A few of my notes from part one of a two part series with Faye Brownlie.
The results of over 400 case studies looking supporting struggling young readers (primary aged) found that the following four things made the biggest impact:
- Focusing on meaning & purpose rather than teaching isolated reading skills. Doing “reading makes sense” activities where the focus is on making sense of text.
- Having choice in what they read and how they share their understanding.
- Time for one-on-one coaching with a peer or adult. Time to read and talk about what you are reading with someone daily.
- Having someone develop a strong relationship with the student.
An assessment functions formatively to the extent that evidence about student achievement is elicited, interpreted, and used by teachers, learners, or their peers to make decisions about the next steps in instruction that are likely to be better, or better founded, than the decisions they would have made in the absence of that evidence.
In Chapter 2 of Embedded Formative Assessment Dylan Wiliam briefly “reviews the research on teacher professional development and shows that while there are many possible ways in which we could seek to develop the practice of serving teachers, attention to minute-by-minute and day-to-day formative assessment is likely to have the biggest impact on student outcomes.”
Wiliam explores the origin of the term “formative assessment” and answers the question “what, exactly, is formative assessment?” He identifies key strategies of formative assessment, each of which is addressed in subsequent chapters, and makes the case that “Assessment occupies such a central position in good teaching because we cannot predict what students will learn, no matter how we design our teaching.”
more from chapter 2
A guest post from Sarah Bretherton, a VSB science teacher.
The students went to the crime scene in groups and had to stay on the other side of the police tape.
Having already reviewed the story of the crime, the students had to observe the room and decide what evidence they wanted analyzed. They compiled a list of objects and described what they wanted them tested for. For example, the glass cup should be checked for fingerprints.
They were given any evidence that they found that went with the Death on Denman case file that was shared last year.
NOTE: The students really enjoyed the crime scene and have suggested some ways that we can make it more interactive next year!