An AAC Professional Learning Module

An AAC Professional Learning Module An AAC Professional Learning Module - Start

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An AAC Professional Learning Module - Description

Book Study . based on the AAC publication. Scaffolding for Student Success . Scaffolding for Student Success . Module 3: . A Closer Look at the Tools. Looking Ahead to Module 3. AAC Professional Learning. ID: 583799 Download Presentation

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An AAC Professional Learning Module




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Presentations text content in An AAC Professional Learning Module

Slide1

An AAC Professional Learning ModuleBook Study based on the AAC publicationScaffolding for Student Success

Scaffolding for Student Success Module 3: A Closer Look at the Tools

Slide2

Looking Ahead to Module 3

AAC Professional Learning

2

Scaffolding for Student Success Module 1 clarified the two-fold purpose of assessment for learning.Scaffolding for Student Success Module 2 examined key conditions that set the stage for effective feedback.Scaffolding for Student Success Module 4 outlines a five-step process for creating tools for classroom use.

The purpose of

Module 3

is to provide a closer look at the sample feedback tools in the

Scaffolding

resource.

Slide3

Logistics

AAC Professional Learning

Page numbers in the upper right hand corner of the slides refer to pages in Scaffolding for Student Success.Participants will require access to a copy of the resource in order to take full advantage of this professional learning experience.Participant materials and facilitator notes are available to accompany this professional learning module.These materials are provided as a service to AAC members and are protected by copyright. If modifications are desired, the modified version should clearly indicate that they have been modified from the original and also provide the link to the original materials. Modified materials are for personal use and may not be subsequently posted to any website. The complete AAC Copyright and Terms of Use document is available at http://www.aac.ab.ca/AACCopyright.html .

3

Slide4

Remember...

AAC Professional Learning

The two-fold purpose of assessment for Learning is to… provide teachers with information about student learning to inform decisions regarding next steps for instruction and coaching. provide students with information about their progress towards the learning goals to help them improve work in progress.

4

Slide5

Remember...

AAC Professional Learning

Effective feedback is...specific and descriptivefrequent and timelycollaborative, with students deeply involveddesigned to improve student learning

5

Slide6

Remember...

6

AAC Professional Learning

Sources

of feedback include...

Slide7

Scaffolding for Student Success

Before we look at the tools...

7

Slide8

Back to Bloom’s Taxonomy

Evaluation [judge it]Synthesis [create it]Analysis [examine it]Application [use it]Comprehension [explain it]Knowledge [recall it]

AAC Professional Learning

8

!

While there are newer versions of the taxonomy in use, the traditional version is still

appropriate as these verbs recur throughout Alberta Programs of Study.

Slide9

Bloom’s Taxonomy – in Theory

Evaluation [judge it]Synthesis [create it]Analysis [examine it]Application [use it]Comprehension [explain it]Knowledge [recall it]

AAC Professional Learning

9

!

The taxonomy directs decisions about instruction and assessment as teachers ensure the assessment task/item is consistent with the intent of the verb in the outcome.

Slide10

Bloom’s Taxonomy – in Practice

Evaluation [judge it]Synthesis [create it]Analysis [examine it]Application [use it]Comprehension [explain it]Knowledge [recall it]

AAC Professional Learning

10

!

For example, if a learner

outcome

specifies

that students need to defend a particular course of action (evaluation), it is inappropriate for assessment to be targeted at a lower level.

Slide11

Bloom’s Taxonomy – in Practice

Evaluation [judge it]Synthesis [create it]Analysis [examine it]Application [use it]Comprehension [explain it]Knowledge [recall it]

AAC Professional Learning

11

!

The feedback

tools in the

Scaffolding

resource are based on Alberta learner outcomes and are organized according to the taxonomy.

Slide12

Scaffolding for Student Success

AAC Professional Learning

12

As you browse, please notice the range of ...Grade LevelsSubject Areas

Slide13

The Design of the Resource

AAC Professional Learning

pp. 6 – 7

13

Slide14

The Design of the Resource

AAC Professional Learning

p. 6

14

Slide15

The Design of the Resource

AAC Professional Learning

p. 7

15

Slide16

While Taking a Closer Look at the Tools

AAC Professional Learning

Remember the two-fold purpose of assessment for learning is to...provide teachers with information about student learning to inform decisions regarding next steps for instruction and coaching. provide students with information about their progress towards the learning goals to help them improve work in progress. (sometimes called assessment as learning)

16

Slide17

While Taking a Closer Look at the Tools

AAC Professional Learning

Remember that effective feedback is...specific and descriptivefrequent and timelycollaborative, with students deeply involveddesigned to improve student learning

17

?

How

might these scaffolding tools, when

used formatively

, support student learning?

Slide18

Next Steps...

AAC Professional Learning

18

Find a tool from the

Scaffolding

resource that can be used or adapted for an upcoming lesson.

How do students respond to the opportunity to give and receive feedback?

What insights did you gain from engaging students in the feedback process?

What questions for further study were raised?

Slide19

Looking Ahead to Module 4

AAC Professional Learning

19

Scaffolding for Student Success Module 1 clarified the two-fold purpose of assessment for learning.Scaffolding for Student Success Module 2 examined key conditions that set the stage for effective feedback.Scaffolding for Student Success Module 3 provided a closer look at the feedback tools in the Scaffolding resource.

The purpose of

Module 4

is to outline a

five-step

process for creating tools for classroom use.


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