Step Three: “Pit stops and Checking In”

How can we elicit evidence of learning from our

students?

Where are our students in their learning?

Plan to continually assess as well as instruct

Formative Activities • Focus on learning, rather than

instruction • Unpredictability in learning • Can reveal glaring inconsistencies

in knowledge & understanding!• Enables for the prioritisation of

deep learning in a busy curriculum

ALL students: Thumbs up or Down

Regular “Cheat Sheets”

Encourage students to

refine knowledge and evidence –

on a regular basis

Exit Passes E.g. What do you need to focus on after your

practice task?

The Great PowerPoint Shake-Up of 2012!

Personal pledge: Never show a PowerPoint without activities to find out where students are at with the content

Insert questions to promote thinkingEngage students in debates All student response systems (thumbs up/down)Exit passes

History “Buddy Up”: Quick Collaboration

Select partners

Share factual knowledge

Share interpretations

“Pit Stop”: Quick Quizzes

Design regular quizzes and

tests throughout the course

Students are to work in partners

and mark one another’s answers

Projects: Reflections

There are a range of projects in the Middle Years curriculum

Encourage continual reflection, with questions like:

“What have I completed so far?”

“How do I feel about my work rate and effort so

far?”

“What am I still confused about?”

“What can I do to resolve my confusion?”

Encourage ACTIVE ListeningPresentations are an inevitable part of the Middle Years Curriculum

Avoid the glaze!

Ask students to record, in their own words, fascinating points raised in each presentation

This also creates a

record for all learners

Collaboration Online: Using Forums

www.wikispaces.com

Step Four: “Keep Running: You Can Do It!”

How can we provide feedback that moves

learning forward?

Some Startling Stats! Ruther Butler, 1988• 132 Grade 6 students in twelve classes – Israel • At the end of a period of learning, work was collected

and marked by researchers and teachers • Feedback was recorded and its effects studied

Findings (between two units): • Only scores on work = no progress • Only comments on work = 30% more progress• Scores + comments = same result as those who

were given scores alone (i.e. very little!)

According to this study…Comment + score =

minimal student improvement

Or, another perspective: “What matters is the mindfulness with which students engage in the

feedback – sometimes less is more.” (Wiliam)

1. Detailed comments on each part of the task

2. Smiley faces used as an indication of skill level

3. Overall grade supplied, but no numerical mark at this stage

Feedback in Four Stages

4. Five overall “themes” or challenges confronting the class – each individual has their focal points highlighted and they are asked to re-work responses

Overall mark supplied when

reflection is complete

Essay Feedback Step 1: Fill out criteria sheet by marking “high, medium, low”

Step 2: • No grade supplied • Students asked to fill

out self reflection to receive grade

Two Stars and a Wish

Essay Reflection: Students retain

and acknowledge strengths, as well

as areas for improvement

“I now understand the footnotes as references and

how to use them.”

The Power of Peer Assessment

Encourage Continual Reflection What matters is the mindfulness with which

students consider their feedback…

“Imagine that your education is like a suitcase that you carry with you…”

“After our conversation together, please complete these questions in your own

words…”

These responses can be the basis for further

conversations about refining skills

Create Metacognitive ReflectionUse surveys to ascertain information about your students’ learning.

Focus on: • The nature of student revision • “I start preparing for exams

early…”

• Student understanding of objectives

• “I had a clear understanding of what was required of me in this task…”

• Student behaviour and approaches in assessments

• “I used the reading time to establish my responses.”

Final Reflection Barry Schwartz, Paradox of Choice (2003)“Too much choice can be paralysing…even dangerous.”

Glance back at the biggest challenges that you face as a Middle Years History teacher.

Can you think of one strategy, presented today or otherwise, that could assist you to develop your teaching in these areas?

…Any questions?