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GET READY for our discussion by reading and reflecting on the prompts below:

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GET READY for our discussion by reading and reflecting on the prompts below:

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GET READY for our discussion by reading and reflecting on the prompts below:

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GET READY for our discussion by reading and reflecting on the prompts below:

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GET READY for our discussion by reading and reflecting on the prompts below:

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GET READY for our discussion by reading and reflecting on the prompts below:

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Cultivating the Inquiry Mindset (TIES 2021 Session Recordings)

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Cultivating the Inquiry Mindset (TIES 2021 Session Recordings)

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Join world’s #1 virtual professional development for educators hosted by Toddle. Register and get access to 50+ sessions and unlimited ideas across two days.

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GET READY for our discussion by reading and reflecting on the prompts below:

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GET READY for our discussion by reading and reflecting on the prompts below:

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GET READY for our discussion by reading and reflecting on the prompts below:

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GET READY for our discussion by reading and reflecting on the prompts below:

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Chapter 1: Student Centred Assessment Beliefs

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GET READY for our discussion by reading and reflecting on the prompts below:

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GET READY for our discussion by reading and reflecting on the prompts below:

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GET READY for our discussion by reading and reflecting on the prompts below:

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GET READY for our discussion by reading and reflecting on the prompts below:

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GET READY to share/post your final conclusions by reading and reflecting on the prompts below:

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GET READY to share/post your final conclusions by reading and reflecting on the prompts below:

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Thank Ms Shikha for this amazing reflection resource. You may leave your reflections on the jamboard, lovely learners. 

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Thank Ms Shikha for this amazing reflection resource. You may leave your reflections on the jamboard, lovely learners. 

# data[].attributes.attachment_link.readable_text
SEE: Look
closely ! What
do you notice?

CHOOSE &
SHARE A
LENS: Think
about your
perspective
and share

PROBE: Ask a
question to
understand
about other's
perspective.

REFLECT: Take
a min or two!
Do you have
new
observations
or questions?

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"We need as a profession to better understand the complexities, forms, purposes, practices, goals, and meanings of assessment."

Let's face it. Assessment can be vexing as a word, a concept, and a practice. Some educators fixate on it to the exclusion of good teaching practices: "This is all well and good, but how do we assess it?" It's as if they see no point in creating optimal conditions for learning that engage students if in the end it doesn't produces a learning outcome that can't be easily quantified. Such teachers may even privilege assessments as the goal of teaching rather than that of creating optimal conditions for learning. Other times, we as educators get confused by the language of assessment and hence talk by, over, or past our colleagues and students because we each assume the other is using the term in the same way we are. Some may use the word to mean evaluation, grades, and scores while others mean feedback, a conversation, or taking stock of our teaching. Even when assessment is understood to take different forms, it might be simply dichotomized as summative or formative and reduced to merely describe different types of tasks and how they get dealt with in terms of our grading. And then there is the plethora of assessment practices to contend with: rubrics, portfolios, tests, conferences, exit tickets, surveys, tests, projects, and so on. To be sure, we need as a profession to better understand the complexities, forms, purposes, practices, goals, and meanings of assessment. What might it look like to map the broad terrain of assessment?

I propose that we think of assessment as occurring on two dimensions. The first dimension (let's set this on a horizontal continua) is the degree of evaluation in which we engage. At the far end of this continua (we'll place it on the right), we are highly evaluative, desiring scores and measures that quantify outcomes in a fairly precise way. Here, we judge work against clearly defined criteria that we apply to see just how close to the mark a student gets. Such evaluation can produce ranks and comparisons. On the other end of this continua (we'll place it on the left) we might seek to understand students where they are, making sense of their actions and respond through our grounded interpretation. Here, rather than come with predetermined criteria, we open ourselves to the possibilities and variations in both learning styles and outcomes that a close examination of our students' learning might provide.

"With this map of the terrain in hand, we can begin to place our various assessment practices in the appropriate quadrant. "

The second dimension (let's set this on a vertical continua) is the extent to which our assessments are integrated in our instruction and part of the ongoing learning of the classroom. At one end (we'll place it at the top) we have assessment that is highly embedded in our teaching and students' learning. That means that we don't stop or pause our instruction in order to assess but instead embed it as a regular part of our practice. At the other end of the continua (placed at the bottom) we have assessment that is set apart from instruction and student learning. Here, we declare a formal end to our instruction and move into a deliberate assessment phase that we hope will reveal something about students' learning. A basic graph of these two dimensions produces four quadrants that we might use to map the terrain of assessment (see Figure 1).

With this map of the terrain in hand, we can begin to place our various assessment practices in the appropriate quadrant. Let's begin with Quadrant D since this represents the traditional way schools have thought about assessment. This quadrant is characterized as highly evaluative practices that are set apart from our teaching practice. The teaching is completed and now it is time for students to show their learning in a manner we can evaluate. Here we have practices such as tests and formal summative assessments. In the farthest extreme of the lower, right-hand corner we have district, state or provincial tests, national exams, or tests administered by outside agencies.

Continuing in the "set apart" range, let's consider the assessment practices of Quadrant C. These practices once again are characterized as not an embedded part of our teaching, but they differ from Quadrant D in that they are "low judgement" and more interpretive in nature. Examples here would be the practice of "Looking at Student Work" (LASW), examination of teacher's documentation of learning, or video analysis. Typically, these practices are done as part of a professional learning group and aided by the use of protocols. The goal here is not to evaluate students or score their work, but to look for learning in whatever form it might take. Another assessment practice that fits in this quadrant is clinical interviewing in which we remove students from class to engage in one-on-one interviews to help us learn more about students' learning. Such interviews can be evaluative, if one has in mind a ranking or comparison of students, or interpretative, such as Piagetian-style interviews.

Moving to the upper part of our map, let us consider Quadrant B. Here we have assessment that is low in its judgment and embedded in our instruction. This is the assessment that happens in class and informs our instruction on the spot. We might call this kind of assessment part of our formative and responsive practice as teachers. We read the class, we gather clues and evidence, we check for understanding and misconceptions all with an eye toward modifying our instruction. This is perhaps one of the key skills teachers acquire over time and one that beginning teachers strive to master. One way to help develop these skills is by spending time engaging in Quadrant B practices. When we look carefully at documentation of learning in a low-stress, set-apart context, we begin to develop the eyes with which to see learning as it unfolds in front of us.

"This is the assessment that happens in class and informs our instruction on the spot. We might call this kind of assessment part of our formative and responsive practice as teachers."

Finally, we arrive at Quadrant A in which our assessment practices are embedded in our teaching and students' learning, but also evaluative in nature. To be evaluative should not be considered negatively. One wants their swim coach to evaluate one's stroke and consistency, for instance. Building class criteria of what quality work looks like can be extremely useful. Nor does evaluation always have to come from the outside. As a learner, one can set goals for oneself that can be used to evaluate progress. One practice in this quadrant is the feedback we provide to students on their performance. To give effective feedback there has to be some criteria applied. Providing good feedback on students' writing requires that we understand what constitutes quality writing, how far the student is from that goal, and what immediate actions might allow them to make some progress. The use of rubrics or success criteria as well as student and peer assessment practices also fit in this quadrant.

The point of this mapping is not to label any of these sets of practices as good or bad but to map the terrain, to provide a bird's eye view if you will, about what assessment can mean in different contexts. All of these assessment practices have their place and purpose. Another point of a map is to help us navigate, to know where we are, and where we might go or want to be. Where do your current assessment practices fit on the map? Are you and your colleagues spending most of your time in Quadrant D as many teachers do? What other quadrants need to be explored?

"We need as a profession to better understand the complexities, forms, purposes, practices, goals, and meanings of assessment."

Let's face it. Assessment can be vexing as a word, a concept, and a practice. Some educators fixate on it to the exclusion of good teaching practices: "This is all well and good, but how do we assess it?" It's as if they see no point in creating optimal conditions for learning that engage students if in the end it doesn't produces a learning outcome that can't be easily quantified. Such teachers may even privilege assessments as the goal of teaching rather than that of creating optimal conditions for learning. Other times, we as educators get confused by the language of assessment and hence talk by, over, or past our colleagues and students because we each assume the other is using the term in the same way we are. Some may use the word to mean evaluation, grades, and scores while others mean feedback, a conversation, or taking stock of our teaching. Even when assessment is understood to take different forms, it might be simply dichotomized as summative or formative and reduced to merely describe different types of tasks and how they get dealt with in terms of our grading. And then there is the plethora of assessment practices to contend with: rubrics, portfolios, tests, conferences, exit tickets, surveys, tests, projects, and so on. To be sure, we need as a profession to better understand the complexities, forms, purposes, practices, goals, and meanings of assessment. What might it look like to map the broad terrain of assessment?

I propose that we think of assessment as occurring on two dimensions. The first dimension (let's set this on a horizontal continua) is the degree of evaluation in which we engage. At the far end of this continua (we'll place it on the right), we are highly evaluative, desiring scores and measures that quantify outcomes in a fairly precise way. Here, we judge work against clearly defined criteria that we apply to see just how close to the mark a student gets. Such evaluation can produce ranks and comparisons. On the other end of this continua (we'll place it on the left) we might seek to understand students where they are, making sense of their actions and respond through our grounded interpretation. Here, rather than come with predetermined criteria, we open ourselves to the possibilities and variations in both learning styles and outcomes that a close examination of our students' learning might provide.

"With this map of the terrain in hand, we can begin to place our various assessment practices in the appropriate quadrant. "

The second dimension (let's set this on a vertical continua) is the extent to which our assessments are integrated in our instruction and part of the ongoing learning of the classroom. At one end (we'll place it at the top) we have assessment that is highly embedded in our teaching and students' learning. That means that we don't stop or pause our instruction in order to assess but instead embed it as a regular part of our practice. At the other end of the continua (placed at the bottom) we have assessment that is set apart from instruction and student learning. Here, we declare a formal end to our instruction and move into a deliberate assessment phase that we hope will reveal something about students' learning. A basic graph of these two dimensions produces four quadrants that we might use to map the terrain of assessment (see Figure 1).

With this map of the terrain in hand, we can begin to place our various assessment practices in the appropriate quadrant. Let's begin with Quadrant D since this represents the traditional way schools have thought about assessment. This quadrant is characterized as highly evaluative practices that are set apart from our teaching practice. The teaching is completed and now it is time for students to show their learning in a manner we can evaluate. Here we have practices such as tests and formal summative assessments. In the farthest extreme of the lower, right-hand corner we have district, state or provincial tests, national exams, or tests administered by outside agencies.

Continuing in the "set apart" range, let's consider the assessment practices of Quadrant C. These practices once again are characterized as not an embedded part of our teaching, but they differ from Quadrant D in that they are "low judgement" and more interpretive in nature. Examples here would be the practice of "Looking at Student Work" (LASW), examination of teacher's documentation of learning, or video analysis. Typically, these practices are done as part of a professional learning group and aided by the use of protocols. The goal here is not to evaluate students or score their work, but to look for learning in whatever form it might take. Another assessment practice that fits in this quadrant is clinical interviewing in which we remove students from class to engage in one-on-one interviews to help us learn more about students' learning. Such interviews can be evaluative, if one has in mind a ranking or comparison of students, or interpretative, such as Piagetian-style interviews.

Moving to the upper part of our map, let us consider Quadrant B. Here we have assessment that is low in its judgment and embedded in our instruction. This is the assessment that happens in class and informs our instruction on the spot. We might call this kind of assessment part of our formative and responsive practice as teachers. We read the class, we gather clues and evidence, we check for understanding and misconceptions all with an eye toward modifying our instruction. This is perhaps one of the key skills teachers acquire over time and one that beginning teachers strive to master. One way to help develop these skills is by spending time engaging in Quadrant B practices. When we look carefully at documentation of learning in a low-stress, set-apart context, we begin to develop the eyes with which to see learning as it unfolds in front of us.

"This is the assessment that happens in class and informs our instruction on the spot. We might call this kind of assessment part of our formative and responsive practice as teachers."

Finally, we arrive at Quadrant A in which our assessment practices are embedded in our teaching and students' learning, but also evaluative in nature. To be evaluative should not be considered negatively. One wants their swim coach to evaluate one's stroke and consistency, for instance. Building class criteria of what quality work looks like can be extremely useful. Nor does evaluation always have to come from the outside. As a learner, one can set goals for oneself that can be used to evaluate progress. One practice in this quadrant is the feedback we provide to students on their performance. To give effective feedback there has to be some criteria applied. Providing good feedback on students' writing requires that we understand what constitutes quality writing, how far the student is from that goal, and what immediate actions might allow them to make some progress. The use of rubrics or success criteria as well as student and peer assessment practices also fit in this quadrant.

The point of this mapping is not to label any of these sets of practices as good or bad but to map the terrain, to provide a bird's eye view if you will, about what assessment can mean in different contexts. All of these assessment practices have their place and purpose. Another point of a map is to help us navigate, to know where we are, and where we might go or want to be. Where do your current assessment practices fit on the map? Are you and your colleagues spending most of your time in Quadrant D as many teachers do? What other quadrants need to be explored?

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Let's face it. Assessment can be vexing as a word, a concept, and a practice. Some educators fixate on it to the exclusion of good teaching practices: "This is all well and good, but how do we assess it?"

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The main point or key message understood.

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Please make a copy of the slide deck and use it for self-reflection. We will chat and unpack the practices this week.

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#Inquirymindset Assessment Edn Chapter 2: Self-reflection (please make your own copy to EDIT)

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We used the Hexagonal Thinking Tools to record our reflections - 12th August 2021

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Book club 12 Aug 2021 - Chapter 11 : Conferring about learning and practicing collaboration

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https://docs.google.com/presentation/d/175cbOaO9_nMyvh0wf6rqs3JwQ0jAp4xfJelhW3G72nU/edit?usp=sharing

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#InquiryMindset Session 5: Grows and Glows Reflection (Please make your own copy)

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Book club 14 Aug 2021 - Chapter 11 : Conferring about learning and practicing collaboration

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Here is the link for our Group reflection we will be doing this week.

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1. What is the
purpose of this task
? What does it mean
to persuade
somebody?

2. How best can you
convince someone
in your chosen
area?Who is your
target audience?

3. What skills
will you use to
convince your
audience?

4. How will
you
communicate
your thoughts
and ideas?

5. How will you
present your
understanding?

6. What
kind of
support
you need?

7. How can
you respect
the thoughts
and ideas of
others

How will you
connect your
thoughts into
global
context?

Students to know
what they are doing,
how they are doing
and how they are
doing (Learning
objective)

It helped each
other to give
feedback.

Time and
behaviour
management

Accountability
on the
process.

Agency scope
and
ownership of
their learning

Collaboration
and respect
each other
perspectives.

Each one
involved
everyone is
learning and
scaffolding
each other

Modelling helps
them to
understand.Co
desinging the
rubrics.

Went well and
the reflection
of concepts
and skills was
clearly
observed.

Co-Designing
should be
taken care by
all subject
teachers.

Task :
Designing an
Assessment

The learners gained
a deeper
understanding , a
sense of
responsibility was
seen , they took
ownership of
designing their own
assessment

They were able to
transfer the learning
, enhancing skills
and concepts

Time
management ,
Balance of
ability ,
Academic
honesty

Media - Jingle, PPT
and other options.
Showed exemplars -
Analyzed the ad.
Individual
Engagement.
Criteria - Discussed
and set.

Challenges - Gap in
planning to product.
Group or Individual
work - Participation.
Clearly convey the
expectations -
Accountability.
Parent Agency

Advice - Criteria or
expectations set by
co-design.
Differentiated Goals
and making a
learning contract.
Peer Reflection.
Relationship.

Benefits - Related to
their personal life,
Authentic, Intrinsic,
self-efficacy,
creativity, Shift in
thought

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Chapter 3- Inquiry Mindset- Assessment Edition - Google Jamboard

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#InquiryMindset Assessment Edition @trev_mackenzie @chojnacka_aga 
How many of these have you adopted in your classroom practices! My take on Chapter 2!

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#InquiryMindset Assessment Edition @trev_mackenzie @chojnacka_aga 
How many of these have you adopted in your classroom practices! My take on Chapter 2! https://t.co/ZvELv58cAE

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#InquiryMindset Assessment Edition @trev_mackenzie @chojnacka_aga
How many of these have you adopted in your classroom practices! My take on Chapter 2! pic.twitter.com/ZvELv58cAE
— Kirtida Kale (@kirtidakale) June 12, 2021

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#InquiryMindset Assessment Edition @trev_mackenzie @chojnacka_aga 
How many of these have you adopted in your classroom practices! My take on Chapter 2! https://t.co/ZvELv58cAE

# data[].attributes.attachment_link.metadata.attachment_props.original_text
#InquiryMindset Assessment Edition @trev_mackenzie @chojnacka_aga 
How many of these have you adopted in your classroom practices! My take on Chapter 2! https://t.co/ZvELv58cAE

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#InquiryMindset Assessment Edition @trev_mackenzie @chojnacka_aga 
How many of these have you adopted in your classroom practices! My take on Chapter 2!

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By Alexis Wiggins

Most of us are facing another school year in which at least part of our classroom work will need to be translated to an online environment. Some teachers worry that it isn't possible in the distance learning environment to have the kind of effective discussions facilitated in the classroom, but I'm here to say that by following some key protocols and staying flexible, teachers can absolutely design for strong online discussions.

I've spent the last 15 years immersed in the research, design, and practice of student-led discussions. It began with a job early in my career at a Harkness School and eventually developed into a method I call Spider Web Discussion, which asks teachers to train students how to begin, facilitate, and assess their own discussions while the teachers themselves are mostly silent. (You can see it in action in a ninth-grade classroom here.) In the current environment, I'm getting a lot of questions about how to conduct class discussion online.

Here are my tips for success:

1. Lay the Groundwork and Set Protocols.

In Spider Web Discussion, the students themselves learn how to ask and discuss the big, important questions. The results in my classes year after year: deeper learning, stronger critical thinking, better data on every student, greater empathy developed through listening and question asking, and higher student engagement.

I always introduce Spider Web Discussion in a full lesson the first time. Part of the introduction includes sharing with them this 10-minute video of what it looks like in practice. Then I share the rubric, and we discuss their impressions and questions about what's on it. I'd encourage you to make your own rubric for your course/age group; just ensure that it's easily assessed in a yes/no format. Then I choose an engaging multimedia text for our first discussion (two favorites for HS students are Spike Jonze's short film How They Get There and Ryan Lewis's music video for the song "Fake Empire."). I put a reasonable amount of time on the clock (I suggest 30-35 minutes for HS grade; 20-25 minutes MS; 10-15 minutes for ES) and during that time, they are completely responsible for the discussion. My role is to graph the conversation and take notes for the feedback session at the end. I don't save the students, even from uncomfortable, awkward silence. They must save themselves. If we step in as the adult who fixes things, they will look to us each time, rather than looking within themselves or to each other for the answers.

When the time is up, I enter the conversation and we debrief. I share the graph of the conversation, and we talk about how everyone did or didn't participate and unpack how or why that happened without blame. I ask them to self-assess the discussion on the rubric and choose a formative (no-count) group grade that I agree with. I ask what they can do better next time to improve upon today's discussion and share my ideas.

As long as all of your students have internet capability and a platform for synchronous videoconferencing, all of this can be done online just as it is in person. When my school moved to distance learning last March, my students had no trouble adapting to online discussions. These are the key first steps for successful online discussions.

2. Follow the Non-Negotiables.

Secondly, I've learned that the best discussions adhere to four principles that I never compromise on, key elements that can make the difference between discussions that sink or swim. Here they are:

Non-Negotiable #1: Students must all be able to see one another. In the physical classroom, this means sitting in an oval or square format so everyone can see everyone else. In a platform like Zoom, it means we need everyone's camera on and showing their whole face so we can read each other's verbal and emotional cues.

Non-Negotiable #2: The teacher must stay silent throughout the agreed-upon discussion time. If you interfere or save them once, they will expect you to do so every time. Even if you're uncomfortable with their reasoning or misunderstandings during discussion time, let them go as long as you possibly can to see if a student will correct or redirect instead of you doing so: 99% of the time, the students will get where you want them to without you if you just bite your tongue and wait a little longer. (The only exception to this rule is if there is any emotional harm being experienced by students during the discussion. In these instances, you should intervene.)

Non-Negotiable #3: Leave 10-20 minutes at the end of the discussion for debrief time. The debrief is as important as the discussion itself. I cannot stress this enough; the content alone is not enough for deep learning - deep learning happens as much or more from the meta-cognitive, reflective unpacking of that learning and inquiry. Feedback is crucial to getting better at discussion. Ask students what went well, what they could have done better, what were the most interesting moments of discussion, what they felt about the collaborative endeavor.

Non-Negotiable #4: Using a clear, simple rubric, have students self-assess their discussion and choose a group grade. The group grade is the keystone to the method; it ensures students are working as a team, not in competition with each other for talk time. Over the course of a year, you'll see how this collaborative approach reduces the chaotic, scattered nature of early discussions and develops them into deeper, more sustained, more balanced discussions. It's a long-term process; my students almost always score themselves in the C or D range in the early weeks and months, and it can take half a year or more to get into the A range.

For me, the grades are always formative - symbolic - but we note and track them as a record of our progress. Make sure you agree with the grade for the day; if not, debrief a little more with them as to why you feel the grade is too high or too low. Note it, and for your next discussion, ask students to recap what they learned from the previous one and what a couple of goals might be for that day's discussion. Over time, this cycle of collaborative inquiry with meta-cognitive feedback will keenly develop students' overall understanding and social skills.

3. Stay Flexible and Open.

While I have had success in designing really effective discussions online using the above protocols, we need to be flexible and open to the fact that in this new distance environment, some plans may have to be adjusted or abandoned. If you try the protocols and non-negotiables above and after a couple of weeks it just isn't working, don't be afraid to try something else.

There are tech tools that can help you track your discussions, such as Equity Maps, and great online discussion platforms like Parlay Ideas, which works for both synchronous and asynchronous, typed discussions.

I have classes of 18-20 students, and I find that to be a manageable number for a single, sustained Zoom discussion, but if you have bigger class sizes than that or feel that smaller groups would work better for your population, consider how you might utilize synchronous class time to split your groups into different discussion days or times; perhaps one group uses an online discussion board while the other half is live over Zoom, and then you swap groups on the following class day. If you have mature, trustworthy students, you could use breakout rooms to split the discussion groups and bounce between them during class.

And don't be afraid to try something totally different: a colleague of mine found online discussions just weren't working for her the same way in her interactive, performance-based Shakespeare course, so she chose to have students posting performances in Flipgrid and engaging in asynchronous discussions there in the comments section. Ultimately, it's not about one magic bullet approach; it's about being adaptable, creative, and responsive to our students' needs in this unprecedented time.

It is possible to design an online discussion environment that leads to strong critical thinking, deep inquiry, and enhanced interpersonal skills. It takes some time and energy to lay the groundwork and set up effective protocols, but I believe it is time well spent. I start teaching online again in just a week, and I can't wait to start discussions.

Let's not toss aside great teaching and learning tools because we fear they can't be used as effectively online; let's trust in the research, lean into our tech tools, and apply tested protocols so we can make online discussions not only possible, but effective.

Alexis Wiggins has worked as a teacher, instructional coach, and consultant. Her book, The Best Class You Never Taught: How Spider Web Discussion Can Turn Students into Learning Leaders(ASCD), helps transform classrooms through collaborative inquiry. Alexis is currently the English Department Chair at The John Cooper School in The Woodlands, TX. You can contact her at www.ceelcenter.org.

# data[].attributes.attachment_link.title
The Spider Web Approach: How to Facilitate Effective Online Discussions

# data[].attributes.attachment_link.description
By Alexis Wiggins Most of us are facing another school year in which at least part of our classroom work will need to be translated to an online environment. Some teachers worry that it isn't possible in the distance learning environment to have the kind of effective discussions facilitated in the classroom, but I'm here...

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Chapter 2

# data[].attributes.headline
A wonderful book suggested by Jonathan Martin

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A wonderful book suggested by Jonathan Martin

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Formative assessment is one of the best ways to increase student learning and enhance teacher quality. But effective formative assessment is not part of most classrooms, largely because teachers misunderstand what it is and don't have the necessary skills to implement it.

In this practical guide for school leaders, authors Connie M. Moss and Susan M. Brookhart define formative assessment as an active, continual process in which teachers and students work together―every day, every minute―to gather evidence of learning, always keeping in mind three guiding questions: Where am I going? Where am I now? What strategy or strategies can help me get to where I need to go? Chapters focus on the six elements of formative assessment: (1) sharing learning targets and criteria for success, (2) feedback that feeds forward, (3) student goal setting, (4) student self-assessment, (5) strategic teacher questioning, and (6) engaging students in asking effective questions.

Using specific examples based on their extensive work with teachers, the authors provide

* ""Strategic talking points"" and ""conversation starters"" to address common misconceptions about formative assessment;
* Practical classroom strategies to share with teachers;
* Ways to model the elements of formative assessment in conversations with teachers about their professional learning;
* ""What if"" scenarios and advice for how to deal with them; and
* Questions for reflection to gauge understanding and progress.

As Moss and Brookhart emphasize, the goal is not to ""do"" formative assessment, but to embrace a major cultural change that moves away from teacher-led instruction to a ""partnership of intentional inquiry"" between student and teacher, with better teaching and learning as the outcome.

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Advancing Formative Assessment in Every Classroom: A Guide for Instructional Leaders

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Amazon.in - Buy Advancing Formative Assessment in Every Classroom: A Guide for Instructional Leaders book online at best prices in India on Amazon.in. Read Advancing Formative Assessment in Every Classroom: A Guide for Instructional Leaders book reviews & author details and more at Amazon.in. Free delivery on qualified orders.

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A great book for reflective framework that you can use for peer and self assessment

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A great book for reflective framework that you can use for peer and self assessment

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Reflective thinking is widely recognised as a critical skill in learning - and learning to learn. Increasingly, teachers are encouraging students to 'take a moment' and think about why, what and how they are learning. Trialled extensively in classrooms, this book offers a variety of practical frameworks to support student reflection.

About the TAM eBook

Take A Moment: 40 frameworks for reflective thinking was first printed as a paperback in 2005 by Seastar Education Publishing.

This excellent resource is now available to Australian customers for AUD$10.00 (inc gst) and to international customers for AUD$9.09

The Take a Moment ebook is presented in pdf format as 56 single pages in one 8mb file.

The file is immediately available for download from a link provided on the "confirmation of purchase" page.
Please download the file to your computer or pdf friendly device before the link expires. The link will expire in 24 hours.
Note: This product may not be shared without the permission of the author (kmurdoch@kathmurdoch.com.au). Single pages of the Take a Moment PDF may be reproduced for classroom teaching purposes only. All other uses require the permission of the author. Copyright for "Take a Moment: 40 frameworks for reflective thinking" remains strictly with the author Kath Murdoch.

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Reflective thinking is widely recognised as a critical skill in learning - and learning to learn. Increasingly, teachers are encouraging students to 'take a moment' and think about why, what and how they are learning. Trialled extensively in classrooms, this book offers a variety of practical frameworks to support student reflection.