians have acquired the learning outcomes?
What strategic questions did I use to help Lasallians to relate to the Learning Outcomes?
What strategies did I use to engage Lasallians in learning the concepts in a meaningful way?
How can I help Lasallians close the learning gaps?
1 EDAGOGY
What are the strengths? What are the opportunities for Improvement?
State the Learning Outcomes explicitly and appropriately
Have adequate mastery of subject knowledge & skills Select appropriate teaching strategies, learning
activities and resources Pitch the lesson appropriately to meet Lasallians with
diverse needs The time allocated for each part of the lesson is
appropriate
DE LA SALLE SCHOOL - LESSON OBSERVATION FORM
Pre-Conferencing
Suggested guiding Questions based on the PETALS Lesson Plan focusing on the Learning Intention and Processes stated in the lesson plan :
How did you make your Learning Intentions explicit to the Learners in your lesson plan?
What are the strategic questions listed to help Lasallians to relate to the Learning Intentions?
What are the strategies used to engage Lasallians with concepts in a meaningful way?
Success Criteria…
Use of Rubrics for Self and Peer Assessment
Level
Focus Area 1 2 3 4
Intr
od
ucti
on
Beginning The start of the story has no
"grabber" or catchy
beginning.
The start of the story has
a good grabber" or catchy
beginning.
The start of the story has a
very good "grabber" or catchy
beginning.
The start of the story has an
excellent "grabber" or catchy
beginning.
Setting No descriptive words are
used to link when and where
the story took place.
Few descriptive words are
used to link when and
where the story took
place.
Some descriptive words are
used to link when and where
the story took place.
Many descriptive words are
used to link when and where
the story took place.
Characters It is hard to tell who the main
characters are.
The main characters are
named. The reader knows
very little about the
characters.
The main characters are
named and described. Most
readers would have some idea
of what the characters looked
like.
The main characters are
named and clearly described.
Most readers could describe
the characters vividly.
Bo
dy,
Org
an
isa
tio
n a
nd
Co
nclu
sio
n
Problem/
Conflict
There is no problem in the
story
It is not easy for the
reader to understand the
problem the main
characters face and it is
not clear why it is a
problem.
It is easy for the reader to
understand the problem the
main characters face and why
it is a problem.
It is very clear and easy for the
reader to understand the
problem the main characters
face and why it is a problem.
Solution/
Resolution
There is no solution to the
problem
The solution to the
character's problem is not
easy to understand and
the solution is unrealistic
and not creative .
The solution to the character's
problem is easy to
understand, realistic and
creative .
The solution to the character's
problem is very easy to
understand, realistic and very
creative .
Ending The story ends abruptly The story has an good
ending with a quote,
advice,question or feeling
The story has an appropriate
ending using a quote,
advice,question or feeling/s
The story has an elaborate
and meaningful ending using a
quote, advice,question or
feeling/s
Organization The story is a hard to
follow.No Paragraphing.
The story is a little hard to
follow and some ideas
seem out of place. Some
attempt at paragraphing.
The story is well organized.
One idea or scene may seem
out of place. Good use of
paragraphing.
The story is very well
organized. One idea or scene
follows another in a logical
sequence with clear
paragraphing.
La
ng
ua
ge
Spelling and
Punctuation
There are many spelling and
punctuation errors.
There are some spelling
and punctuation errors.
There are one or two spelling
or punctuation errors.
There are no spelling or
punctuation errors.
Use of
Language
Little used of verbs and
phrases. The story seems a
little boring.
Some verbs and phrases
are used to describe the
actions but not in a very
exciting way.
A variety of verbs and phrases
are used to describe what is
happening in the story to make
the story exciting.
A variety and appropriate use
of verbs and phrases to
describe what is happening in
the story clearly to make the
story very exciting.
Level 1 Level 2 Level 3
There are many spelling mistakes.
There are a few spelling mistakes.
There are no spelling mistakes.
There are many punctuation mistakes.
There are a few punctuation mistakes
There are no punctuation mistakes.
There are many mistakes in the tense used.
There are a few mistakes in the tense used.
There is correct usage of tense in the sentences.
AfL to foster motivation and to help learners know how to improve. During
speaking lessons, learners not only practise speaking skills, they also practise socialising skills which are necessary. They assessed their peers and therefore learning points may be brought forth to
them in a less threatening manner. Through consistent practice, learners are able to self-asses
(either through reflection or completing KWL charts) in all subject areas.
Lasallians reflect on their learning and check the learning objective that was stated on the whiteboard. As I teach, I will remind the Lasallians the LI. Lessons are more meaningful as Lasallians know what they need to know at the end of the lesson
How have you applied AFL strategies in your
teaching? - Survey 2012
2013 The learning intentions have to be clearly stated. My students have benefitted to a
great extent. They have shown a keen interest in lessons. – Prema, BT
More aware of applying these consciously…Sharing Learning
intentions, Questioning, Feedback, Self and peer
assessment – Tracie, New Experience Teacher
Learning continues…
AfL helps us gauge pupils’ understanding and use the information to modify our
teaching approaches or focus accordingly. I’ve learnt to be more conscious of the need to be pupil-centric and empower pupils in
their own learning. – Agnes, BT
I am more aware of the AfL tools eg Journal writing, reflection time, co-construction of rubrics and using students’ language to state the learning outcomes. I plan more engaging lessons and allow students to take up the role of providing feedback to their peers.
Use of rubrics for oral allows the class to score 100% A and above for SA1 and SA2. – Huizhen, Experience Teacher
How well did my group perform?
Poor
Average
Good
Group Work
Members did not participate and disturb each other
Some of the members did the work and some did not
Everyone did their part
Project Nothing was done
There is little information There is no
title There are
some mistakes in punctuation and spelling
There is a title There is no
punctuation and spelling mistake There are useful
information
Checking for Learning
The school’s approach is having workshop
with expert involvement and application and
reflection of learning over time
The support from school leaders and the
systematic approach to use existing learning
platform and structures continue to sustain
teachers’ learning
Impact of the practice of AfL in the classroom
The Leading Edge |
Professional Learning
What works in Professional
Development?
