•Individually, you are to do a brief search of what authentic assessment “is”

•Debrief as a whole group about what you think this means for summative assessment practices

•Scale and networks are used to explore systems. 

•Systems vary according to networks and scale.

Orientation in space and time

Personal and cultural expression

Scientific and technical innovation

Globalization and sustainability

Fairness and development

•Try not use proper or personal nouns, or pronouns.

•Try to use the present tense.

•Try to make this transferable amongst disciplines.

•May need a qualifier (often, may, can) if it is not true in all situations.

•

•R = Role “ You are a…”                                (not a student)

•

•A = Audience “Your audience is…”        (not a teacher)

•

•S = Situation “The situation you find yourself in is...” 

•

•P = Product, Performance and Purpose 

•“You will create/design/write/produce etc. a ___________...” 

•

•S = Standards and Criteria for Success “Your work will be judged by Criterion A or B or C or D...”

•Formulate 3 inquiry questions for the “inquiry” section of your own unit planner that will allow all students to access the learning that is informed by the concepts found in the statement of inquiry. 

•1 factual (What) 

•1 conceptual (How or Why)

•1 debatable (Is, Should, Could, Does...)

•Share your inquiry questions with the your partner and explain how 

each question is grounded by a concept.

•In pairs select an inquiry myth that you believe is one that your own teachers may have misconceptions about 

•Discuss why you think the misconception may have occurred in the first place.

Individually, participants reflect on what they can do to build an environment that promotes inquiry

•Decide upon an everyday activity you would like to demonstrate e.g. Tie a tie

•With your partner consider the skills and their indicators needed to learn and accomplish that skill.

•Share out with the main room in the form of a mime with a narrative of ATL Skills.

•Your fellow participants must try to guess what you have learnt to do! 

•5 minutes

the possibilities. 

Why were there no flies?

•Generate at least 3 possibilities.

•You can use any research method!

•Share your possibilities with the main group and let’s agree on a cause!

•10 minutes!

•

•One day, Filbert was at his work and suddenly noticed that he was no longer swatting away at the pesky little flies. There were no flies around! He was, of course, delighted, but he also wondered why. He was really curious. So he sat down and looked around, looked at his notes, and tried to think of all the possible explanations for the lack of flies in this area.

Scenario #2: Math: Student that is a language acquisition learner (low – intermediate level)

Scenario #3: Language and Literature: Student with attention deficit disorder (ADD)

Scenario #4: Physical Health Education: Student on crutches

•With your group, make a list of your “top 3” items that people want to learn”  

•Share your “top 3” with the whole group.