1. Teaching for Learning2008

2. The more you see the less you knowThe less you find out as you growI knew much more then than I do now

3. Where are we?

4. Teaching for Learning Targets Spring Term ‘Learning Intentions’ to be used across all subject areas in Slemish To have an agreed set of principles for assessment for learning- formative feedback To be decided in discussion with the research and development team

5. Target 1 ‘Learning Intentions’ …of the learning interventions, sharing learning objectives is one of the most effective strategies for focussing, motivating and empowering learners’ Teaching & Learning Update …without the learning intention, children are merely victims of the teachers whim’ Shirley Clarke 2002

6. Writing Learning Intentions • Knowledge • Understanding • Skills

7. Knowledge As defined by SoW /specifications to be able to describe… to be able to list 5 causes and 5 effects…. to memorise ….. to examine…… to define……

8. Understanding The application of knowledge. The depth and complexity of understanding continue to develop as thinking becomes increasingly higher order to understand why….. be able to explain the differences between …. to be able to discuss the advantages of …. to be create a …… for……… to summarise to construct a … to judge/ discriminate between…..

9. Skills Skills are usually required in order to develop higher order thinking and life long learning. They can be summarised in the TS &PC framework Managing information (mindmaps, Internet) Thinking, problem solving, decision making (mysteries, critical thinking, fact & opinion) Being creative (rake risks, learn from others, experiment) Working with others (listening, being fair, respect) Self management (setting goals, reflection)

10. Target 1 ‘Learning Intentions’ Summary • Learning Intentions should be used regularly through all departments • Use a variety knowledge, understanding and skill based learning intentions • Keep them simple (not too long/ too many)

11. Target 2 ‘Assessment for Learning - Formative feedback’ • Written Feedback • Oral Feedback • Peer and self assessment

12. Written Feedback ‘…research shows that pupils make most progress in their learning when feedback is in the form of comments only, with no marks or grades attached’ Black and William (1998), taken from CCEA Assessment for Learning (2007) ‘…when receiving comments paired with marks, the first thing a pupil will look at is their mark; the next thing they will look at is their neighbour’s mark. Often, pupils do not even read the comment.’ taken from CCEA Assessment for Learning (2007)

13. Written Feedback- Current School Policy • Written feedback should occur at least once a term • Comment should be made on how to improve • Comments should include the students name where possible (No current policy on use of grades, types of grades, comments)

14. A possible approach … = What you are doing well = How are you going to improve your work? = What needs to be added to improve

15. Oral Feedback ? • More effective? • Less time consuming? • Record it (students and teachers?)

16. Peer and self assessment? • Encourages self reflection • Level of effort apparent • Can highlight how to improve • Demystifies marking (to be effective modelling is required)

17. ‘Assessment for Learning - Formative feedback’(A whole school approach?) Suggestions • Written feedback should occur at least once a term • Comment should be made on how to improve • Comments should include the students name (were possible)? • Comments only should be given ???? • Grades to be used will be ….? • Oral assessment? • Peer assessment? Discuss in your departments

18. Target 3 ‘Research and development team