Assessment For Learning - Workshop 2

Workshop Two

We began the second workshop by revisiting the aims of the workshops and by recapping on what we had covered so far.

Aims:

·     Revisit significant findings which underpin formative assessment

·     Review and modify our existing practices 

·     Further develop our confidence and expertise

Covered so far:

·      Growth Mindset

·      Metacognition

·      Grouping

·      Getting the children talking more

·      Involving children in the planning stage

Since there was an expectation that the staff would try something new or different from the first workshop, I provided an opportunity to discuss and share any developments to date with the content we had covered. Following this I introduced the focus for workshop 2 in the format of a 'split screen' with a learning intention and a list of mini goals (success criteria). 

As a school we have mixed opinions on the significance of Learning Intentions, so I decided to start by dipping into a little bit of history and some current thinking from experts regarding Learning Intentions. This helped clarify: in order for children to develop a deeper level of understanding it is vital that we create Learning Intentions that are understood by all. This was followed up later in the workshop by watching a clip from john Hattie (see below).

Next we discussed the importance of finding out what the children know first before beginning a block of learning and before developing the Learning Intentions. This was touched on in workshop 1 but it was worth revisiting and exploring the variety of strategies you can deploy in order to establish a baseline of knowledge and skills. This enables you to plan future learning with a greater understanding of where the children are at and what they need next. This may seem obvious, but you can easily get distracted by planning fun, amazing activities, which of course is important, but without considering the diversity of what your children already know.

Here are some of the question techniques and activities to unearth what the children know, mentioned in Shirley Clarke’s book:

Questioning ideas

•       Starting from the end

•       Where did I go wrong?

•       Statement

•       Range of answers

•       Odd one out

•       Order these

•       Right or wrong?

•       True or false?

•       Opposing standpoint

•       Always/sometimes/never true?

Activity ideas

•       Change the setting

•       Exploring resources

•       Deep-end task

•       Box of objects

•       Surprise letter

•       Class trip

•       Role play

•       Story

•       Crime scene

•       Play a game

Finally, we came back to Learning Intentions and Success Criteria and how to write them effectively. I generated some deep discussions by using the questioning ideas Shirley suggested above:

Example one

True or False: WALT and WILF are effective tools for children to understand the learning

Example two

Always/sometimes/never true: Success criteria co-constructed with the children is more effective

Example three

What is the difference: 

Learning Intention - to write a letter persuading the Headteacher to finish school early on Fridays

Learning Intention: to use persuasive language and features in a piece of writing by writing a letter to our Headteacher asking to finish school early on Fridays

Note: the second Learning Intention de-contextualises the skill from the activity which helps the learner transfer the skills learned and practiced to new contexts

We then watched the clip from John Hattie talking about the importance of learning intentions and success criteria:

Our key takeaways from workshop 2 were:

1. It is vital to establish what the children know first before beginning a block of learning. This informs us of what learning experiences need to follow that will meet the children’s needs. This prevents us from teaching the children what they already know.

2. Following this, you can develop your Learning Intentions. These need to be clear, understood by all and de-contextualised so that the skills learnt are more likely to be transferred to other learning.

3. Success criteria is most effective when co-constructed with the children as long as it is used purposefully and empowers the children to take ownership of their own learning (where am I going, where am I now, how can I get there).

Workshop 3 coming soon!