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Primary Strategy Literacy Subject Leader Meeting

Primary Strategy Literacy Subject Leader Meeting. Leading on learning – making best use of Assessment for learning in Literacy. Day 3 Nov / Dec 2008. Agenda. Assessment for Learning questioning and dialogue Integrating planning, teaching and assessment in writing

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Primary Strategy Literacy Subject Leader Meeting

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  1. Primary Strategy Literacy Subject Leader Meeting Leading on learning – making best use of Assessment for learning in Literacy Day 3 Nov / Dec 2008

  2. Agenda Assessment for Learning • questioning and dialogue Integrating planning, teaching and assessment in writing Independence and Choice Moderation of L3 writing APP: clarification of expectations • Opportunities and challenges so far

  3. Aims • to consider some elements of assessment for learning (questioning and dialogue) • to consolidate your understanding of the APP process • to ensure consistency of judgements and expectations in writing • to support the development of APP in your school

  4. Part1: Assessment for Learning

  5. My literacy lesson was good today because...

  6. What would you, as a teacher need to do to ensure it happens?

  7. Auditing current AFL practice A self evaluation tool: Reviewing learning and teaching in lessons

  8. Using talk to support Assessment for Learning Developing children’s thinking Supporting class and group dialogue

  9. “The teacher uses skilful questioning, appropriate resources and engaging activities to focus and sustain whole class, group and paired dialogue.” “In whole class, group or paired discussions all pupils develop their thinking and learn from each other.”

  10. Promoting effective dialogue How are children in your class actively encouraged to use talk to develop their thinking? How do you promote and sustain classroom discussion?

  11. “More effort has to be spent in framing questions that are worth asking: that is, questions which explore issues that are critical to the development of children’s understanding” (Black et al., 2003)

  12. Assessment for learning through history… Millions saw the apple fall: only Newton asked why. Socrates was convinced that disciplined practice of thoughtful questioning enables pupils to examine ideas logically and to be able to determine the validity of those ideas. Einstein’s mother: (ca. 470-399 B. C.) • “What questions did you ask today?”

  13. Developing children’s thinking - use of effective questioning… Teachers ask up to two questions every minute, up to 400 in a day, around 70 000 a year, or two or three million in a career. Questioning accounts for one third of all teaching time. Anything between 30 and 60 per cent of questions are procedural rather than learning based. Most questions are answered in less than one second.

  14. Goldilocks and The Three Bears

  15. Red Riding Hood

  16. CLOSED QUESTION What is the weather like? OPEN QUESTION Do you think the tyre tracks were made by vehicles going to or away from the buildings – why do you think that?

  17. Question Generator

  18. Generalizing and reasoning: Sometimes, always or never true? • Fairy tales always have happy endings • Sentences always begin with a capital letter • Poems always rhyme • All instructions contain bullet points • Similes must contain the word ‘like’ • Exclamation marks are used to indicate emotion

  19. Same but different slender thin scrawny What is the same about these words? What is different? Talk about the different effects of using these words in your writing. meagre wizened gaunt

  20. How would you…? PartySaturday 22nd 2pmfancy dress Convey this information to: • Your friend • The queen • The headteacher • Via e-mail/SMS

  21. One way or the other • Formal / informal • Many words / few words • My point of view / another point of view • Outcome – visual / written / oral • Where to start / where to finish How would you change… Given the choice, what would you do? Are there any other ways you could…

  22. THE VOCABULARY OF REASONING • it could be …., because …. • it can’t be …., because …. • it won’t work, because …. • if …. then …. • it would only work if …. • so …. • in that case …. • and phrases like: since, therefore, it will/won’t work when ….

  23. Examples of effective questions • Why is The Hare and The Tortoise an example of a fable? • How can you be sure that this is a complex sentence? Although it is nearly coffee time, I still feel quite refreshed. • What is the same and what is different about myths and legends? • How do you write a haiku? • How would you explain the way you have described your character? • What does that tell us about the character you have created?

  24. Features of effective dialogue • Everyone is engaged • Teacher talk does not dominate • Pattern of dialogue is ‘basketball’ • Dialogue is reciprocal • Children’s contributions are well developed • Children willing to take risks • Children challenge each other’s ideas • Children demonstrate higher levels of thinking

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