What data sets are most helpful to you in humanising the Faces in your class, school and system?
How does knowing the data have an impact on what students learn?
How do you ensure that each Face counts and is accounted for?
How do teachers know what data sets look like for the whole school and system – beyond their class and school? In other words, do they get to see the big picture,too?
1. Begin by knowing the learners
2. Co-plan using student diagnostic data
3. Make learning goals (from curriculum expectations) and success criteria visible
4. Use continuous informal assessment during teaching
5. Deliver ongoing formative assessment and reflect on mid course corrections through formal assessment
6. Provide students with oral and written descriptive feedback
7. Create opportunities for peer- and self- assessments
8. Ensure that summarise assessment informs next steps for students and parents
9. Use the data wall process to see the big picture and the detail – the Faces – so that teachers self-assess and reflect on their teaching
10. Share learning with whole-school collaborative marking of student work.
How am I impacting the learning for all students and teachers?
How do I know?
Do I start with knowledge of the learners?
How do I select what is to be taught?
How do I make the learning goal easily understood to all students?
Do teachers do-construct success criteria with the students?
Are all students and teachers improving?
If not, why not?
Do I give descriptive feedback that is factual and objective and outlines how to improve?
Where can I go for help?
Set their own individual goals and monitor progress toward achieving them?
Seek clarification or assistance when needed?
Assess and reflect critically on their own strengths, needs, and interests?
Identify learning opportunities, choices, and strategies to meet personal needs and achieve goals?
Persevere and make an effort when responding to challenges?
– Ontario Ministry of Education 2010
5 Key Questions for Students
What are you learning?
How are you doing?
How do you know?
How can you improve?
Where do you go for help?
||be aware of
||be open to
||make meaning of
||make sense of
||read between the lines
||tell a story of
Action Verbs for Acquisition, Meaning, Transfer
adapt (based on feedback)
adjust (based on results)
Important to know what the purpose of the learning is and what the learning will look like.
Verbs – what will students be expected to do, understand, be clear about level of understanding
SOLO – what will students do, say, make and write
Activities must match:
Could students do the proposed assessment(s) well but not really have mastered or understood the content in question?
Could students do poorly on the specific assessment(s) but really have mastery of the content in question?
Could students do all the designer-proposed activities in Stage 3 but not really be ready to explain/ justify/ infer meaning or transfer their learning as demanded by assessments in Stage 2?
Could students do all the proposed activities in Stage 3 but still be ready to handle tasks in Stage 2 that require higher-order inference and other kinds of meaning-making?
Calculating an effect size from Cognition Education on Vimeo.
Who is correct?
Is the educational community really not checking researchers?
Would the educational community really put someone in charge of the Australian Institute of Teaching and School Leadership who has made strong recommendations that now seem to be questioned?
We are being told that we need to use researched based practices. Which research can we trust?
Ask one or more of the following questions about a topic or content standard:
Why study…? So what?
What makes the study of…”universal”?
If the unit on …is a story, what’s the “moral of the story”?
What’s the “big idea” implied in the skill or process of…?
What larger concept, issue or problem underlies…?
What couldn’t we do if we didn’t understand…?
How is… used and applied to the large world?
What is a “real-world” insight about…?
What is the value of studying…?
For what kinds of important capacities will this content actually equip us?
Relative and suggestive pairs:
absorb and reflect
action and reaction
capital and labour
harmony and dissonance
idiom and language
important and urgent
meaning and syntax
nation and people
nature and nurture
constant and variable
continuity and change
factor and result
fate and freedom
light and shadow
like and unlike
literal and figurative
matter and energy
power and governance
sign and signified
structure and function
sum and difference
“Uncoverage is thus not merely a nice strategy or philosophy of education; using questions to frame the curriculum is not merely an aesthetic or ideological request on our part. One might say that not exploring key ideas in the content through genuine questioning and sustained inquiry is like leaving all courtroom claims and evidence unexamined, to be taken on faith. Such teaching leads to a hodgepodge of unprioritized ideas and facts that end up feeling like so many random opinions. There must be a deliberate interrogation of the content so that students can see the key understandings as the result of connections and inferences (as opposed to authoritative textbook or teacher claims to be taken on faith—as “facts” for memorization).”