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AKO. ZPD. (Assessment (Formative (AFL) (Feedback (Commend, Recommend,…
AKO. ZPD.
Assessment
Method: Gather/Interpret/Record/Use data
Teaching As Inquiry (Focussing/Teaching/Learning)
Assessment functions (Diagnostic, Formative or Summative) can take different forms
Formative (AFL)
Evidence informs teaching (ERO report)
Share LIs, SCs & why relevant, Effective activities/questions, Feedup (clarify goal)/Feedback/Feedforward, Collaboration among students, Students own the learning.
"Teach the way they learn" (Eppig,1981)
Feedback
Commend, Recommend, Commend
Best practice: Descriptive, Oral feedback, no grade, focus on LI & improvement not correction (Clarke. 2003)
Share results data w/ students (Black & William, '98)
Feedback 0.74 (Hattie & Yates, 2014)
Use exemplars to show what success looks like
Goal setting, self/peer assessment
Clear learning path (Motivation, Achievement, Responsibilty)
Growth mindset: reward effort.
Potent: implications for self-esteem, motivation, self-perception, life success.
Rosenthal experiment - teachers told low-achieving students were late-bloomers. High expectations from teachers resulted in higher achievement
Liguistically Diverse Learners (EAL)
301
Learning English AND ideas in English (over all curriculum areas)
Need Authentic and ongoing interaction (receptive and productive)
Strategy: Clear instructions, mixed groups, tuakana/teina, own culture, modelling, amplify, use/value home language, thinking and talking time, mix of spoken/written mediums
Refugees/International Students/Te Reo/Pasifika
Keys (know learners, Id language demands, same LI, concrete before abstract, authentic language use, receptive and productive, monitor)
Don't deficit theorise. EAL is a position of advantage
304
What are language demands of texts/resources?
Each area: Specialist vocab, understand texts, appropriate communication, critically assess information
ELLP (English Language Learning Progressions). Specifically for EAL.
Identifies stages & patterns of progress in language development of EALs.
4 matrices (Reading, Writing & Oral Language) broken down into 4 stages, assists with identifying language demands of a text/resource:
Helps teachers choose appropriate content
Procedure: Determine text's ELLP level, consult English language Intensive Programme (ELIP) for levels 1 & 2, ESOL online (level 3 and 4) for tasks/activities/pedagogy.
Neurodiverse Leaners
ASD
Characteristics: impaired social interaction, communication, restricted behaviours/interest/ activities
"Different Operating system"
Capability: Memory, Reliable, Non-judgemental, Not caught up in social expectations, Attention to detail, Alternative communication methods
Common problems: anxiety, depression, aversion to noise
Strategies
Minimise distractions/sensory overload
Learning checklist
Text to speech/graphics
Support socialisation/communication
Encourage positive behaviour
Wait time/ processing time
Support participation/ build confidence
Use interests to promote learning
Teachers Characteristics: Understand students perspective, Problem solving, Mutually acceptable solutions.
Challenging behaviour
All behaviour is communication
Change teaching environment
sensory overload?
replacement behaviours
General
UDL (Engagement, Representation, Action)
Inclusion (social, learning). Improved behaviour and communication
Gap between policy and implementation
Assessment differentiation
Fund of knowledge