Assessment

The Assessment Cycle - showing Assessment for learning (formative), Assessment of learning (summative), Diagnostic Assessment (for planning), and Assessment as learning (students involved)

A matrix that kids can understand - could be adapted for a unit plan

An example of self assessment

Using Portfolios for Assessment

Portfolios - year-long or term-long collections of student work can be used in different ways, and can be done well or poorly - the aim is to reflect a curriculum standard or criterion:

Making Group work work

Group work does not equal cooperative learning, it has to be structured effectively by the teacher!

1. Teacher determine groups, don't let the students choose.

2. "Ask 3 before me" (the teacher is not the only one who can help).

Restorative Practice

RESTORATIVE PRACTICE KEY QUESTIONS

• What happened?

• What do you think about what happened?

• What might someone else think about what happened?

• Who has been affected by what happened?

• In what way?

• What do you think has to happen next to make things better?

Successful Schools

Planning

See my poppet:  http://popplet.com/app/#/867483

Habits of Mind

I got this from http://ultranet.csn.school.nz/WebSpace/1720/ they give this accompanying good advice:

DEVELOPING THE HABITS OF MIND AT HOME

• Choose one or two Habits of Mind to focus on. Spend time family-watching and kid-watching, paying attention to daily interactions, dinner conversation, home learning time, how your children resolve conflicts etc.  Think about the things you would like to change and choose the Habits of Mind that might help.
• Tell your children about a time that you used the Habit of Mind at work - explain how it helped you to be an effective and creative problem solver.
• Have a family story time. Read a book that illustrates the Habit of Mind your family is working on.
• When assisting your child with a project or home learning - start out by discussing which Habits of Mind will help to achieve doing this project thoughtfully, effectively, creatively and efficiently.
• Talk about times that you weren't successful and how a particular Habit of Mind would have helped turn the experience into a successful one.
• Comment when your child uses the Habits of Mind.  For example, “I like the way you have been persisting with those math problems” or “When I was speaking with you, you were listening very thoughtfully to what I had to say.”
• Cut cartoons out that illustrate characters that use a Habit of Mind.
• Point out examples of Habits of Mind in books, a television program, in the news or in a movie.
• When reviewing home learning or school learning that has been completed, discuss what Habits of Mind helped to complete the task/activity.
• Discuss your child's learning goals in relation to the Habits of Mind.  What Habits will help your child achieve their learning goals and how?
• Be a role model. Lead by example.

Create a positive environment to support development of the Habits. You can do this by providing opportunities for your children to experience the Habits; by asking reflective and probing questions; by listening with intent to your child’s response; by your patient pauses as your child digs deeper to understand; by your nonjudgmental responses; by your commitment to align your values with your life choices – from how you spend time as a family to your efforts to change and improve.

For full reading, about learning intentions and success criteria, which is excellent, see shared google docs or click link: https://docs.google.com/file/d/0B84bj2K5Y_JJZ3NtSHRuLVUzaFE/edit

Teacher Strategies

Primary Teacher seeks to improve his teaching

Reciprocal Teaching

Good example - teaches reading for understanding, via reciprocal group work.

Different Perceptions of Teaching

Teacher-Directed and Student-Centred Learning Continuum

Global and Individual Expectations

For the full article see google docs, Fraser-global and individual expectations, see page 8